ENVI Assignment Example | Topics and Well Written Essays - 250 words

ENVI - Assignment Example 3. Ring growth comes with a few challenges when it comes to predicting precipitation in relation to ring growth. When there is a difference it is sometimes a result of misrepresentation of data. Another reason might be attributed to aging. When trees get old their fibers twist and they are unable to hold their fibers. Other factors like CO2 may also influence ring growth in relation to precipitation. 4. Environmentalist will be able to predict world temperatures and provide mitigation measures to be taken in case of adverse effects. It might be also useful in controlling the hydrological cycle. This information can also help in rehabilitating the environment by engaging in afforestation, soil conservation and reduced depletion of natural resources. 5. If environmentalists can be able to project ring growth for the next 400 years it will be useful as the world can be informed about the precipitation trends. In addition to this, it will be easy to manage our forest and water catchment areas. This data can also be used in deciding food security in many countries in the world. This information might also be useful in deciding the sources of fuel energy shifting to safer sources and abandoning carbon

The Greater Freedom Essay Example | Topics and Well Written Essays - 1000 words - 1

The Greater Freedom - Essay Example To begin with, the influence of the political class on judicial proceedings will be limited or completely prohibited. This is because politicians often threaten fair administration of justice, hence hindering citizen from airing grievances. The judiciary is thus not autonomous, and prevalence of justice is sabotaged. Secondly, the government will be held accountable through democratic platforms. This would be essential in promoting media freedom in covering proceedings of government business in parliament, and the experts airing views on governance. Lack of questioning or critique of the government breeds corruption and other dubious deals whose burden and effects are borne by the citizens. Thirdly, it will be beneficial to carry over the freedom of rights article from the First Amendment to the new nation, which includes speech, religion, petition, peaceful assembly, and free press. This is because the amendment was made at a time when the United States was experiencing a lot of turbulence due to the then government’s discrimination against those who defied its rulings no matter how weird they were. It was during this period that the people were allowed to be affiliated with their religious groups of choice, and speak freely unless in the case of slander or malice. However, this freedom of expression will be under certain limitations that will include obscenity, advertisement of harmful substances, offensive symbolic expressions, and inappropriate music.America is a technological hub.

Best practices in early childhood education (website search)See Essay

Best practices in early childhood education (website search)See instructions - Essay Example Research has determined that the preschool curriculum models can be beneficial if they facilitate development for teachers and aides, involve parents, keep to small class size, and maintain program continuity. (http://www.nwrel.org/scpd/sirs/3/topsyn3.html ) However, the teachers need to ensure that they children to have a quality experience in class. Instead of mundane tasks to keep them occupied, the teacher can plan creative activities with materials facilitating intellectual development. Besides, activities can also be designed to promote native language and culture and focus on developing better language, social and cognitive capabilities. (http://nieer.org/resources/policybriefs/11.pdf). It is important to secure the participation of families in early childhood education. Teachers must work in collaboration with the parents in order to ensure better progress of their students. Care must be taken to plan activities revolving around the child’s environment and routines which can promote interaction, communication and learning by defining roles for dramatic play by encouraging engagement and group friendship activities. Thus activities must be planned with the aim of creating opportunities for learning. (http://www.dec-sped.org/recommendedpractices.html). The teacher must keep in mind that each child is different and hence strive to provide personalised attention. This is crucial since the teacher may not be aware that she is working with children with special needs or even disabilities and may be about to discover their specific requirements. This is yet another reason why a teacher must not be rigid about implementing of group norms. Developmentally appropriate programmes will provide the right opportunities for children to broaden and deepen their behavioural knowledge. Such programmes provide a wide range of experiences and also help in

Motivation And Vocabulary Learning

Motivation And Vocabulary Learning In current time the demand of learning English is rising tremendously due to lingua franca nature of this language in EFL context which refers to student who study English in non-English language society and ESL who study English in an environment that their mother tongue is English; therefore, so many attention has been given to this field because of economical and educational purposes. Back in the days, during methods era and especially in learning-centered methods the lack of explicit focus on grammar cause the vocabulary to gain an important role. They believe that vocabulary cause better comprehension and with this achievement there will be a language development (Kumaravadivelu, 2008). Although with death of method, this component of language is not dead yet, and it still has an important role in current classes with different styles of teaching. In Richards and Renandya (2002) the importance of this fact has been expressed as in the past , vocabulary teaching and learning were often given little priority in second language programs, but recently there has been a renewed interest in the nature of vocabulary and its role in learning and teaching (p.255). 1. a. the problems that students have in different tasks Many linguists define language as a sign system (Hudson, 2000), which consist of lexicon and grammar. According to Hudson, lexicon refers to mental dictionary. And we have different approaches on vocabulary learning that we will study them in detail on following sections. One of them is Lexical approach, in this approach the focus and emphasis is not on the grammar, syntax and structure but on the lexis or word and word combinations (Richards Rodgers, 2006). Most of these approaches and methods isolating words from the context and teach them explicitly as a single unit or compound (prefabricated) unit, but the problem will come up when the learner wants to use it; they can not place it appropriately in correct situations. For example the word reticent means quiet but the place and the context of using this word is not in the supermarket rather it is in the academic places such as university and college; an English learner will memorize this word and use it when she/he wants to talk to a native sales person or in imaginary role play activity with out awareness of authentic use of it that will cause low motivation. Because when the native speakers feel the lack of language competency they will avoid continuing the conversation. Other problems that can be find in the realm of vocabulary learning / teaching is the use of complicated words by the teacher in the classes which are not appropriate for the students in basic or intermediate levels. According to my own experience and observation, so many EFL classes experience this atmosphere which makes the learners anxious. One of the main reasons for that is the practice of teachers themselves, when a teacher with good general knowledge of English teaches an intermediate students for a year he /she will lose some of his knowledge according to lack of practice then they will bring that practice into their classes. The supervisor of that institute was happy and when the question has been asked about this problem he mentioned Krashens i + 1 hypothesis, but he didnt bring into consideration the level of 1 is not determined yet and how harmful it can be for learners. The mentioned problems make the learners overwhelmed and bewildered on how, when and where to use the words. Should they use the writing words (the words that are usually used in writing) in the speaking tasks or use the speaking words in the writing tasks? This will cause debilitative anxiety and low self-efficacy which refers to external factors. The word self-efficacy is defined in Williams and Burden (1997) as students beliefs about their capabilities to apply effectively the knowledge and skills they already possess and thereby learn new cognitive skill (p.129). When the learners are confused and can not recognize which word to select or when to use the special word, they will refer it to task difficulty (Williams Burden, 1997).This low self-efficacy will cause low motivation (which will be studied in detail in the Body of this paper), and when the learners are not motivated they give up practicing and they think that the task is hard but in reality the absence of practice which is due to low motivation caused that. And when this happen, it not only influence their vocabulary knowledge but also it plays a significant role on other four skills, because when the knowledge of vocabulary is low, the comprehension will be low so the pr oduction. Richards and Renandya (2002) express vocabulary is core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write (p.255). Also in their book they mentioned with out the good knowledge of vocabulary and strategies for learning new vocabulary, learners can not progress in the way that their capabilities are and this will cause low motivation then they wont participate in learning opportunities around them such as listening to news, watching movies, listening to the native speaker and using the language in different context(Richards and Renandya ,2002). 1. b. passive and active vocabulary learning There are generally two types of vocabulary in mind, passive and active (Heaton, 1990). By passive vocabulary he refers to reading and listening words (comprehensive). Hunt and Beglar in the book of Richards Renandya (2002) classify it as incidental learning in the long run, most words in both first and second languages are probably learned incidentally, through extensive reading and listening (p.259). We may read so many articles, books, newspapers and texts included different classes of words but it is not possible to use those words in our speaking and writing (production). The emphasis is on speaking because during the utterance we have less time for processing the new words and the speaker tries to use safe words which have been proved before. The other group is active vocabulary. In this group we have writing and speaking words (productive) that refers to the word we use in our speaking and writing so the classification is listening: passive/spoken, reading: passive/written, speaking: active/spoken and writing: active/written(Heaton , 1990, P.51). It is worth mentioning that the amount of words that we comprehended is much larger than the words that we produced.in the research of Oxford Crookall (1990) declared that spoken vocabulary is often smaller than written vocabulary, which is in turn generally smaller than receptive vocabulary (p.23).from that statement they conclude that proficiency in speaking is more difficult for the student to achieve than writing and writing is harder than reading and listening ( Oxford Crookall, 1990). According to my own experience, one of my classes memorized and practiced the 504 essential words but they hardly used those words in their production. The ideal goal for the learners is shifting from passive knowledge of vocabulary to active knowledge of vocabulary and create an atmosphere for better fluency with the activated vocabulary .for the fluency Richards renandya (2002) suggest that fluency is partly depends on developing sight vocabulary through extensive reading and studying high-frequency vocabulary(p.262) and also they expressed that fluency is cyclic use of already known words so the students can produce an utterance without hesitation(Richards and renandya,2002). To achieve these goal different variables should be taken into consideration such as time, books, methods of teaching, students back ground knowledge and so on. Mentioned variables will effect the learners motivation. For example in that class if the time and duration had been extended the result would have been different. Students could use those words so they didnt think about the hardness of the task (external, task difficulty) and they could have higher self- efficacy and better motivation. And they could realize that vocabulary learning is a formidable and complex life-long task (Stahl Nagy, 2006). There is a mutual relationship between motivation and vocabulary learning so when the learners are motivated they will learn more vocabulary and when they learn more vocabulary they will be more motivated, like a cycle. 1. C. absence of enough review of related literature About the title of this paper there are only very few information, studies and review of related literature. the reason for that is scholars and researchers usually consider vocabulary as part of reading skill , Deng (2010) declare motivation for vocabulary learning is different from motivation for reading , so the motivation of vocabulary should be studied separately (p.4). 2. Body There are six categories in the dimensions of vocabulary learning: help-seeking, morphology, context, dictionary use, spelling and phonology (Deng, 2010). The help-seeking is very important in the process of vocabulary learning among EFL students. When the learners dont t know the meaning of the word they will ask for it from the other peer or authority such as teachers or parents (this will be analyzed in detail in the vocabulary learning strategies). Research on this field show that students usually use this strategy rather than checking dictionary because it is easier and to the point, but it has down side too, using dictionary is a skill and when they get use to it they are exposed to more vocabulary learning and authentic pronunciation. In Richards renandya (2002) the importance of dictionary is declared through bilingual dictionaries have been found to result in vocabulary learning (p.263); they also proposed the advantages of bilingual dictionaries over monolingual one. .help-seeking shows that the students are concern about their studies so they have facilitative anxiety. When they realize the meaning, they will be more motiva ted due to understanding the concept of the text. The second category for vocabulary learning is morphology. Hudson (2000) defines morphology as concern the classes of morphemes, and their occurrence in sentences and combination as words (p.8). We can study morphemes in two ways, based on meaning and based on the form with in two subparts, grammatical and lexical morphemes (Hudson, 2000). Study has shown that the student awareness on this division and the characteristic of each grammatical and lexical morpheme such as concreteness, frequency, open-set membership will help them to overcome the difficulty of the task .as an example, when the learners can distinguish between stem, root, suffix and prefix they not only will realize the meaning and function of that word but also they can use this technique to overcome some other hard and complicated task in the realm of vocabulary learning. In this situation learners become more self- actualized in result they will consider themselves as part of the process and they dont rely on external factors (luck, difficulty of the task) so they will have a higher motivation. Williams Burden (1997) declare that the greater the value that individuals attached to the accomplishment or involvement in an activity the more highly motivated they will be both to engage in it initially and later to put sustained effort into succeeding in the activity(p.125). In fact, many examinations have been taken in the morphology and motivation realm, Deng (2010) examined the motivation of morphological knowledge by measuring students motivation to notice and manipulate word parts that contribute to word meanings (p.11). The result of this study shows the significant relationship between motivation and morphological awareness. Another factor which causes lack of motivation is accessibility to morphemes in our lexicon. Lexicon is mental dictionary of the morphemes and signs (Hudson, 2000). Access to morpheme in our lexicon occurs by rhyme, initial sound, and synonym, rough opposite, semantic features, context of occurrence, part of speech and spelling( Hudson, 2000, p.74). Another way for Vocabulary learning is learning the word with in text itself. Contextualization occurs when the unknown meaning of the word is guessed by the reader according to other words and phrases. Contextual use refers to understanding word meanings by scrutinizing surrounding context, including preceding or succeeding phrases and sentences that provide syntactic and semantic cues (Deng, 2010, P.11), it is worth mentioning that this technique is more suitable for advanced learners because vocabulary learning includes learning collocations, associations, and related morphological as well as grammatical patterns ; considering all these elements for guessing the meaning is not possible for basic learners(Richards renandya, 2003). This is very useful technique for the learners to enhance their self-efficacy as well. When they realize that they do not need to know the meaning of all the words to overcome the test or task difficulty, they will see an open window of opportunity for l earning. On the other hand Kelly (1990) declared that unless the context is very constrained, which is relatively rare occurrence or unless there is a relationship with the known word identifiable on the basis of form and supported by context, there is little chance of guessing the correct meaning (p.203). We can learn and access the vocabulary in lexicon with phonology and phonological process. In phonological process the learner can keep the word in the mind by the sound of it and also can have an access to the lexicon by the same application. The Other type is spelling, Deng (2010) presents that spelling is specified as sub category of students motivation in vocabulary learning because spelling helps to learn new vocabulary (p.11). Spelling influences conceptualizations of vocabulary learning (Ehri Wilce, 1986). Through the spelling vocabulary l the image of the words can be established in the mind better than when the spelling is not known and this gives the learner stronger self -esteem. Richards Renandya (2002) express that language -focused instruction includes focusing on the pronunciation and spelling of words; deliberately learning the meaning of a word; memorizing collocations, phrases or sentences containing a word and being corrected for incorrect use of words(p.270). 2. a. types of motivation and vocabulary learning So far we realized that how motivation is related to the vocabulary learning. In this section, we consider types of motivation and the relationship with vocabulary learning. Motivation refers to goal-directed behavior (Masgoret and Gardner, 2003, p.128). It has been studied in different psychological schools of thought such as behaviorist view, cognitivist view and social constructivist view. In behaviorist point of view the concept of motivation is tied to rewards and external factors. Although the behaviorist point of view has been rejected but it can not be fully rejected; some times it plays an important role in vocabulary leaning. The external feedback that learners get will motivate them to continue the vocabulary learning tasks. Some scholars emphasis on the effect of feedback the effort students put into their work outside of class needs to be acknowledged with sufficient feedback to make them feel that the effort was worthwhile in moving them toward their goal (capturing and directing, 1997, p.4 ).so by giving them immediate feedback they will be more motivated in expansion of vocabulary learning. And, William and Burden (1997) declared that behavioral psychologist were the first to recognize the power of feedback as a motivating influence (p. 134). Other perspectives such as achievement motivation can be helpful in vocabulary learning. But it has two phases, one when the learner is highly motivated to accomplish the vocabulary task for external factors such as achieving the first place in the class or for their parents satisfaction. The second phase which is debilitative refers to the situations when the learner avoids participating in the task due to stressful nature of that activity. In result, we can see that the early psychologist approaches toward motivation is simple and deficient. Although there are not enough review of literature in the area of vocabulary learning and motivation but it can be studied in the Gardners integrative and instrumenta l orientation. Masgoret and Gardner (2003) Define integrative orientation as integration refers to an openness to identify, at least in part, with another language community (p.126). In integrative orientation the EFL learners want to be part of the English language community, and they want to integrate themselves with the English culture. This type of orientation is highly related to vocabulary learning. When learners want to be part of the community and they are highly motivated, they should speak or write in the manner that native speaker does. This will cause the learner to focus on expansion of vocabulary, besides using the words in appropriate place as mentioned on the introduction part of this paper. Also Masgoret and Gardener emphasis the adaption of word sounds, pronunciations, word orders, and other behavioral and cognitive features (Masgoret and Gardner, 2003). There are six variables included in the measure of integrative motivation which the main component, consists of attitude, interests and integrative orientation (William Burden, 1997). Attitudes toward the learning situation refer to the individuals reaction to anything associated with the immediate context in which the language is taught (Masgoret and Gardner, 2003, p.127).also Deng which is one of the main references of this paper, investigates motivation particularly attitude in vocabulary learning and defines it as evaluating a particular entity with some degree of favor or disfavor (Deng, 2010, p.8). Sometimes the students are not interested in the target language group but they can be open to all groups (Masgort and Gardner, 2003); in the case of interest, they make themselves involved in vocabulary learning and participate in different tasks which cause further learning. The other type is instrumental orientation; which has less effect on the vocabulary learning compare to integrative orientation. When the learners want to overcome the difficulty of the text, task or exam for achieving a passing mark, financial rewards, furthering a career or gaining promotion they usually have instrumental orientation (William Burden, 1997). This kind of motivation is applicable to vocabulary learning too. When the learners want to get passing mark on an English test they should study appropriate vocabulary for achieving that goal and it is only and only for that purpose. The other approaches toward motivation are cognitive and social constructivist. In cognitive psychologist approach, the most important part is the choice that learners have on their actions (William and Burden, 1997). And in the social constructivist perspectives , the motivation is because of social factors so when one person is motivated, he/she will continue to achieve the goal and the way they are satisfied is different from person to person( William Burden, 1997). There are other perspectives to motivation, intrinsic and extrinsic. In the researches on the vocabulary learning both intrinsic and extrinsic motivations play an important role. But intrinsic motivation which in William and Burden (1997) book has been defined as experience of doing something that generates interest and enjoyment, and the reason for performing the activity lies within the activity itself (p.123) is very important for the vocabulary learning. Because the learners are interested in the task or vocabular y learning, so they try more to get their goals, and they wont give up easily. 2. b. the complexity of words Some times the complexity of words may cause lack of motivation and because there is a mutual relationship between them, it may cause the student to give up the learning. According to Nagy and Scott there are five aspects of vocabulary complexity the first one is incremental- knowing which Deng (2010) defines it as knowing a word is not a matter of all- or- nothing, but incremental process based on small scales (p.9). So it means that the vocabulary knowledge is additive. The learner shouldnt be overwhelmed and unmotivated due to complex nature of vocabulary learning; when they see that they can add to their base knowledge. The second one is multidimensionality-word that consists of grammar, conceptual meaning and morphology which has been explained in the previous sections. Polysemy -words that Yule (1985) defines it as two or more words with the same form and related meanings (p.107). Also yule gives a good example of run that can relate to person or water. When the learner face t his complexity he/she can be bewildered, to avoid this ambiguity different strategies are needed that will be discussed in the following section. The other type is interrelatedness words that Deng explain it with the example of understanding the word bread which is related to understanding of other related words such as powder and wheat (Deng, 2010). And the last one is heterogeneity-word that refers to word class. For example some words are abstract like love and some words are concrete like chair, understanding these two level words are different and the abstract words may cause anxiety among EFL learner and especially between younger ages. Another perspective to words is the division of word knowledge to receptive and productive. Richards Renandya (2002) define the receptive knowledge as one of the aspects of knowledge through reading and listening, and productive knowledge means being able to use in speaking and writing (p.261). The concept of word knowledge is closely related to the passive and active vocabulary. Zhong in his research explain the concept of receptive-productive word as the mastery level of vocabulary knowledge reflected in the learners comprehension and production abilities (p.118) and also in the same paper he demonstrate progressive process of learning a word. The reason that I brought these parts of word and vocabulary learning in to this paper is that in conclusion part we will see there is a mutual relation between learning vocabulary and motivation. According to Zhong the first dimension is partial -precise dimension, it shows the knowledge moves from recognition to vague understanding of the meaning and later to the mastery of precise comprehension (p.118). The second is depth dimension which is the quality of knowing word and the last dimension is receptive and productive dimension. 2. c. vocabulary learning strategies In order to simplify the complexity of the word and vocabulary learning that has a significant role on student anxiety and motivation, some strategies are needed. When the learners are motivated they will seek some ways for better understanding of the text or making use of these strategies for longer retention of words. For this purpose in Richards and Renandya there is a great emphasis on these strategies for inferring words from context as well as those which can help learner retain the meaning (RichardsRenandya,2002). There are different categorizations for vocabulary learning strategies according to different researchers. Oxford Crookall divided the techniques for vocabulary learning in to four categories decontextualizing technique that extract the word from the context completely which help the learners remember how the word is used as a part of language; semi- contextualizing in this technique the new word is related to the learners already known word but still they are not part of the context; the third one is contextualizing technique that the word will be studied in communicative context; and the last one is adaptable that reinforce other techniques (Oxford Crookall , 1990). Decontextualizing technique consists of word lists that are divided into unpaired list and paired list, flashcards and conventional dictionary use; semi contextualizing which is consisted of words grouping ,visual imaginary ,key word ,physical sensation and semantic mapping; contextualizing technique that is processed with in the four skills in general English proficiency; and the last one , adaptable technique which they use structured reviewing (Oxford Crookall, 1990). In the Asgaris research, the division is based on Schmitt classification, and he divides it in discovery strategies and consolidation strategies with five sub- categories consists of determination, social, memory ,cognitive and metacognitive strategies ( Asgari,2010). In the research that has been done by Asgari, she tries to related the learning strategies to vocabulary learning ,although it is acceptable but more specification is needed , because a specific classification for vocabulary learning strategies has been given. Other strategies which are related to learning in general term, can be associated to vocabulary learning as well , such as circumlocution when we describe the unknown word for the listener ; using prefabricated pattern , word coinage , approximation and so on (William Burden, 1997).the mentioned techniques are part of the compensatory strategy, which is crucial for learner productive vocabulary knowledge. When they use this type of strategy they will continue the production and this will cause low anxiety and high degree of motivation. 3. Conclusion So far different aspects of motivation and vocabulary learning have been investigated, the problems that EFL learners have in the classes and generally as the process of learning the second or foreign language beside the kinds of motivation and kinds of words. Also different strategies have been mentioned to compensate the above problems. The reason for this division is first there is not enough literature on this specific subject and second from my own understanding there are mutual relationship between vocabulary learning and motivation. By that I mean when the learners are motivated they will learn vocabulary better and when they learn a word they will be more motivated. So the reason for bringing all the above problems, kinds and strategies is that they are like a chain and they are related to each other. Deng in his research found no difference between male and female in motivation for vocabulary learning and he found a significant relationship between vocabulary learning and mo tivation (Deng, 2010).and also Fernandez Terrazas (2012) in their research found that there is a significant positive relationship between the level of motivation and receptive vocabulary tests grade (p.49). so by considering the level of motivation we can improve vocabulary learning among the EFL learners.

Essay --

Effects Of Smoking In Women Until fairly recent times, smoking was considered to be exclusive to men. They were seen smoking at parties, in public places, in offices and even in their homes while their female counterparts watched them indulge themselves. However this is not the case anymore for the last few decades have seen a rapid increase in the rate of female smokers. Figures show that in the year 2000 there were about 25 % and 21 % male and female smokers respectively. Needless to say this has resulted in some serious health problems for women as studies show that over 165,000 women die of diseases that are an outcome of heavy smoking, which includes heart attacks emphysema and breast and ovarian cancers. The fact of the matter is that just as smoking results in dire consequences for men, it produces equally horrific results for women. Most women are however unaware of the fact that smoking can pose health problems such as various different cancers. Not only this but also it can produce bad breath and yellow teeth and nails, which is not a health problem but does add to the overall negative effects of smoking. The following section of the essay will thus take into account the adverse health effects that smoking has on women i.e. breast and ovarian cancer. Studies have shown that smoking advertisements have begun to focus on teenage girls in a bid to increase their sales, while reinforcing the trend in adult female smokers. Experts point out that doing so will result in getting the teenagers hooked on to the habit with the result that they will turn into life-long smokers. It is a commonly known fact that the earlier one begins to smoke; the harder it becomes to quit later on. Thus teenage girls find themselves attracted to t... ...skin to age i.e. the appearance of fine lines and wrinkles are common and the skin begins to sag and loses its elasticity. Thus all those botox injections and plastic surgeries are likely to wield no results if a woman does not quit the habit. As mentioned earlier it also causes the nails and the teeth to become yellow and the smoker develops a particularly bad breath, which can be embarrassing if one is in public. Thus the above discussion shows that smoking in women causes a number of health problems such as heart diseases, cancers, osteoporosis and reproductive problems thereby minimizing her chances of conception. References Greaves, Lorraine. Smoke Screen: Women's Smoking and Social Control. New York: Scarlet Press, 1996. Author unavailable.  Ã¢â‚¬Å"Smoking.† Available online at: http://www.ivillagehealth.com/library/nwh/content/0,4482,215912_227354,00.html 2000.

Spinster – A Commentary

Spinster is a poem which juxtaposes the order and disorder of the seasons and how exactly this affects the persona's desperation to keep control. The title ‘Spinster' implies that the persona has a chosen a life without men, which also implies that she wants full control over her life. Stanza one begins very formally, ‘During a ceremonious April walk/ With her latest suitor'. Lexis such as ‘ceremonious' and ‘suitor' creates a very formal atmosphere, therefore creating more structure, which is also implied by the use of the word ‘suitor', which suggests very little or no feeling towards him. The stanza continues to imply that the woman can hardly stand disorder, ‘intolerably struck/ By the birds irregular babel/ And the leaves litter'. The poet uses alliteration and positive alliteration to suggest that the woman can not handle disorder with words such as ‘irregular' and ‘litter'. Then, in stanza two, Plath stays detached from the poem, and the whole stanza implies disorder. ‘Observed' suggests that the woman in the poem was watching from a distance, and therefore the writing is very detached and as if a step has been taken back in order to see things as a whole. Also, the whole stanza implies disorder with lexis such as ‘unbalanced', ‘uneven', ‘wilderness' and ‘disarray', all of which suggest disarray and no order. Almost all of these words are relating to nature, ‘Through a rank wilderness of fern and flower/She judged petals in disarray' The use of ‘rank wilderness' implies that the female persona believes that nature, shown by the ‘fern and flower' is dirty and scary because she does not know anything abut it, as implied by ‘wilderness'. Moreover, the poet is again detached from the poem with use of ‘judged', which sounds like she is not involved with what is going on. The whole of this stanza is based around nature, which the persona (and therefore poet) clearly dislike as a consequence of the disorder and that it can not be predicted. In contrast, stanza three is full of lexis based upon order, which is suggested by ‘Scrupulously', ‘order', ‘white and black', ‘ice and rock' and ‘discipline'. This language is very perfected, and also separated out into clear and completely different groups, as shown in ‘black and white'. The stanza begins with telling the reader what this stanza is about, namely, winter. ‘How she longed for winter then!' The use of ‘longed for' suggests that the persona is desperate for winter, which is implied in the onomatopoeic quality of ‘longed for', and this also suggests that winter is a very long time away. Moreover, the writer uses words such as ‘austere' to explain winter, which suggests that winter is more simple an there is little to it and it, is therefore not confusing. Also, the writer suggests that the persona has complete control over her, ‘hearts frosty discipline'. This implies that the persona even has complete control over her feelings, but the only way to keep this control is by having none, implied by ‘frosty', which suggests that the persona is cold emotionally, or that she has no feelings. However, in her attempt not to be emotional, negative feelings are created about emotion, which completely defeats her objective. Stanza four is similar to stanza two, as a lexis implying disorder is used such as ‘unruly and ‘vulgar motley'. As soon as the stanza begins, there is a hint of regret with ‘But here' and this implies that what is coming in this stanza, the persona regrets a lot. The line is finished with the word ‘burgeoning', which implies blossoming and growth. This suggests that because growth is uncontrollable, the persona regrets it because is mean that she would have no control. The poem goes on to say, ‘Unruly enough to pitch her five queenly wits/ into vulgar motley'. The use of ‘five queenly wits' implies that the persona believes herself to be above all of the disorder and disarray in spring, and that she is therefore superior. Also, the use of ‘vulgar motley' implies that spring is common and repulsive, but the persona is scared of this because she does not know much about it. Generally, the whole of the two lines implies that spring forces the persona to feel, which is not something she wants to do, implied in stanza three with ‘heart's frosty discipline'. Then, the writer implies that people who like spring are idiots with, ‘Let idiots/ Reel giddy in bedlam spring'. This is very derogatory because it implies that all people who like spring are idiots, and the use of ‘reel' suggests that disorder again. The stanza ends with a juxtapose line to the rest of the stanza, ‘She withdrew neatly'. This gives a queenly imagery which emphasised her control as the persona regains her composure after suggesting that spring makes her loose it. The final stanza is the solution to disorder, in which the persona implies that she can not handle relationships, or feelings, and therefore her only solution is the title, ‘Spinster'. This is suggested through out the stanza, but starts on the second line, ‘barricade of barb and check'. The barricade is to stop the progression of emotion, and the writer sues monosyllabic words in order to force her point across, such as ‘barb and check', both of which also have a very hard sound to them. This forceful comment suggests that the persona wants love, but has built a ‘barricade' around her in order to not let anyone in. The stanza finishes with ‘Or love, either', which implies that the barricade she has created will not ever let love in, but because it is an afterthought, it also makes love sound insignificant. The structure of the poem is very ordered, as it stops regularly at the end of each stanza, the lines are regular lengths and the words are in similar patterns throughout each stanza. It is clear that the attempt to maintain order shown in the words of the poem is also shown by the structure as the persona is desperate for control and regulation. Overall, the poem is very detached and sounds almost factual due to the lack of emotion throughout. Also, the poem has a feminist undertone, in which the persona swears to keep men out of her life by being a spinster. Moreover, the poem is very juxtapoic with the cross between order and disorder throughout. However, the whole poem suggests that deep down the poet wants love; it is just that they are too scared to find it.

Consejos para casarse como turista en Estados Unidos

Consejos para casarse como turista en Estados Unidos Si est en Estados Unidos como turista y est considerando la posibilidad de casarse y le asaltan las dudas sobre si puede hacerlo, la respuesta es que sà ­, es posible casarse con una visa de turista en Estados Unidos. Otra cosa muy distinta es poder quedarse legalmente en el paà ­s y conseguir la tarjeta de residencia por matrimonio. Si esto es lo que se pretende, es altamente recomendable leer con mxima atencià ³n este artà ­culo y evitar errores que pueden costar muy caro. En este artà ­culo se explica cules pueden ser los problemas para los extranjeros que entran a Estados Unidos con una visa de turista y se casan con un ciudadano americano. Asimismo, se hace referencia a las opciones legales para evitar problemas.  ¿Quià ©nes son turistas desde el punto de vista migratorio? Esta pregunta puede parecer una tonterà ­a, pero no lo es. Son turistas los que entraron con esa visa, pero tambià ©n  los espaà ±oles y los chilenos que viajan a Estados Unidos como turistas y sin visa, por formar parte del grupo de paà ­ses para los que rige el Programa de Exencià ³n de Visados. En estos casos espaà ±oles y chilenos, en la mayorà ­a de los casos, solamente  tienen una autorizacià ³n electrà ³nica que se conoce como ESTA que les permite estar en el paà ­s por un mximo de 90 dà ­as, que jams se pueden extender.   Tanto los turistas con visa como los que sà ³lo tienen la ESTA pueden casarse en Estados Unidos.   Otra cosa distinta es que el matrimonio, à ºnicamente por sà ­ mismo, produzca efectos migratorios. Requerimientos civiles  para casarse y que el matrimonio tenga efectos migratorios Hay que cumplir con los requisitos del estado o, en su caso, el condado o municipalidad  en el que se celebra el matrimonio.   Destacar que en todos los estados de Estados Unidos asà ­ como en los territorios que componen la Commonwealth -como por ejemplo Puerto Rico-  es legal el matrimonio entre personas del mismo sexo. Por otra parte, en ninguno est permitido la bigamia, es decir, estar casado al mismo tiempo con ms de una persona. Asuntos y precauciones migratorias que deben tenerse en cuenta En teorà ­a, cuando un extranjero que est en Estados Unidos como turista y un ciudadano estadounidense contraen matrimonio, el cà ³nyuge extranjero deberà ­a salir del paà ­s antes de que expire su autorizacià ³n para quedarse legalmente. A continuacià ³n, si asà ­ lo desean, el ciudadano pedirà ­a a su cà ³nyuge mediante un procedimiento consular y mientras esperar fuera de los Estados Unidos a que llegue el  momento de la entrevista en el consulado y se obtenga la visa de inmigrante. Pero lo cierto es que en la prctica en muchos casos eso no ocurre asà ­ y el cà ³nyuge extranjero decide quedarse en los Estados Unidos mientras se tramita los papeles. Para evitar problemas migratorios muy serios es aconsejable tener en cuenta la siguiente informacià ³n: Primero: evitar problemas relacionados con la intencià ³n, o lo que en inglà ©s se conoce como intent.   Cuando persona que entra en Estados Unidos como turista debe tener necesariamente esa intencià ³n: pasear por el paà ­s y antes de que se le acabe la visa o el periodo de estancia legal debe regresar a su paà ­s. Y nunca debe ingresar al paà ­s con la intencià ³n de contraer matrimonio. Cosa muy distinta y que puede admitirse es que dos personas decidan en un instante casarse. Es decir, que cuando el extranjero llegà ³ a USA no tenà ­a esa idea pero el amor a veces es impulsivo y se puede cambiar de opinià ³n. Pero,  ¿cà ³mo evitar problemas y estar en condicià ³n de poder demostrar que la intencià ³n de casarse no existà ­a antes de entrar al paà ­s? Hasta hace poco, eso se garantizaba  siguiendo la regla 30/60 que una norma del Departamento de Estado que el USCIS solà ­a  aplicar en los casos de matrimonios entre extranjeros y ciudadanos americanos y que deberà ­a entenderse asà ­: Cuando se pedà ­a  un ajuste de estatus por matrimonio en los 30 dà ­as siguientes a la llegada del extranjero, se presumà ­a que se estaba actuando de mala fe. En otras palabras, que su intencià ³n fue siempre casarse y que, por lo tanto, no debà ­a concederse la peticià ³n de  ajuste de estatus. Cuando se solicitaba entre el dà ­a 31 y el 60 habà ­a y una fuerte sospecha de que puede haber habido una intencià ³n de contraer matrimonio desde el principio. En esos casos habà ­a que esperar un examen muy exhaustivo del matrimonio y de sus intenciones. Sin embargo, la cantidad de dà ­as ha cambiado recientemente con la Administracià ³n Trump. Segà ºn un comunicado del Departamento de Estado, se considerar salvo raras excepciones que los matrimonios con el objetivo de pedir un ajuste de estatus celebrados en los 90 dà ­as siguientes al ingreso a Estados Unidos son un fraude de ley. Y la consecuencia de ello es que no se aprobar el ajuste de estatus, no se renovar la visa, que podr ser cancelada, no se aprobar ningà ºn cambio de visa y, si el extranjero permanece en Estados Unidos, se convierte en elegible para la deportacià ³n. Este es un cambio importante y muy serio. Es importante entender que no importa que familiares y amigos no tuvieron problemas por este asunto en el pasado. Las reglas han cambiado y lo que importa es lo que se aplica en estos momentos. Segundo: tener claro el proceso de  residencia por matrimonio  y todos los requerimientos.  La tramitacià ³n costa bsicamente de dos partes. Por un lado la peticià ³n per se y por otra el ajuste de estatus. Pero antes de comenzar asegurarse de que se cumplen requerimientos bsicos como, por ejemplo, el de ingresos mà ­nimos para patrocinar. Tercero: es muy importante tener en cuenta que mientras dura este proceso, la estancia del cà ³nyuge extranjero probablemente se encuentre por varios meses no cubierta desde el punto de vista migratorio por una visa o por la ESTA. Es por ello que no se debe salir de Estados Unidos. Lo recomendable es permanecer dentro del paà ­s o bien hasta que reciba la tarjeta de residente o bien un permiso que se conoce como advance parole. Si sale antes o sin esa autorizacià ³n, se arriesga a que cuando quiera regresar se le prohà ­ba la entrada en la frontera de EEUU. Incluso es recomendable consultar con un abogado si conviene salir aà ºn teniendo el advance parole. Cuarto: tener muy claro que en este artà ­culo siempre se habla de matrimonio con un ciudadano americano y nunca del caso de una pareja conformada por extranjero turista y residente permanente. Y es que estos casos son muy diferentes ya que si el turista se queda sin la proteccià ³n legal de la visa o de la ESTA porque permanece en el paà ­s ms tiempo del permitido no va a poder ajustar su estatus y, por lo tanto, no va a poder obtener la residencia dentro de los Estados Unidos. Esta es una gran diferencia desde el punto de vista migratorio. Quinto: tener en cuenta que siempre se habla de turista que ingresà ³ con visa o con ESTA. Nada de lo que dice este artà ­culo aplica a los migrantes que llegaron a los Estados Unidos sin pasar por un control migratorio, es decir, aquellos que ingresaron ilegalmente por la frontera. Estas personas no pueden nunca ajustar su estatus por matrimonio. Sexto: no olvidar que los problemas pueden comenzar en el control migratorio. Es perfectamente posible que el oficial de Inmigracià ³n en la frontera de Estados Unidos (puerto, aeropuerto o frontera terrestre) prohà ­ba la entrada de un extranjero con una visa de turista cuando sospeche que su intencià ³n es venir al paà ­s para casarse. El oficial de Inmigracià ³n siempre tienen una pequeà ±a conversacià ³n con la persona que procesa (y se recomienda no mentir) y  puede llegar a la conclusià ³n de que viene a casarse. Adems, pueden abrir el equipaje y descubrir cosas sospechosas como el traje de novia, regalos, muchà ­simas maletas para un viaje en teorà ­a de sà ³lo un par de semanas, etc. En estos casos, Inmigracià ³n est en su derecho de prohibir la entrada del extranjero, por mucha visa que tenga. Y es que es muy importante entender que para obtener la aprobacià ³n de una visa no inmigrante, como es la de turista, o su renovacià ³n o la garantà ­a de ser admitido al llegar a un control migratorio de los Estados Unidos es necesario ser, en todo momento, elegible para la visa y admisible para ingresar a USA. Estas son  20 causas que convierten a una persona en inelegible  y estas son  22 que la convierten en inadmisible.  ¿Quà © pasa si migracià ³n  no aprueba el ajuste de estatus por matrimonio? Es muy raro que el Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s) niegue la aprobacià ³n del I-130, es decir, la parte inicial de la tramitacià ³n donde realmente lo à ºnico que se confirma es que el que pide es un ciudadano y est casado legalmente con la persona pedida. Nada ms. El problema surge en ajuste de estatus. Las razones pueden ser muy variadas. Por ejemplo, que se considere que se ingresà ³ a Estados Unidos con la intencià ³n de casarse. Eso puede ser considerado un fraude de ley, ya que implica una mentira cuando se solicità ³ la visa de turista o cuando se cumplimentà ³ la ESTA. Otro problema es cuando se considera que el matrimonio es falso y su à ºnica finalidad es que el cà ³nyuge extranjero obtenga asà ­ los papeles. Esto puede dar lugar a castigos legales, adems de no aprobarse la green card. Finalmente, puede negarse la tarjeta de residencia por cualquiera de estas ms de 40 razones que aplican a todos los casos de solicitudes de residencia. Demoras en la tramitacià ³n de los papeles Aunque las peticiones de green card por matrimonio con ciudadano se encuentran entre las ms rpidas, lo cierto es que pueden demorarse varios meses. Es posible aprender cà ³mo verificarlo. Opciones migratorias para pedir al novio o cà ³nyuge En primer lugar, si la pareja no est casada, el estadounidense puede solicitar una visa de prometido o de novia cuando à ©ste todavà ­a no est en los Estados Unidos y que es  conocida como K-1. Con esta visa podrn entrar al paà ­s los prometidos y los hijos de estos. En los casos en los que un ciudadano est casado con un extranjero y à ©ste est fuera de los Estados Unidos puede pedirlo mediante un I-130 y luego un procedimiento consular o, en casos muy especà ­ficos puede merecer la pena solicitar una visa K-3, pero es recomendable consultarlo con un abogado migratorio. Por à ºltimo, si el ciudadano vive fuera de los Estados Unidos y est casado con un extranjero y deciden mudarse a USA tener en cuenta que pueden surgir problemas a la hora de probar ingresos. Asesorarse antes de iniciar los trmites. Informacià ³n relevante para evitar problemas Para evitar problemas es fundamental estar informado. Este test sobre visas de turista contiene informacià ³n esencial sobre cà ³mo obtenerla y cà ³mo conservarla. Este otro, sobre la autorizacià ³n que se  conoce como ESTA para los ciudadanos de paà ­ses que pueden viajar sin visa. Asimismo, este sobre la tarjeta de residencia permite tener claros puntos fundamentales para obtenerla y para conservarla. Finalmente, tener en cuenta que la informacià ³n de este artà ­culo no aplica a los extranjeros que ingresan ilegalmente en Estados Unidos, ya que no podrà ­an ajustar su estatus por matrimonio con ciudadano. Y en el caso de matrimonio con residente permanente es siempre requisito imprescindible que se està © legalmente en el paà ­s para poder ajustar su estatus. No ser posible tanto si se entrà ³ ilegalmente como si se ingresà ³ con visa y se quedà ³ ms tiempo del permitido. Este artà ­culo es informativo. No constituye consejo legal para ningà ºn caso concreto.