Mithodology and planning Essay Example | Topics and Well Written Essays - 1750 words

Mithodology and planning - Essay Example Course ideas The lesson is part of a unit or course that I have taught back in my school. So the idea of the course is not a new thing for me. While designing this course, I focused on the students’ needs in the first place as is explained by Graves (2000). I am going to teach this course to young intermediate female students who are studying English as a compulsory subject among other Arabic subjects in the school. Therefore, on the whole goal of the course is to improve the students’ four language skills: speaking, listening, reading and writing through a common and lovable topic such as food. Beliefs inherent in planning Since the type of the course is integrated course of the four skills, in each lesson I tried to focus on a specific skill. In this lesson, I tried to concentrate more on the writing skill by teaching students the sequence of words that will make their writing more coherent. Also, I have not just focussed on language but also tried to introduce the culture of English language through my lesson as it is presented by Cruz, Bonissone and Baff (1995). They encouraged teaching the culture of the second language and explained that it will make the abstract form of the language more meaningful. Thus, through this lesson I introduced examples of common food in English culture such as peanut butter sandwiches and chocolate muffins. Moreover, there is a connection between L1 and L2, due to the nature of the human brain. Students tend to translate what they learn in L2 to their L1 (Littlewood & Yu, 2009). Therefore, I tried to bring their previous knowledge about food in their L1 and to use the English language to talk about it. Also, when choosing the activities for my lesson I considered my students’ different learning styles as it is cited in Nunan, (1999).Furthermore, I used different learning strategies, through various activities. The reason for this variation is to keep the students interested all the time and to attract their attention. Also, my role as a teacher through these activities was to direct them with simple and direct instructions and to observe their work. However, I did not correct their errors in a direct way and tried to accept their answers as such in order to encourage them and give them the freedom to participate more. On the other hand, the role of the students was productive and they had a great part in speaking, reading and writing. This facilitates my role as a teacher because I had to observe and direct only. Context The topic of my course and lesson is about food, which is a common topic. Therefore, it can be adapted in any context. H owever, there are some adaptations that could be made according to the context in which this course will be given. For example, kinds of food, types of activities and materials. Also, in my context I have to pay attention on my students’ religious and cultural backgrounds when choosing the topic of my texts. For example, I cannot teach the Muslim students texts that talk about how to prepare a pork sandwich, because eating the pig’s meat is forbidden in Islam. Nevertheless, the number of the students in my real context is vast and there is always lack of materials. However, the most significant element

Subsidence Coursework Example | Topics and Well Written Essays - 4000 words

Subsidence - Coursework Example The crystalline rocks in which most metals are mined have greater strength and are less likely to settle or collapse. Subsidence can also occur where underground water has dissolved subsurface materials or has been withdrawn by wells. Sinking caused by the caving in of underground mine workings. Subsidence can result in serious structural damage to buildings, roads, irrigation ditches, underground utilities and pipelines. It can disrupt and alter the flow of surface or underground water. Surface depressions created by subsidence may be filled in, only to sink further because the underground void has not been completely closed. Areas may appear to be free of subsidence for many years and then undergo renewed gradual or even drastic subsidence Weight, including surface developments such as roads, reservoirs, and buildings, and man-made vibrations from such activities as blasting, heavy truck or train traffic can accelerate the natural processes of subsidence. Fluctuations in the level of underground waters caused by pumping or by injecting fluids into the earth can initiate sinking to fill the empty space previously occupied by water or soluble minerals. In general, the type and severity of surface subsidence is governed by the amount ground surface and the location of removal or compression, and the geologic conditions of a particular site. Withdrawal of pore fluids, usually ground water, is a common cause of ground subsidence. Massive lowering of the groundwater table by "mining" of ground water* in a poorly consolidated aquifer results in subsidence of the ground surface. Hydrocompaction produces ground surface collapse from excessive wetting of certain low-density weak soils. This can occur in two general types of soil, a) wind deposited silts b) predominantly fine-grained colluvial soils. In either case, collapse occurs from excessive wetting of previously dry, collapsible soils. Wetting of these materials weakens the already weak or unstable soil structure, which undergoes internal collapse and densification (reduction of air voids). Densification of the weak soil column produces ground surface collapse and subsidence in the v icinity of excessive wetting. Removal of fine material by piping* is probably an additional factor in some cases of subsidence by wetting. Such excessive wetting can occur from irrigation, broken water lines, surface ponding, or drainage diversions. Dissolution of soluble rock or soil materials also results in ground subsidence. This occurs in areas underlain by highly soluble rock formations-especially gypsum (CaSo4. 2H2O), or halite (NaC1); and to lesser extent in limestone (CaCO3) materials. Removal of earth materials by water solution leads to surface collapse. Hydrologic factors that may cause the solution and removal of material may be natural or man-induced. Natural solution is the result of the normal hydrologic processes of downward percolation of surface water and/or lateral movement of ground water within the water table (either the main ground water table or a perched water table). Man-induced hydrologic changes or activities can have much the same effect on soluble eart h materials. Such activities include temporary or permanent stream channel changes, irrigation ditches, land irrigation leaking or broken pipes, temporary or perm