INTRODUCTION UNIVERSE IS MADE OF OBJECTS So, we say, the reality in this universe (and, probably others) relies upon the notion of objects: from this universe that serves as a container of all objects it is made of, down to the elementary particles – basic object constituents of all matter: quarks and electrons. Between those extremes, we can encounter a myriad of various object types: from the clusters of to particular galaxies; from star systems to planets; right down to the earth where we can talk about objects like water, oxygen, soil, bacteria, dogs, antelopes, trees, or human beings. Such an approach to understanding Nature results in the hierarchy of contemporary science. It is vertically organized according to the objects of study. Cosmologists are dealing with the universe as a whole; astronomers study particular constituents of the universe like galaxies, stars; humanities study various relationships between human beings while the object of study of medicine is a human body. And so on as you descend the staircase. From particular organs to tissues; from tissues to particular cells; from cells to the structures that cells are made of; and so on, from sociology and physiology to physiology and biochemistry; from biochemistry to chemistry; from chemistry to physics or from objects like molecules to objects like atoms that are objects of study for atomic physicists. Nuclear physicists study the interior of atomic nucleus, while elementary particle physicists study the building blocks of such tiny structures as protons or neutrons. The point is that scientists always deal with objects. They study their properties and activities they can carry out. OBJECT ORIENTED PROGRAMMING PARADIGM In the early stage ... ... middle of paper ... ...eating simple sentence patters would be a serious mistake. It should be stressed that the idea of OOELA was born against the real process of teaching/learning English. Both parties involved, the teacher/author of this book, and students build up a new list of expressions to label particular syntax rules. The question is always a simple one: “Does a new expression speed up the learning process?” If it does, it joins the list. However, the problems that come with the substitution of one long lasted and deeply rooted set of habits with a set of new ones are not underrated. Yet, they matter mostly teachers for, we all know, “All Habits Always Die Hard”. Yet, the target group of OOELA project is the novice in English. It is proved that they accept the new (we call it, “Generic”) list of expressions more readily then the old-fashioned one mostly derived from Latin.
Fromkin, Victoria & Rodman, Robert. An Introduction to Language, 6th edition. Orlando, Florida: Harcourt Brace, 1998
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In an effort to classify what sort of things properties are several possibilities have been introduced. The favorite theory of D.M. Armstrong was that of properties as universals. Armstrong beliefs that universals are an ontologically basic component of the world. He compares them to the letters of the alphabet, rather than the words. Universals are thus a basic component of things. Armstrong also made several other claims about universals. First universals must be sparse. There isn’t a universal corresponding to every set. There are only as many universals as there are genuine similarities. Every universal must also be instantiated by something, either in the past, present or future.
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
of science and gives reasons why none of these fields can explain why we are
Although the first few miles of the hike up the mountain did not offer fantastic views, the vistas became spectacular once I climbed above tree line. Immediately, I sensed that understanding the natural world parallels climbing a mountain. To reach my goal of total comprehension of natural phenomena, I realized that I must begin with knowledge that may be uninteresting by itself. However, this knowledge will form the foundation of an accurate view of the universe. Much like every step while hiking leads the hiker nearer the mountain peak, all knowledge leads the scientist nearer total understanding.
Think back. I mean way, way back to when you were a child, maybe five or six, sitting in a playground sandbox, looking at the ground. You feel the warm summer air around you. You hear the laughter of the other children playing in the distance. But you, you don’t care what those other children are doing. You are in your sandbox, discovering something… something interesting. Something different that most people would fail to even take notice of or bother to admire. Looking down, you can see the grains of sand; uncountable numbers of tiny little particles staked on top of one another. But wait! What was that? Is that? No… It can’t be. It’s a tiny black moving piece of sand? How could that be? Last time I checked, sand couldn’t move on its own. What… another one? More? More? There are hundreds of them! What are these little things running around in my sandbox?
For one thing, matter is anything that takes up space, and it is composed of miniscule particles called atoms. Different types of matter can be categorized in two sections: composition and properties. The physical properties can be observed or measured without changing the composition of matter, and in physical change, there are two properties, extensive and
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Fromkin, Victoria, Robert Rodman, and Nina Hyams. An Introduction to Language. 8th ed. Boston: Thomson, 2007.
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The understanding that matter was composed of atoms was changed with the discovery of smaller particles than the atoms, which are protons, neutrons, and electrons. But during the 1960’s, the multitude of particles being discovered was making the understanding that matter is composed of protons, neutrons, and electrons, insufficient. Murray Ge...
Object-orientated programming is methodology which is organized around objects and not actions. The perspective that this approach takes is that it is easier to compare objects. Object-orientated programming can be used in conjunction with UML, and within Object-orientated programming and there are various different methods. Object-orientated programming can be defined as constructing a model of a real world through combining data and actions.
Science is an approach by which scientists relate things to each other and explain the main concepts that govern the very laws that they derive. [Gauch, 2003]