Educational Strategies for Students with Autism

Educational Strategies for Students with Autism Have a look at the following video which interviews a number of teachers about their work with autistic students. They explain some of the underlying differences in individuals with ASD and suggest strategies for increasing their success in the school setting. Make a note of some of the strategies that they mention. Are they strategies that you have seen used? Within the video there were several different strategies that were introduced, these ranged from individual approaches to work with the student as well as strategies that involved the whole class; not only the student with autism. Kurth and Mastergeorge (2010) comment that there are many teachers and paraeducators that do not have adequate training for students with autism, videos like this can be used as resources for these teachers. The video goes over these strategies and how teachers can integrate them into their classrooms daily. With how the video is set out, there are several teaching strategies that are explicitly talked about however there are also some that are only subtly mentioned or that you can see the teachers doing within the video. However, all these strategies; not just the ones that are explicitly mentioned, have their own places within the classroom to help the students not only succeed but feel comfortable within the classroom and school. The strategies that are mentioned explicitly within the video are; Priming, which is noted as how the teacher; or primary care giver or an aide, informs the student or class about something that is coming. Academic Modification, is explained as modifying lessons and/or activities to be suitable to the student. Home Base, listed as a place for the student to go to when they are needing time to calm down and collect their thoughts. Visual Support, describes the different visual aids that can be utilised within the classroom and outside of the classroom to support the students learning. Reinforcement, this was directly related to positive reinforcement of their behaviours within the classroom and to support personal growth. Although there were only five strategies that are explicitly mentioned within the video, each strategy had other strategies subtly mentioned within their field. Examples of the subtle strategies mentioned are: Priming: Creating classroom and school schedules for the students to follow, explaining to the class the lesson structure, and talking with the student about what anything that may be coming to prepare them. Academic Modification: Explicit teaching of different skills for the student, offering repetition of a certain skill for the student to master, goal setting, and individual learning plans. Visual Support: Seating arrangements for students needing to be closer to the visual aids, cue cards for students to refer to for additional support in the classroom or in social situations, and having the classroom labelled for students to know where everything is located. These strategies whilst on their own may help in individual situations, however when utilised all together, develop into a teaching approach that allows the student to receive optimal support from their teachers and other support staff. During my short time as a casual relief teacher and pre-service teacher I have been privileged enough to use these teaching strategies. These strategies come into practice daily, although I may go between schools these strategies are utilised within each school, however in their own way with subtle differences. Whilst I was teaching at a special school however, there was one classroom that has stood out for me where all 5 overarching strategies were used to a high level. This grade had 7 students ranging from the ages of 8 to 10 all with a mild to severe disorder, with ability levels ranging from mild intellectual disabilities to a student that cannot speak or write. This promoted one aspect that came in on a lesson to lesson basis; academic modification. How this was utilised was that the teacher had an individual learning plan for each student within the classroom and they all had their individual goals that they were aiming for in each lesson. Individual learning plans are intended to have goals and objectives that an individual student can make progress towards within an achievable timeframe, whilst providing an educational benefit (Kurth Mastergeorge, 2010). This became prominent in every lesson as it was separated into different tasks for each student however maintaining the overarching subject topic. Within this grade as well, was the use of priming and visual supports. This was through having a class schedule for each day in pictures that are displayed on a Velcro board. This had a list of pictures for each lesson described as a picture; such as writing had a writing book and pencil, and lunch had a sandwich, in a descending order for the students to look at to have an understanding what the day entails. When I was in the classroom as a relief teacher I would also follow this support with verbal explanations of how the day would go to additionally prime the students for the day. Although the students were already feeling anxious when I do come into their grade because it is a change of routine not having their teacher, through using these priming strategies I have been able to calm the students down enough to begin to feel comfortable with me there for the day. There is one strategy however that I have only seen small amounts of in schools; I was lucky to have the strategy used in this classroom, and that is the use of home base. How the support staff explained to me how the class used this strategy was that when a student is feeling anxious, stressed, aggravated, or distressed they had a soft calming room that they can go to so they can take themselves out of the situation. This was not able to be done on the students own will as they are unable to recognise this, however myself or the support staff would ask the student if they wanted some time in the room. This provided a safe secluded area for the student to calm down from whatever they were experiencing at the time.   I would personally enjoy to see more classes use this strategy as well as it noticeably had a positive effect on the student when they returned to the classroom. Although I may not have a grade of my own yet, using these strategies through relief teaching has improved my own teaching skills in relation to not only students with autism or students with disabilities, but all students. I would suggest that all teachers use these strategies within their daily routine as they have been proven to have a positive impact on the students. Search the WWW for more resources that relate to ABA or Applied Behaviour Analysis. You should search for videos as well as texts. Applied Behaviour Analysis (ABA) is an intervention process that uses positive reinforcement to work towards change in behavioural responses. Susan Dodd (2005) suggests that to optimise the ABA persons within it should have interventions for 40 hours per week for a duration of at least 2 years. Dodd (2005) also lists that the interventions be carried out by a team of trained people including that of supervisors, therapists, parents, and peers. This is supported by Granpeesheh et al (2009) in the findings that a within two groups of children; one receiving 40 hours of intervention the other receiving 10 hours, the group with 40 hours per week showed expediential improvements whereas the 10-hour group showed very little improvement. Matson (2012) also explains that the younger the child with autism is when they undertake ABA, they will receive greater benefits from the program than that of older children. What would positive reinforcement be like for a student with autism? All students with autism, all students in general, react to positive reinforcement differently. What one child may experience as positive reinforcement, another may see as the complete opposite. This suggestion is that when positive reinforcements are given, the student is first to be understood. For example, a child with hypersensitivity towards physical contact may take a high five to be a largely positive reinforcement. However, a child with hyposensitivity towards physical contact may see it as an annoyance as their feelings are different to the other child. Temple Grandin (2008) suggests that positive reinforcements be directed towards the childs interests, such as time on the computer; however, she suggests a laptop rather than a desk top as the laptop screens do not flicker in comparison to that of a desk top screen. Although you can have positive reinforcements such as a high five, verbal recognitions such as praising, or activities, when a reinforcement is specialised toward s the individual student a greater outcome can be obtained. An example is when I was teaching a 10-year-old boy in a local special school. I had already developed a relationship with this student at the school so he was comfortable around me within the classroom when his teacher was away. He had come into the school in an upset mood in the morning from an incident at home and whilst not seeing his regular teacher his mood did not improve. However, through building up prior knowledge on the child I knew that he has a very strong passion for Doctor Who. Luckily for me I had brought a book that I was going to surprise him with after I found out I had his grade for the day; my personal Doctor Who pop-up book. After seeing his attitudes, I used this book as positive reinforcement for him, if he could do some work for 10 minutes, he can read for a bit, then 15 minutes then he can read. This proved to not only calm him down as it was his interest, but he also was more productive within the classroom. This would not work on other students for a behav iour reinforcement however with this individual child it is within his interests and can be utilised. Why is it important to observe the consequences and repetition of behaviours? Reinforcers help students with autism build up and improve on their behaviours inside and outside of the classroom. These reinforcers can be positive, negative, and neutral; all of which will prompt different reactions from the student. However, it is imperative that the student be observed before and after the reinforcer is given in the aim to give the student the optimal reinforcer. Food reinforcers are common practice within schools and have been seen to be affective most the time; such as an extra piece of fruit for good behaviour or lunch with the principal. Although food reinforcers are good to utilise, there are many people that will rapidly eat; which can lead to choking or possibly death, and if not recognised will continue their unwanted behaviours to get more food (Matson, Turygin, Beighley, Rieske, Tureck, Matson, 2012). To prevent this from occurring teachers may utilise journals and/or notes on observing student behaviours to try and understand what the student is tryi ng to portray. Common behavioural traits of autistic children are repetitive behaviours these can include rocking, hand flapping, or spinning (Kluth Shouse, 2013). It is important to observe the repetition of behaviours as functional assessment can follow as a form of behavioural intervention. Matson (2012) describes that in a situation of repetitive stretching after observation and assessment treatment packages could be developed and resulted in the behaviours being effectively lessened. How can you calm a student with autism who is anxious and upset? To deliver appropriate calming strategies for a student with autism it is imperative that you first understand the student.   The effective way of getting to understand the student is through getting to know what their triggers are, what may cause this anxiety or upsetting moods. For example, if a student has low communication skills they may be anxious because they are unable to communicate if they require something such as food or trying to express their opinion on a situation. Ways that can be utilised in this situation can be helping the student communicate through alternate means; such as through hand motions, or through talking charts. An example of a student with autism whom I have taught whilst they were upset resulted in the student feeling uncomfortable with a blinking overhead light. Their hypersensitivity towards light resulted in them being upset towards the flickering light. Although I had quickly turned off the set of lights that the flickering one is in, the student remained upset and distressed. The way that I had calmed the student further was that I let the student go to a calming room, where they had access to different sensory items such as stress balls and beanbags (both large to sit on and small to hold); the student was there for about 5 minutes before they returned on their own accord. Through this removal from the situation, the student could calm down and eventually return to the classroom with prompting. Videos and Texts that can be used for teachers and primary care givers. This YouTube video is the beginning of a series of videos that involve different steps of ABA. https://www.youtube.com/watch?v=7pN6ydLE4EQ This YouTube video is a university presentation that discusses ABA in an academic approach. https://www.youtube.com/watch?v=ri0owHvCDAk Primary care givers may not have the time to research ABA for themselves, however teachers may link them to this YouTube video and website. Autism Speaks not only gives an overview of what ABA is but also how it is utilised in schools. The website also has further autism information for primary care givers to read. https://www.youtube.com/watch?v=iyCx-OLzgJw https://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba The book; Clinical and Organizational Applications of Applied Behavior Analysis by Roane, Ringahl and Falcomata (2015), is a useful resource for teachers to acquire a basic understanding of the applications of ABA in different situations, Roane, H., Ringdahl, J. E., Falcomata, T. S. (2015). Clinical and Organizational Applications of Applied Behavior Analysis. London: Elsevier Explain how stress and anxiety underpin sensory difficulties (hyper and hypo sensitivities). What strategies can be used to reduce anxiety and stress related to sensory issues. Stress and anxiety effect many people worldwide from children with sensory difficulties; hyper and hypo sensitives, up to fully able adults. Moree and Davis (2010) state that those on the autism spectrum range from 11% to 84% having anxiety disorders as well, averaging out to being 40-50%. Anxiety can be described as someone having excessive fear and avoidance in response to specific objects or different situations, whilst being absent of true danger (Shin Liberzon, 2010). Although anxiety is a known trigger of stress, it is not to be confused as being the sole trigger of stress; another primary trigger is trauma through social, emotional, physical, and psychological occurrences. People with hypersensitivity are understood to have strong emotional and physical reactions, heightened detections of stimuli, and having a heightened apprehension of the stimuli together with an unfocused or unselective attention (Elwin, Ek, Schrà ¶der Kjellin, 2012). This commonly relates back to vision, hearing, and touch (Elwin, Ek, Schrà ¶der Kjellin, 2012), however it also relates to smell and taste as well as can affect all senses. The National Autistic Society (2016) lists some examples in which hypersensitivity may occur: Visual: Can be distorted resulting in objects and bright lights appearing to jump around. Sound: Noise can become magnified to the person. Smell: Smells can be intense and overpowering. Taste: Foods and flavours can be found too strong and overpowering. Touch: Being touched or touching things may become painful or uncomfortable. Individuals that live with hypersensitivities towards different senses may become anxious when they are in different situations as the experiences that they have are predominantly negative. An interviewee by Elwin et al. (2012) mentions that the noise of other children around them was torment, they could not shut it out, it frightened them as well as wearing them out. If someone is experiencing this daily within a classroom, they will begin to associate the classroom with fear and torment, which will lead to having anxiety before entering the classroom and being stressed when they are in the classroom.   Another example given through an interview by Elwin et al. (2012) is that someone has a hypersensitivity in their vision, bright lights are not a good thing to them, they mention that there were times when they would go outside and the light from the sun would make them quite literally sick as well as having the same affect with flashing lights however they describe it as wors e. If this person is in a classroom with one of the lights flickering, which is common, it can cause them to feel anxious as it will be affecting them and from previous experiences they may relate it to being sick. Hyposensitivity is recognised as people that have no indistinct registration of stimuli, less discrimination and recognition of stimuli, and having strong cravings for specific stimuli (Elwin, Ek, Schrà ¶der Kjellin, 2012). These reactions were common to pain, proprioceptive, and interoceptive stimuli. The National Autistic Society (2016) lists some examples in which hyposensitivity may occur in visual, sound, smell, taste, and touch senses: Visual: May have poor depth perception, problems with throwing and catching, clumsiness. Sound: May only hear sounds in one ear, the other ear having only partial hearing or no hearing at all. Smell: Can have no sense of smell and fail to notice extreme odours; this may also include their own body odour. Taste: They may eat or mouth non-edible items such as stones, dirt, and metal. Touch: They may have a high pain threshold. Individuals that are living with hyposensitivity may not have the same anxieties and stresses as those of hypersensitivities however they will still have their own. An example by Elwin et al. (2012) is of one person who describes that he is unable to tell when they are hungry or thirsty and relies on the post symptoms of feeling sick or dizzy from being without food or water for too long. This can lead to stressors arising for when they are going places as they may feel that if they cannot tell when they are hungry or thirsty, theyll get sick or dizzy in public and can result in further issues. Temple Grandin (2008) elaborates that when someone has sensory issues they are to be addressed however not to be mistaken by behavioural issues. Grandin (2008) further explains that there are different accommodations that need be put in place to help people with these sensory issues. Different strategies related to both hyper and hyposensitive sensory issues suggested by Grandin (2008) as well as the National Autistic Society (2016) include: Visual: Wearing a hat inside or sunglasses inside to reduce the lighting in the room. Using a laptop screen over other screens as they do not flicker Having incandescent lights rather than fluorescent. Doing different balancing games such as using a ball to sit on. Having dull coloured paper rather than white. Sound: Wearing headphones or earplugs for half the day, Grandin (2008) suggests not the entire day as no improvements will be made. Using visual supports as teaching tools such as visual outlines of the day. Minimal usage of verbal instructions. Priming people before going to a loud area. Smell: Creating routines in hygiene such as regular times for bathing / washing. Creating a routine of having deodorant or body spray applied to the person with hyposensitivity. Using unscented shampoos for people with hypersensitivity. Creating fragrance-free environments. Taste: Developing dietary programs in relation to having food that is either blander for hypersensitive people or having strong flavours for hyposensitive people. Touch: Limit physical contact. Preparations prior to any physical contact such as telling people that you are going to hug them. Turning clothes inside out to prevent the seam from rubbing. Constrictive clothing for hyposensitive responses. Squeeze machine sessions. If strategies such as these are implemented the environmental and social factors relating to the sensory issues will be reduced, which in result will further bring down anxiety and stress levels within hyper and hyposensitive people. Although it may not entirely remove anxiety and stress, it will help lessen the symptoms to create a more comfortable environment. Reference List: Autism Speaks. (2015). Applied Behaviour Analysis (ABA). Retrieved from https://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba Autism Speaks. (2008, September 8). Introduction to Applied Behavior Analysis (ABA) [Video File]. Retrieved from https://www.youtube.com/watch?v=iyCx-OLzgJw Dodd, S. (2005). Understanding Autism. Sydney: Elsevier. Elwin, M., Ek, L., Schrà ¶der, A., Kjellin, L. (2012). Autobiographical Accounts of Sensing in Asperger Syndrome and High-Functioning Autism. Archives of Psychiatric Nursing, 26(5), 420-429. Grandin, T. [University of California Television (UCTV)]. (2008, February 7). My Experience With Autism [Video File]. Retrieved from https://www.youtube.com/watch?v=2wt1IY3ffoU Granpeesheh, D., Dixon, D. R., Tarbox, J., Kaplan, A. M., Wilke, A. E. (2009). The Effects of Age and Treatment Intensity on Behavioral Intervention Outcomes for Children with Autism Spectrum Disorders. Research in Autism Spectrum Disorders, 3(4), 1014-1022. Kluth, P, Shouse, J. (2013). The Autism Checklist. Hoboken: Wiley. Kurth, J., Mastergeorge, A. (2010). Individual Education Plan Goals and Services for Adolescents With Autism: Impact of Age and Educational Setting. The Journal of Special Education., 44(3), 146-160. Matson, J. L, Turygin, N. C., Beighley, J, Rieske, R, Tureck, K, Matson, M. L. (2012). Applied behavior analysis in Autism Spectrum Disorders: Recent developments, strengths, and pitfalls. Research in Autism Spectrum Disorders, 6(1), 144-150. Moree, Davis. (2010). Cognitive-behavioral therapy for anxiety in children diagnosed with autism spectrum disorders: Modification trends. Research in Autism Spectrum Disorders, 4(3), 346-354. Roane, H., Ringdahl, J. E., Falcomata, T. S. (2015). Clinical and Organizational Applications of Applied Behavior Analysis. London: Elsevier Shin, L., Liberzon, I. (2010). The Neurocircuitry of Fear, Stress, and Anxiety Disorders. Neuropsychopharmacology Official Publication of the American College of Neuropsychopharmacology., 35(1), 169-191. The National Autistic Society. (2016). Sensory Differences. Retrieved From http://www.autism.org.uk/sensory The Organization for Autism Research. [ResearchAutism]. (2013, March 7).Understanding Autism: A Guide for Secondary School Teachers (Part 2) [Video File]Retrieved from https://www.youtube.com/watch?v=veQKDDE9C_w Wiley, M. [Matt Wiley]. (2012, February 7). ABA Autism Training Chapter 1 The Discrete Trial [Video File]. Retrieved from https://www.youtube.com/watch?v=7pN6ydLE4EQ Wiseman, E. [HopeNetworkServices]. (2012, June 15). Applied Behavior Analysis for Autism Spectrum Disorders [Video File]. Retrieved from https://www.youtube.com/watch?v=ri0owHvCDAk

The Lost Symbol Chapter 48-51

CHAPTER 48 In the heat of the moment, Capitol police officer Nunez had seen no option but to help the Capitol Architect and Robert Langdon escape. Now, however, back in the basement police headquarters, Nunez could see the storm clouds gathering fast. Chief Trent Anderson was holding an ice pack to his head while another officer was tending to Sato's bruises. Both of them were standing with the video surveillance team, reviewing digital playback files in an attempt to locate Langdon and Bellamy. â€Å"Check the playback on every hallway and exit,† Sato demanded. â€Å"I want to know where they went!† Nunez felt ill as he looked on. He knew it would be only a matter of minutes before they found the right video clip and learned the truth. I helped them escape. Making matters worse was the arrival of a four-man CIA field team that was now staging nearby, prepping to go after Langdon and Bellamy. These guys looked nothing like the Capitol Police. These guys were dead-serious soldiers . . . black camouflage, night vision, futuristic-looking handguns. Nunez felt like he would throw up. Making up his mind, he motioned discreetly to Chief Anderson. â€Å"A word, Chief?† â€Å"What is it?† Anderson followed Nunez into the hall. â€Å"Chief, I made a bad mistake,† Nunez said, breaking a sweat. â€Å"I'm sorry, and I'm resigning.† You'll fire me in a few minutes anyway. â€Å"I beg your pardon?† Nunez swallowed hard. â€Å"Earlier, I saw Langdon and Architect Bellamy in the visitor center on their way out of the building.† â€Å"What?!† Anderson bellowed. â€Å"Why didn't you say something?!† â€Å"The Architect told me not to say a word.† â€Å"You work for me, goddamm it!† Anderson's voice echoed down the corridor. â€Å"Bellamy smashed my head into a wall, for Christ's sake!† Nunez handed Anderson the key that the Architect had given him. â€Å"What is this?† Anderson demanded. â€Å"A key to the new tunnel under Independence Avenue. Architect Bellamy had it. That's how they escaped.† Anderson stared down at the key, speechless. Sato poked her head out into the hallway, eyes probing. â€Å"What's going on out here?† Nunez felt himself go pale. Anderson was still holding the key, and Sato clearly had seen it. As the hideous little woman drew near, Nunez improvised as best as he could, hoping to protect his chief. â€Å"I found a key on the floor in the subbasement. I was just asking Chief Anderson if he knew what it might go to.† Sato arrived, eyeing the key. â€Å"And does the chief know?† Nunez glanced up at Anderson, who was clearly weighing all his options before speaking. Finally, the chief shook his head. â€Å"Not offhand. I'd have to check the–â€Å" â€Å"Don't bother,† Sato said. â€Å"This key unlocks a tunnel off the visitor center.† â€Å"Really?† Anderson said. â€Å"How do you know that?† â€Å"We just found the surveillance clip. Officer Nunez here helped Langdon and Bellamy escape and then relocked that tunnel door behind them. Bellamy gave Nunez that key.† Anderson turned to Nunez with a flare of anger. â€Å"Is this true?!† Nunez nodded vigorously, doing his best to play along. â€Å"I'm sorry, sir. The Architect told me not to tell a soul!† â€Å"I don't give a damn what the Architect told you!† Anderson yelled. â€Å"I expect–â€Å" â€Å"Shut up, Trent,† Sato snapped. â€Å"You're both lousy liars. Save it for your CIA inquisition.† She snatched the Architect's tunnel key from Anderson. â€Å"You're done here.† CHAPTER 49 Robert Langdon hung up his cell phone, feeling increasingly worried. Katherine's not answering her cell? Katherine had promised to call him as soon as she was safely out of the lab and on her way to meet him here, but she had never done so. Bellamy sat beside Langdon at the reading-room desk. He, too, had just made a call, his to an individual he claimed could offer them sanctuary–a safe place to hide. Unfortunately, this person was not answering either, and so Bellamy had left an urgent message, telling him to call Langdon's cell phone right away. â€Å"I'll keep trying,† he said to Langdon, â€Å"but for the moment, we're on our own. And we need to discuss a plan for this pyramid.† The pyramid. For Langdon, the spectacular backdrop of the reading room had all but disappeared, his world constricting now to include only what was directly in front of him–a stone pyramid, a sealed package containing a capstone, and an elegant African American man who had materialized out of the darkness and rescued him from the certainty of a CIA interrogation. Langdon had expected a modicum of sanity from the Architect of the Capitol, but now it seemed Warren Bellamy was no more rational than the madman claiming Peter was in purgatory. Bellamy was insisting this stone pyramid was, in fact, the Masonic Pyramid of legend. An ancient map? That guides us to powerful wisdom? â€Å"Mr. Bellamy,† Langdon said politely, â€Å"this idea that there exists some kind of ancient knowledge that can imbue men with great power . . . I simply can't take it seriously.† Bellamy's eyes looked both disappointed and earnest, making Langdon's skepticism all the more awkward. â€Å"Yes, Professor, I had imagined you might feel this way, but I suppose I should not be surprised. You are an outsider looking in. There exist certain Masonic realities that you will perceive as myth because you are not properly initiated and prepared to understand them.† Now Langdon felt patronized. I wasn't a member of Odysseus's crew, but I'm certain the Cyclops is a myth. â€Å"Mr. Bellamy, even if the legend is true . . . this pyramid cannot possibly be the Masonic Pyramid.† â€Å"No?† Bellamy ran a finger across the Masonic cipher on the stone. â€Å"It looks to me like it fits the description perfectly. A stone pyramid with a shining metal capstone, which, according to Sato's X-ray, is exactly what Peter entrusted to you.† Bellamy picked up the little cube-shaped package, weighing it in his hand. â€Å"This stone pyramid is less than a foot tall,† Langdon countered. â€Å"Every version of the story I've ever heard describes the Masonic Pyramid as enormous.† Bellamy had clearly anticipated this point. â€Å"As you know, the legend speaks of a pyramid rising so high that God Himself can reach out and touch it.† â€Å"Exactly.† â€Å"I can see your dilemma, Professor. However, both the Ancient Mysteries and Masonic philosophy celebrate the potentiality of God within each of us. Symbolically speaking, one could claim that anything within reach of an enlightened man . . . is within reach of God.† Langdon felt unswayed by the wordplay. â€Å"Even the Bible concurs,† Bellamy said. â€Å"If we accept, as Genesis tells us, that `God created man in his own image,' then we also must accept what this implies–that mankind was not created inferior to God. In Luke 17:20 we are told, `The kingdom of God is within you.' â€Å" â€Å"I'm sorry, but I don't know any Christians who consider themselves God's equal.† â€Å"Of course not,† Bellamy said, his tone hardening. â€Å"Because most Christians want it both ways. They want to be able to proudly declare they are believers in the Bible and yet simply ignore those parts they find too difficult or too inconvenient to believe.† Langdon made no response. â€Å"Anyhow,† Bellamy said, â€Å"the Masonic Pyramid's age-old description as being tall enough to be touched by God . . . this has long led to misinterpretations about its size. Conveniently, it keeps academics like yourself insisting the pyramid is a legend, and nobody searches for it.† Langdon looked down at the stone pyramid. â€Å"I apologize that I'm frustrating you,† he said. â€Å"I've simply always thought of the Masonic Pyramid as a myth.† â€Å"Does it not seem perfectly fitting to you that a map created by stonemasons would be carved in stone? Throughout history, our most important guideposts have always been carved in stone– including the tablets God gave Moses–Ten Commandments to guide our human conduct.† â€Å"I understand, and yet it is always referred to as the Legend of the Masonic Pyramid. Legend implies it is mythical.† â€Å"Yes, legend.† Bellamy chuckled. â€Å"I'm afraid you're suffering from the same problem Moses had.† â€Å"I'm sorry?† Bellamy looked almost amused as he turned in his seat, glancing up at the second-tier balcony, where sixteen bronze statues peered down at them. â€Å"Do you see Moses?† Langdon gazed up at the library's celebrated statue of Moses. â€Å"Yes.† â€Å"He has horns.† â€Å"I'm aware of that.† â€Å"But do you know why he has horns?† Like most teachers, Langdon did not enjoy being lectured to. The Moses above them had horns for the same reason thousands of Christian images of Moses had horns–a mistranslation of the book of Exodus. The original Hebrew text described Moses as having â€Å"karan ‘ohr panav†Ã¢â‚¬â€œ â€Å"facial skin that glowed with rays of light†Ã¢â‚¬â€œbut when the Roman Catholic Church created the official Latin translation of the Bible, the translator bungled Moses's description, rendering it as â€Å"cornuta esset facies sua,† meaning â€Å"his face was horned.† From that moment on, artists and sculptors, fearing reprisals if they were not true to the Gospels, began depicting Moses with horns. â€Å"It was a simple mistake,† Langdon replied. â€Å"A mistranslation by Saint Jerome around four hundred A.D.† Bellamy looked impressed. â€Å"Exactly. A mistranslation. And the result is . . . poor Moses is now misshapen for all history.† â€Å"Misshapen† was a nice way to put it. Langdon, as a child, had been terrified when he saw Michelangelo's diabolical â€Å"horned Moses†Ã¢â‚¬â€œthe centerpiece of Rome's Basilica of St. Peter in Chains. â€Å"I mention the horned Moses,† Bellamy now said, â€Å"to illustrate how a single word, misunderstood, can rewrite history.† You're preaching to the choir, Langdon thought, having learned the lesson firsthand in Paris a number of years back. SanGreal: Holy Grail. SangReal: Royal Blood. â€Å"In the case of the Masonic Pyramid,† Bellamy continued, â€Å"people heard whispers about a `legend.' And the idea stuck. The Legend of the Masonic Pyramid sounded like a myth. But the word legend was referring to something else. It had been misconstrued. Much like the word talisman.† He smiled. â€Å"Language can be very adept at hiding the truth.† â€Å"That's true, but you're losing me here.† â€Å"Robert, the Masonic Pyramid is a map. And like every map, it has a legend–a key that tells you how to read it.† Bellamy took the cube-shaped package and held it up. â€Å"Don't you see? This capstone is the legend to the pyramid. It is the key that tells you how to read the most powerful artifact on earth . . . a map that unveils the hiding place of mankind's greatest treasure–the lost wisdom of the ages.† Langdon fell silent. â€Å"I humbly submit,† Bellamy said, â€Å"that your towering Masonic Pyramid is only this . . . a modest stone whose golden capstone reaches high enough to be touched by God. High enough that an enlightened man can reach down and touch it.† Silence hung between the two men for several seconds. Langdon felt an unexpected pulse of excitement as he looked down at the pyramid, seeing it in a new light. His eyes moved again to the Masonic cipher. â€Å"But this code . . . it seems so . . .† â€Å"Simple?† Langdon nodded. â€Å"Almost anyone could decipher this.† Bellamy smiled and retrieved a pencil and paper for Langdon. â€Å"Then perhaps you should enlighten us?† Langdon felt uneasy about reading the code, and yet considering the circumstances, it seemed a minor betrayal of Peter's trust. Moreover, whatever the engraving said, he could not imagine that it unveiled a secret hiding place of anything at all . . . much less that of one of history's greatest treasures. Langdon accepted the pencil from Bellamy and tapped it on his chin as he studied the cipher. The code was so simple that he barely needed pencil and paper. Even so, he wanted to ensure he made no mistakes, and so he dutifully put pencil to paper and wrote down the most common decryption key for a Masonic cipher. The key consisted of four grids–two plain and two dotted–with the alphabet running through them in order. Each letter of the alphabet was now positioned inside a uniquely shaped â€Å"enclosure† or â€Å"pen.† The shape of each letter's enclosure became the symbol for that letter. The scheme was so simple, it was almost infantile. Langdon double-checked his handiwork. Feeling confident the decryption key was correct, he now turned his attention back to the code inscribed on the pyramid. To decipher it, all he had to do was to find the matching shape on his decryption key and write down the letter inside it. The first character on the pyramid looked like a down arrow or a chalice. Langdon quickly found the chalice-shaped segment on the decryption key. It was located in the lower left-hand corner and enclosed the letter S. Langdon wrote down S. The next symbol on the pyramid was a dotted square missing its right side. That shape on the decryption grid enclosed the letter O. He wrote down O. The third symbol was a simple square, which enclosed the letter E. Langdon wrote down E. SOE†¦ He continued, picking up speed until he had completed the entire grid. Now, as he gazed down at his finished translation, Langdon let out a puzzled sigh. Hardly what I'd call a eureka moment. Bellamy's face showed the hint of a smile. â€Å"As you know, Professor, the Ancient Mysteries are reserved only for the truly enlightened.† â€Å"Right,† Langdon said, frowning. Apparently, I don't qualify. CHAPTER 50 In a basement office deep inside CIA headquarters in Langley, Virginia, the same sixteen- character Masonic cipher glowed brightly on a high-definition computer monitor. Senior OS analyst Nola Kaye sat alone and studied the image that had been e-mailed to her ten minutes ago by her boss, Director Inoue Sato. Is this some kind of joke? Nola knew it was not, of course; Director Sato had no sense of humor, and the events of tonight were anything but a joking matter. Nola's high-level clearance within the CIA's all-seeing Office of Security had opened her eyes to the shadow worlds of power. But what Nola had witnessed in the last twenty-four hours had changed her impressions forever of the secrets that powerful men kept. â€Å"Yes, Director,† Nola now said, cradling the phone on her shoulder as she talked to Sato. â€Å"The engraving is indeed the Masonic cipher. However, the cleartext is meaningless. It appears to be a grid of random letters.† She gazed down at her decryption. â€Å"It must say something,† Sato insisted. â€Å"Not unless it has a second layer of encryption that I'm not aware of.† â€Å"Any guesses?† Sato asked. â€Å"It's a grid-based matrix, so I could run the usual–Vigenre, grilles, trellises, and so forth–but no promises, especially if it's a onetime pad.† â€Å"Do what you can. And do it fast. How about the X-ray?† Nola swiveled her chair to a second system, which displayed a standard security X-ray of someone's bag. Sato had requested information on what appeared to be a small pyramid inside a cube-shaped box. Normally, a two-inch-tall object would not be an issue of national security unless it was made of enriched plutonium. This one was not. It was made of something almost equally startling. â€Å"Image-density analysis was conclusive,† Nola said. â€Å"Nineteen-point-three grams per cubic centimeter. It's pure gold. Very, very valuable.† â€Å"Anything else?† â€Å"Actually, yes. The density scan picked up minor irregularities on the surface of the gold pyramid. It turns out the gold is engraved with text.† â€Å"Really?† Sato sounded hopeful. â€Å"What does it say?† â€Å"I can't tell yet. The inscription is extremely faint. I'm trying to enhance with filters, but the resolution on the X-ray is not great.† â€Å"Okay, keep trying. Call me when you have something.† â€Å"Yes, ma'am.† â€Å"And, Nola?† Sato's tone turned ominous. â€Å"As with everything you have learned in the last twenty-four hours, the images of the stone pyramid and gold capstone are classified at the highest levels of security. You are to consult no one. You report to me directly. I want to make sure that is clear.† â€Å"Of course, ma'am.† â€Å"Good. Keep me posted.† Sato hung up. Nola rubbed her eyes and looked blearily back at her computer screens. She had not slept in over thirty-six hours, and she knew damn well she would not sleep again until this crisis had reached its conclusion. Whatever that may be. Back at the Capitol Visitor Center, four black-clad CIA field-op specialists stood at the entrance to the tunnel, peering hungrily down the dimly lit shaft like a pack of dogs eager for the hunt. Sato approached, having just hung up from a call. â€Å"Gentlemen,† she said, still holding the Architect's key, â€Å"are your mission parameters clear?† â€Å"Affirmative,† the lead agent replied. â€Å"We have two targets. The first is an engraved stone pyramid, approximately one foot tall. The second is a smaller, cube-shaped package, approximately two inches tall. Both were last seen in Robert Langdon's shoulder bag.† â€Å"Correct,† Sato said. â€Å"These two items must be retrieved quickly and intact. Do you have any questions?† â€Å"Parameters for use of force?† Sato's shoulder was still throbbing from where Bellamy had struck her with a bone. â€Å"As I said, it is of critical importance that these items be retrieved.† â€Å"Understood.† The four men turned and headed into the darkness of the tunnel. Sato lit a cigarette and watched them disappear. CHAPTER 51 Katherine Solomon had always been a prudent driver, but now she was pushing her Volvo at over ninety as she fled blindly up the Suitland Parkway. Her trembling foot had been lodged on the accelerator for a full mile before her panic began to lift. She now realized her uncontrollable shivering was no longer solely from fear. I'm freezing. The wintry night air was gushing through her shattered window, buffeting her body like an arctic wind. Her stockinged feet were numb, and she reached down for her spare pair of shoes, which she kept beneath the passenger seat. As she did, she felt a stab of pain from the bruise on her throat, where the powerful hand had latched on to her neck. The man who had smashed through her window bore no resemblance to the blond-haired gentleman whom Katherine knew as Dr. Christopher Abaddon. His thick hair and smooth, tanned complexion had disappeared. His shaved head, bare chest, and makeup-smeared face had been unveiled as a terrifying tapestry of tattoos. She heard his voice again, whispering to her in the howl of wind outside her broken window. Katherine, I should have killed you years ago . . . the night I killed your mother. Katherine shivered, feeling no doubt. That was him. She had never forgotten the look of fiendish violence in his eyes. Nor had she ever forgotten the sound of her brother's single gunshot, which had killed this man, propelling him off a high ledge into the frozen river below, where he plummeted through the ice and never resurfaced. Investigators had searched for weeks, never finding his body, and finally decided it had been washed away by the current out to the Chesapeake Bay. They were wrong, she now knew. He is still alive. And he's back. Katherine felt angst-ridden as the memories flooded back. It was almost exactly ten years ago. Christmas Day. Katherine, Peter, and their mother–her entire family–were gathered at their sprawling stone mansion in Potomac, nestled on a two-hundred-acre wooded estate with its own river running through it. As was tradition, their mother worked diligently in the kitchen, rejoicing in the holiday custom of cooking for her two children. Even at seventy-five years of age, Isabel Solomon was an exuberant cook, and tonight the mouthwatering smells of roast venison, parsnip gravy, and garlic mashed potatoes wafted through the house. While Mother prepared the feast, Katherine and her brother relaxed in the conservatory, discussing Katherine's latest fascination–a new field called Noetic Science. An unlikely fusion of modern particle physics and ancient mysticism, Noetics had absolutely captivated Katherine's imagination. Physics meets philosophy. Katherine told Peter about some of the experiments she was dreaming up, and she could see in his eyes that he was intrigued. Katherine felt particularly pleased to give her brother something positive to think about this Christmas, since the holiday had also become a painful reminder of a terrible tragedy. Peter's son, Zachary. Katherine's nephew's twenty-first birthday had been his last. The family had been through a nightmare, and it seemed that her brother was only now finally learning how to laugh again. Zachary had been a late bloomer, frail and awkward, a rebellious and angry teenager. Despite his deeply loving and privileged upbringing, the boy seemed determined to detach himself from the Solomon â€Å"establishment.† He was kicked out of prep school, partied hard with the â€Å"celebrati,† and shunned his parents' exhaustive attempts to provide him firm and loving guidance. He broke Peter's heart. Shortly before Zachary's eighteenth birthday, Katherine had sat down with her mother and brother and listened to them debating whether or not to withhold Zachary's inheritance until he was more mature. The Solomon inheritance–a centuries-old tradition in the family–bequeathed a staggeringly generous piece of the Solomon wealth to every Solomon child on his or her eighteenth birthday. The Solomons believed that an inheritance was more helpful at the beginning of someone's life than at the end. Moreover, placing large pieces of the Solomon fortune in the hands of eager young descendants had been the key to growing the family's dynastic wealth. In this case, however, Katherine's mother argued that it was dangerous to give Peter's troubled son such a large sum of money. Peter disagreed. â€Å"The Solomon inheritance,† her brother had said, â€Å"is a family tradition that should not be broken. This money may well force Zachary to be more responsible.† Sadly, her brother had been wrong. The moment Zachary received the money, he broke from the family, disappearing from the house without taking any of his belongings. He surfaced a few months later in the tabloids: TRUST FUND PLAYBOY LIVING EUROPEAN HIGH LIFE. The tabloids took joy in documenting Zachary's spoiled life of debauchery. The photos of wild parties on yachts and drunken disco stupors were hard for the Solomons to take, but the photos of their wayward teen turned from tragic to frightening when the papers reported Zachary had been caught carrying cocaine across a border in Eastern Europe: SOLOMON MILLIONAIRE IN TURKISH PRISON. The prison, they learned, was called Soganlik–a brutal F-class detention center located in the Kartal district outside of Istanbul. Peter Solomon, fearing for his son's safety, flew to Turkey to retrieve him. Katherine's distraught brother returned empty-handed, having been forbidden even to visit with Zachary. The only promising news was that Solomon's influential contacts at the U.S. State Department were working on getting him extradited as quickly as possible. Two days later, however, Peter received a horrifying international phone call. The next morning, headlines blared: SOLOMON HEIR MURDERED IN PRISON. The prison photos were horrific, and the media callously aired them all, even long after the Solomons' private burial ceremony. Peter's wife never forgave him for failing to free Zachary, and their marriage came to an end six months later. Peter had been alone ever since. It was years later that Katherine, Peter, and their mother, Isabel, were gathered quietly for Christmas. The pain was still a presence in their family, but mercifully it was fading with each passing year. The pleasant rattle of pots and pans now echoed from the kitchen as their mother prepared the traditional feast. Out in the conservatory, Peter and Katherine were enjoying a baked Brie and relaxed holiday conversation. Then came an utterly unexpected sound. â€Å"Hello, Solomons,† an airy voice said behind them. Startled, Katherine and her brother spun to see an enormous muscular figure stepping into the conservatory. He wore a black ski mask that covered all of his face except his eyes, which shone with feral ferocity. Peter was on his feet in an instant. â€Å"Who are you?! How did you get in here?!† â€Å"I knew your little boy, Zachary, in prison. He told me where this key was hidden.† The stranger held up an old key and grinned like a beast. â€Å"Right before I bludgeoned him to death.† Peter's mouth fell open. A pistol appeared, aimed directly at Peter's chest. â€Å"Sit.† Peter fell back into his chair. As the man moved into the room, Katherine was frozen in place. Behind his mask, the man's eyes were wild like those of a rabid animal. â€Å"Hey!† Peter yelled, as if trying to warn their mother in the kitchen. â€Å"Whoever you are, take what you want, and get out!† The man leveled his gun at Peter's chest. â€Å"And what is it you think I want?† â€Å"Just tell me how much,† Solomon said. â€Å"We don't have money in the house, but I can–â€Å" The monster laughed. â€Å"Do not insult me. I have not come for money. I have come tonight for Zachary's other birthright.† He grinned. â€Å"He told me about the pyramid.† Pyramid? Katherine thought in bewildered terror. What pyramid? Her brother was defiant. â€Å"I don't know what you're talking about.† â€Å"Don't play dumb with me! Zachary told me what you keep in your study vault. I want it. Now.† â€Å"Whatever Zachary told you, he was confused,† Peter said. â€Å"I don't know what you're talking about!† â€Å"No?† The intruder turned and aimed the gun at Katherine's face. â€Å"How about now?† Peter's eyes filled with terror. â€Å"You must believe me! I don't know what it is you want!† â€Å"Lie to me one more time,† he said, still aiming at Katherine, â€Å"and I swear I will take her from you.† He smiled. â€Å"And from what Zachary said, your little sister is more precious to you than all your–â€Å" â€Å"What's going on?!† Katherine's mother shouted, marching into the room with Peter's Browning Citori shotgun–which she aimed directly at the man's chest. The intruder spun toward her, and the feisty seventy-five-year-old woman wasted no time. She fired a deafening blast of pellets. The intruder staggered backward, firing his handgun wildly in all directions, shattering windows as he fell and crashed through the glass doorway, dropping the pistol as he fell. Peter was instantly in motion, diving on the loose handgun. Katherine had fallen, and Mrs. Solomon hurried to her side, kneeling beside her. â€Å"My God, are you hurt?!† Katherine shook her head, mute with shock. Outside the shattered glass door, the masked man had clambered to his feet and was running into the woods, clutching his side as he ran. Peter Solomon glanced back to make sure his mother and sister were safe, and seeing they were fine, he held the pistol and raced out the door after the intruder. Katherine's mother held her hand, trembling. â€Å"Thank heavens you're okay.† Then suddenly her mother pulled away. â€Å"Katherine? You're bleeding! There's blood! You're hurt!† Katherine saw the blood. A lot of blood. It was all over her. But she felt no pain. Her mother frantically searched Katherine's body for a wound. â€Å"Where does it hurt!† â€Å"Mom, I don't know, I don't feel anything!† Then Katherine saw the source of the blood, and she went cold. â€Å"Mom, it's not me . . .† She pointed to the side of her mother's white satin blouse, where blood was running freely, and a small tattered hole was visible. Her mother glanced down, looking more confused than anything else. She winced and shrank back, as if the pain had just hit her. â€Å"Katherine?† Her voice was calm, but suddenly it carried the weight of her seventy-five years. â€Å"I need you to call an ambulance.† Katherine ran to the hall phone and called for help. When she got back to the conservatory, she found her mother lying motionless in a pool of blood. She ran to her, crouching down, cradling her mother's body in her arms. Katherine had no idea how much time had passed when she heard the distant gunshot in the woods. Finally, the conservatory door burst open, and her brother, Peter, rushed in, eyes wild, gun still in his hand. When he saw Katherine sobbing, holding their lifeless mother in her arms, his face contorted in anguish. The scream that echoed through the conservatory was a sound Katherine Solomon would never forget.

Letter From Birmingham Jail By Martin Luther King Jr.

Letter from Birmingham Response The Letter from Birmingham jail was written on April 16th, 1963 by Martin Luther King jr. Martin was a prominent leader and protester in the fight against racism. King was put in jail for protesting in the streets without a permit and that is where he read the letter. The letter was written as response to the Letter from the Eight Clergymen. Their letter called for the end of the peaceful protests which were lead by King and his supporters. During the time the letter was being written racism was at an all time high and even laws such as desegregating schools were being ignored. King knew he had to put a stop to the hate and violence and bring about a better tomorrow for the oppressed. Therefore the letter was not only to stop hate from being spread by a biased letter but also to bring hope to people who did not know if they would ever be seen as equals. In the Letter from Birmingham Jail, the author starts out by establishing his credibility as an advocate for the cause that is being discussed. He then goes on to directly argue the point made in the Letter from the Eight Clergymen calling him an outsider by saying he was asked to be here by the people of Birmingham. Furthermore he continues to give examples as to why they must protest instead of rely on negotiations to bring about equality. â€Å"The purpose of direct action is to create a situation so crisis-packed that it will inevitably open the door to negotiation†(2). Throughout the letter heShow MoreRelatedMartin Luther King Jr., â€Å"Letter from Birmingham Jail†3011 Words   |  13 Pages[Date] Martin Luther king Jr., â€Å"Letter from Birmingham Jail† Outline 1. Introduction i) Argument about â€Å"Justice and injustice† ii) Religious appeals in King’s latter iii) Paragraph fourteen of King’s latter 2. Discussion 3. Conclusion Introduction The pressure of racial segregation was reaching a boiling point in 1963 in Birmingham, Alabama. After being arrested for his part in the Birmingham Campaign, Dr. Martin Luther King Jr. wrote an open letter in responseRead MoreMartin Luther King Jr : Letter From Birmingham Jail Essay1678 Words   |  7 Pages Martin Luther King Jr: Letter from Birmingham Jail Hao Ran Hu SUNY Broome Hao Ran Hu Global History Professor St.Clair 2016 Martin Luther King Jr: Letter from Birmingham Jail One of the interesting Documents in World History is the ‘Letter from Birmingham Jail’ by Martin Luther King Jr who was born as Michael King in 1929 in Atlanta. His parents were partRead MoreThe Letter From Birmingham Jail By Martin Luther King Jr.990 Words   |  4 PagesThe Letter from Birmingham Jail by Martin Luther King Jr. is written to the injustices of the African Americans by the white man supremacy, and to address the direct actions African Americans were making to change the people’s perspective. The books that have been read in this class reflect the same injustices that Martin Luther King Jr is addressing in his letter. The main point of this letter is to address the direct action being taken by the African Americans and how they sacrificing everythingRead MoreLetter From A Birmingham Jail By Martin Luther King Jr.920 Words   |  4 PagesIn his â€Å"Letter from a Birmingham Jail,† Martin Luther King Jr. makes appeals to ethos, logos, and pa thos to convince the clergymen that colored people have been waiting for too long for political, economic, and social justice and freedom. He argues that it’s unfair to promise someone, or a group, for a change and not fulfill that promise. Along with demonetizing and/or belittling a person to the point where they don’t feel as important or as worth as they should; making them feel hatred and angerRead MoreLetter From Birmingham Jail By Martin Luther King Jr. Essay1683 Words   |  7 PagesIn â€Å"Letter from Birmingham Jail†, Martin Luther King Jr. wrote a response to clergymen defending his actions that placed him in a jail in Birmingham, Alabama. King did not respond to all the criticism that crossed his desk, but this time King felt he was compelled to respond. This obligation King felt was due in part to men with good will and intentions stating that his actions were â€Å"unwise and untimely† (Pg. 835). King’s purpose in writing â€Å"Lett er from Birmingham Jail† was to defend the strategyRead MoreLetter From Birmingham Jail By Martin Luther King Jr. Essay1211 Words   |  5 PagesA Letter’s Purpose In â€Å"Letter from Birmingham Jail† by Martin Luther King Jr. writes specifically to southern clergy men but also expands to anyone who opposes the civil rights movement. He informs his audience about the purpose of the civil rights movement and its importance to black and white people in terms of living as equals in a more peaceful society. King urges the public to understand the purpose of peaceful protests and the civil rights movement. He also wants people to understand the hardshipsRead MoreLetter from Birmingham Jail, by Martin Luther King Jr. Essay938 Words   |  4 Pages Is it not ironic that Martin Luther King Jr. s, â€Å"Letter from Birmingham Jail†, which testifies to his struggle for Civil Rights; not only contradicts the time Martin Luther King wrote it in, but also echoes the same sentiments of today’s moral causes and laws? . Dr. King (*) then known as Baptist minister Martin Luther King Jr. wrote the Letter to Birmingham in response to his fellow clergymen’s criticisms of him being locked up for his actions in Birmingham’s Civil Rights protest. The letter’sRead MoreMartin Luther King Jr. s Letter From A Birmingham Jail1157 Words   |  5 PagesMartin Luther King Jr.’s â€Å"Letter from a Birmingham Jail† is directed towards the clergymen, although America is his audience, King had come to Birmingham to address the segregation problem in the United States. He refuses to stay silent, even though people told him to wait for the change to happen. King is a part of the Southern Christian Leadersh ip Conference that has many organizations across the South. He felt that he has a right to be in Birmingham because his organizations have connections withRead MoreEssay on Letter From Birmingham Jail, by Martin Luther King Jr.742 Words   |  3 PagesDr. Martin Luther King Jr. one of many great influential speakers wrote a life changing letter after being arrested for peacefully protesting African American rights. While sitting in jail Dr. King received a letter from clergymen questioning his motives and timings for being in Birmingham. In a response Dr. Martin Luther King Jr. writes a â€Å"Letter from Birmingham Jail† vividly expressing physical and emotional purposes for his presence in Birmingham, AL. First, in the â€Å"Letter from Birmingham Jail†Read MoreMartin Luther King Jr s Letter From Birmingham Jail1004 Words   |  5 PagesMartin Luther King, Jr’s â€Å"Letter from Birmingham Jail† was written during 1963, when African Americans were fighting for black and white equality. During the civil rights movement Martin Luther King Jr fought triumphantly for African Americans and their freedom. He was often subjected to imprisonment from those who opposed the purpose of the civil rights movement. Martin Luther king Jr took a lot of time to write and document his thoughts about how his people were being treated. â€Å"Letter to Birmingham†

Writing News Stories for the Web

Journalism’s future is clearly online, so it’s important for any aspiring journalist to learn the basics of writing for the web. Newswriting and web writing are similar in many ways, so if you’ve done news stories, learning to write for the web shouldn’t be hard. Here are some tips to help you learn how to get started writing for online news. Keep It Short People generally read slower from a computer or phone screen than on paper. So if newspaper stories need to be short, online stories need to be even shorter. A general rule of thumb: Web content should have about half as many words as its printed equivalent. So keep your sentences short and limit yourself to one main idea per paragraph. Short paragraphs look less imposing on a web page. Break It Up If you do have an article that’s on the long side, don’t try to cram it onto one web page. Break it up into several pages, using a clearly visible â€Å"continued on next page† link at the bottom. Focus on SEO Unlike newswriting, writing for the web has to take into consideration search engine optimization (SEO). You put in the work to write a great article, and you want people to see it online—this means following SEO best practices. Research and apply Google’s content and technical guidelines for inclusion on the Google News page to ensure that your site’s articles pop up with other reputable publications. Incorporate relevant keywords and link to other articles within your site as well. Write in the Active Voice Remember the subject-verb-object model from newswriting? Use it for web writing as well. S-V-O sentences written in the active voice tend to be short, to the point, and clear. Use the Inverted Pyramid Summarize the main point of your article right at the start, just as you would in the lede of a news story. Put the most important information in the top half of your article, the less important details in the bottom half. Highlight Key Words Use boldface text to highlight especially important words and phrases. But use this sparingly; if you highlight too much text, nothing will stand out. Use Bulleted and Numbered Lists This is another way of highlighting important information and breaking up chunks of text that may be getting too long. Bulleted and numbered lists can help you organize details in a story in a way that is easily digestible for readers. Use Subheads This is key to the standard online journalism format. Subheads are another way to highlight points and break up text into user-friendly sections. Keep your subheads clear and informative so a reader can navigate the story or skim the page. Use Hyperlinks Wisely Use hyperlinks to bring readers extra, contextual information to your story. Keep in mind that its best to hyperlink internally (to another page within your own site), and that if you can summarize the information succinctly without linking elsewhere, do so.

The Success of a Touchdown - 591 Words

The Success of a Touchdown A touchdown is one of three ways to score in a football game. To achieve these points the twenty two players, eleven on the offensive side, eleven on the defensive, must go through the blood sweat and tears. Players normally put their heart out on the field to keep the ball in their hands or to get it back. The football is needed to score a touchdown. The more time you have the ball in your possession the more chances you have of scoring. The football is the most important thing on the field you must protect it with your life. It is you and your teammates job to carry that pig skin into the end zone. Your teammates are your family for the duration of this season. You are there to keep them in line; they are there to do the same to you. As teammates you will fight for each other and love one another quickly creating a bond that will be unbreakable for the rest of your life. These are the people you laugh with cry with these are your best friends, your cousins your brothers, these are the people you will trust to go to war with on that green turf sometimes to win sometimes to lose but at the end of the day you will still be teammates working for a common goal, to win that trophy that championship. It is important to love them and trust them. Your coach is the one who comes up with the plays. He will teach your new things put you in the right position to score or stop your opponent from scoring. He is the person who watches over the team andShow MoreRelatedSpeed Vs Power1063 Words   |  5 Pagesgood running attack the Oregon Ducks prevailed with a win by a score of 52-31, running back LaMichael James had thirty one carries for two hundred and fifty seven yards and three touchdowns. While, Stanford’s power running back, Stepfan Taylor, only had seventeen carries for one hundred and thirteen yards and one touchdown. 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Ryan looked fantastic throwing 6-of-6 completions for 86 yards and a touchdown. Falcons wide receiver, Julio Jones, got the start as well tonight. Like Ryan, Jones looked solid, catching four balls for 61 yards and a touchdown. Falcons running backs Devonta Freeman and Tevin Coleman didn t see any action tonight due to injuries. Titans rookie quarterback, Marcus Mariota, received his first preseasonRead MoreCam Newton897 Words   |  4 PagesBradly VanCamp Super-Cam Anyone that enjoys football enjoys the excitement that comes with the game. A lot of the excitement that comes with football is the touchdowns. After touchdowns, it has become customary to celebrate. These celebrations have become more tame over the years, thanks to Commissioner Roger Goodell and his anti-fun ways. Long gone are the days of using the pylon to play miniature golf or stashing a cell phone under the goal post and making a phone call. The most extremeRead MoreJaden Woods. English Iii. 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Seat Belt Laws Free Essays

Jennifer Isaac English 112 November 10, 2011 Say Yes to Life and Saving Money As I sit at a red light, a car rushes past and collides with another vehicle in the intersection. I call 911 then, after a few minutes, an ambulance pulls up on the scene. The EMT pulled a man from his car; his head a bloody mess from the impact with the windshield. We will write a custom essay sample on Seat Belt Laws or any similar topic only for you Order Now They put him in the ambulance, after a bit of trouble getting him on the stretcher, and rush him to the emergency room. Later that night while watching the six o’clock news I see an interview with the police chief; he states that the man died in the hospital. However, the driver likely would have lived if he would have been wearing his seat belt. With scenes such as this, it is evident that seat belt laws should be in effect as well as enforced. Vehicle fatalities have a big impact on mortality rates and insurance premiums; therefore, enforcing seat belt laws can have a positive effect on society. Automobiles have progressed through the years, and have become faster, yet the faster you go the greater the impact when an accident occurs. Federal and State agencies have developed speed limits and other guidelines, which when enforced, help keep passengers safe. Even though these laws are in place, accidents still occur; however, when the proper precautions are taken, risks can be minimized. As technology progresses so will vehicles; therefore, safety will continue to be a major concern. It is up to the motorists to decide to wear a seat belt, yet law enforcement officers are the ones who are there to enforce seat belt laws. Seat belts are installed into every car and truck, but should we have to wear them? Every state has a different law about who does and does not have to wear them, but in the state of Indiana if you are in a car that is equipped with seat belts and anyone above the age of 14 you are required to wear a seat belt. Also, children must use the correct car seat for their weight until they reach 135 centimeters tall or their 12th birthday, whichever comes first. There are several other reasons that you do not need to wear a seat belt such as if you are a driver who is reversing, or supervising a learner driver who is reversing, in a vehicle used for police, fire, and rescue services, a assenger in a trade vehicle and you are investigating a fault, driving a good vehicle on deliveries that is traveling no more than 50 meters between stops, or a licensed taxi driver who is ‘playing for hire’ or carrying passengers (Using, 1). If there is a reason that you cannot wear a seat belt due to medical reasons, your doctor must issue you a ‘Certificate of Exemption for Compulsory Seat Belt Wearing’. You must keep this in your car at all times and handy if a police officer pulls you over. There are strict seat belt laws world-wide but, according to statistics, they are hardly followed. Approximately 50% of lives will be saved in an accident if people wear seat belts. Seat belt safety statistics show that mostly the younger population between the age groups 16-35 is hardly found wearing seat belts. Seat belt facts also prove that 70% of the people wearing a seat belt have prevented injuries even on meeting with an accident. It is found that nearly 10,000 lives can be saved every year only by wearing a seat belt (Pandit 1). According to studies cited by the Independence Institute, â€Å"When subjects who normally did not wear seat belts were asked to do so, they were observed to drive faster, followed more closely, and braked later. In other words, people who are naturally cautious voluntarily choose to wear seat belts, and voluntarily drive safely. When reckless people are forced to wear seat belts, they â€Å"compensate† for the increased safety by driving more recklessly. Furthermore, no jurisdiction that has passed a seat belt law has shown evidence of a reduction in road accident death. (Veksler 1) Seat belts were designed to save peoples’ lives, this only works if they are worn correctly or even at all. Many people do not wear their seatbelts because they do not believe in their efficacy, because they have heard that wearing seat belts might actually cost them their lives in certain types of accidents (Mikkelson 1). The constitution allows everyone to have the freedom rights, but ho w fair is it for the government to dictate what we can and can’t do when it comes to wearing a seat belt. The U. S. National Highway Safety Bureau first required automobile manufacturers to install lap belts for all seats and shoulder belts for front seats in 1968; however, most Americans did not regularly use safety belts until 1984, when the first state laws were passed mandating seat belt use. As of today, there are 48 states in which it is illegal for a driver or passenger to travel without a seat belt (the exceptions are Maine and New Hampshire). Of those 48 states, 10 have primary enforcement, meaning that police can stop and ticket a motorist simply for not wearing a seat belt. The other 38 states with seat belt laws have secondary enforcement, meaning that police can only ticket people not wearing seat belts if they pull the car over for some other reason. If not all states have to wear them, then why make it a law? Many fatalities that are related to vehicle accidents can be avoided if the occupants wear their seat belts. Some say seat belts can be the cause of deaths. Although this may be true, it is proven that in most cases seat belts are far more likely to save a life than kill the occupants of a vehicle. As written in the World Almanac and Book of Facts, â€Å"In 2006, safety belts and child restraints saved an estimated 15,808 lives† (â€Å"U. S. Motor† 1746). Seat belts do save lives; therefore, the laws that promote their use should be enforced. When police have the authority to stop a motorist solely for not wearing a seat belt, which is called primary law, motorists have more of a reason to wear their seat belts. Furthermore, vehicle insurance premiums could decrease if seat belt laws are followed. It makes sense that insurance companies charge more because accidents are escalated due to negligence of the driver by not wearing his seat belt. This point is reiterated in the Hudson Valley Business Journal: â€Å"The safer all drivers are, the fewer injuries there will be, which affects everyone’s insurance premiums† (â€Å"Seat Belts† 18). If drivers would just take that extra step before driving, and buckle their seat belt, society as a whole might notice a decrease in insurance premiums in the future. Insurance providers may not notice the change right away, but in the long run they would have to notice that fatalities are decreasing. Though law enforcement programs such as Click-It-Or-Ticket help raise the use of seat belts, they do so by threatening drivers with fines for not buckling up. Laurie F. Beck, from the National Center for Injury Prevention and Control wrote, â€Å"Although rates of safety belt use in the United States have increased substantially since the first state law was passed in 1984, many motor vehicle occupants continue to travel unrestrained† (1619). Sometimes threats stop short of reaching the amount of people intended. Perhaps if programs were developed to reward drivers who get pulled over and are wearing their seat belt, then we would see a stronger increase in seat belt use. Patrol officers could be required to note when a driver was properly restrained; that information could be provided to insurance companies; those companies would know which motorists were driving safely, and could reward them with discounted premiums. We as American citizens should have the choice in if we wear them or not. There are many reasons that many people do not wear them, but here are just a few. Some people feel if they are going a speed of less than 40 mph, then they do not need to wear them; however the National Transportation Safety Board (NTSB) states that 80 percent of all crashes come at speeds of less than 40 mph and 75 percent of those are within 25 miles of home (Silverman 1). Another reason people do not wear their seat belts are because they believe they are uncomfortable. They believe the combination of the lap and shoulder belt is uncomfortable, so they either do not wear it or they put the shoulder belt under their arm. In doing this, it can cause internal injuries if they were ever in an accident. A different reason that some people do not wear their seat belt is because they feel their independence is being taken from them for being told what to do in their car. They feel that their car is their fortress and they should not be told what to do in it, especially by the government. Some people feel that if they are thrown from a car they have a better chance of being saved then staying in the car with the accident. This is not true according to the Kansas Traffic Safety Resource Office; individuals who get thrown from their cars are more likely to get killed than those wearing seat belts (Silverman 2). Finally, many drivers say they want to increase their chances of surviving a car fire or a submerged car. They feel that if they are buckled is it not only going to take longer to get out of the car, but if they are dazed or not alert, it is going to hinder their chances of getting out of the car alive. Less than ? of 1 percent of all accidents involve car fires or submersion. If some type of reward program happened to be in place, the scenario earlier could have ended differently. Maybe the driver would have suffered some type of injury, yet the seat belt could have stopped him from hitting his head on the windshield. Although seat belt laws promote the reduction of vehicle related fatalities and help decrease the cost of insurance premiums, other programs such as a reward program could further reach motorists. The more benefits motorists see about wearing seat belts the greater the chance they will choose to wear them. References: Beck, Laurie F. , et al. â€Å"Associations Between Sociodemographics and Safety Belt Use in States With and Without Primary Enforcement Laws. † American Journal of Public Health 97. 9 (2007): 1619-1624. Biomedical Reference Collection: Basic. EBSCO. Web. 29 Sept. 2011. Mikkelson, Barbara David. â€Å"Seat Belted. † Snopes. com. Urban Legends, 4 July 2011: 1-2. Web. 22 Sept. 2011. http://www. snopes. com/autos/accident/seatbelt. asp Pandit, Madhura. â€Å"Reasons to Wear your Seat Belt. † Buzzle. com. Buzzle. com, 2000-2011: 2. Web. 28 Sept. 2011. http://www. buzzle. com/articles/reasons-to-wear-your-seat-belt. html†Seat Belts, Car Seats Save Lives and Affect Insurance Premiums. † Hudson Valley Business Journal 6. 34 (1995): 18. Regional Business News. EBSCO. Web. 29 Sept. 2011. Silverman, Steve. â€Å"Why People Don’t Wear Seat Belts. † eHow. Demand Media Inc. 1999-2011: 4. Web. 28 Sept 2011. http://www. ehow. com/about_5456493_people-dont-wear-seat-belts. html â€Å"U. S. Motor Vehicle Accidents, 2006. † World Almanac Book of Facts (2009): 1746. Academic Search Premier. EBSCO. Web. 29 Sept. 2011. â€Å"Using a seat belt. † Direct. gov. Crown, 29 Sept. 2010: 3. Web, 28 Sept 2011. http://www. d irect. gov. uk/en/TravelAndTransport/Roadsafetyadvice/DG_4022064 Veksler, David. â€Å"The One Minute Case Against Mandatory Seatbelt Laws. † One Minute Cases. Politics, 21 May 2007: 1-3. Web. 22 Sept. 2011. http://oneminute. rationalmind. net/mandatory-seatbelt-laws/ How to cite Seat Belt Laws, Essay examples

Using Authentic Material for Adult Learners free essay sample

Adult education Adult education, also known as continuing education, is a broad term for the practice of teaching and educating adults and holds a significant role in the lifelong learning process. Most of the advancements in adult education appeared in the nineteenth century, during the period of industrialization, mainly because of the acceleration of scientifical and technological progress that led workers to continue updating their skills and knowledge in order to fulfill their full potential. Adult education as an academic field emerged in the 1960s and since then it has experienced tremendous development in both practice and research. Plato was one of the innovators of adult education in the sense that he would teach anybody, including women. As a result he provided a model of the instruction of adults. 2. Learning English Teaching English as a Second Language (TESL) is a significant sector of adult education. Language acquisition by adults is language learning, a deliberate, diligent, intellectual process that rarely, if ever, results in the total fluency acquired so naturally by any small child, regardless of intellectual ability or personal motivation. Language acquisition by children and language learning by adults are strikingly different phenomena. The techniques and tools concerning adults are also highly differentiated than those utilized for children, reflecting the divergent abilities, motivation and needs of these students. Chapter 1: The characteristics of the adult Greek learner 1. Who is the adult second language learner? It has been observed that over the last decades an increased interest has been demonstrated from the part of adults either to learn English as a second language or to develop their pre-existing English knowledge. The reasons of this phenomenon do not usually include personal interest but rather stem from the practical need of the adults to function more successfully in a world where English has grown to be considered the lingua franca. Adult learners basically study foreign languages (FL) for use in a particular professional, scientific or academic field. The extended demands of the marketplace as far as the expertise of the employers in concerned has led the working people to believe that in order to survive and thrive in the new socioeconomic environment they must enhance their competence. Thus, on the grounds of pursuing job opportunities and careers, Greek employers were obliged to achieve a proficient level of the English language both for communicative and learning purposes, since the majority of the newly discovered global knowledge is accessible primarily through the Internet and in the English language. Moreover, there are cases of people who faced the necessity of learning jargon, the specialized language regarding their work field, in order to become acquainted with the novel developments. In addition, a large number of adult Greek learners concerns those who needed to learn English for studying purposes, considering the fact that knowing English was a critical issue in starting post- graduate studies, especially abroad. However, contrary to the above learning groups that knowing English constituted a practical necessity, there is also a significant number of Greek adults who decided to learn English purely for personal and social reasons, since people not knowing the language have grown to be considered uneducated in the Greek society. . What do adult learners bring to class? It has been observed that the adult class is highly characterized by heterogeneity, taking into consideration the fact that adult learners have an already formed personality. At the same time, adults have specific intentions and expectations, carry background linguistic and educational knowledge and have formerly developed their own learning styles. Background knowledge and language Adult student s bear background knowledge and experience of their own in the lassroom, acquired either from work or home. This pre- existing knowledge of the world can be exploited in favour of the learning process. Specifically, it can function as a foundation on which the teacher can build the new knowledge. Moreover, adults already master one language, in this case the Greek one and that language is a fundamental element of their cultural and social identity. The adult student knows the sound and structure systems of his first language, a fact that can either facilitate or obstruct the learning process. Learning styles Alike to all students, adults follow different learning styles. While some learn more effectively by watching and listening, others need to take down notes and analyze rules. Thus, the instructor is obliged to respect the individuality of each student and adjust his teaching method in a way that makes use of and agrees with all the various learning styles. The teacher is also advised to urge the adult student to expose himself to the entire range of the divergent learning styles. Expectations It has become noticeable that adult learners tend to bring with them attitudes and knowledge developed in prior schooling, thus forming particular expectations from the current learning method and the teacher. There are learners who were uneducated or lack literacy skills and need encouragement and other, who are strongly confident because they have already studied a second language and were successful in it. Additionally, it is quiet likely that students with previous learning experiences have formed a personal opinion on how the class and material should be organized and taught. In cases where the methodology of the teacher does not comply with the teaching features to which they were formerly exposed, the students tend to question the efficiency and competence of the teacher. Consequently, for harmony and discipline to be maintained in class, it is necessary that the teacher negotiates the method and material to be used with his students. At the same time, the targets and theoretical background of each lesson should be thoroughly discussed, so that both participating sides work for a common goal. Chapter 2: Theoretic background of adult teaching and use of authentic materials 1. Principles of adult education The majority of TEFL specialists have concluded that adult teaching programs need to be designed according to specific educational principles and characterized by certain features: * Adults can learn when provided the opportunity * Adults need to know the reasons and benefits of the learning process * Adults want to learn * Adults have accumulated knowledge and experience Adult learners must be involved in the entire learning process * Materials must be adult oriented * Adults need to be considered as responsible and capable of self- direction * Adults do not want to be treated as children but as equals to the teacher * Instructors must be committed and concerned 2. English for Special Purposes (ESP) English for Special Purposes (ESP) is defined, according to Johnson and Johnson, as â€Å"language programs designed for groups or individuals who are learning with an ident ifiable purpose and clearly specified needs†. ESP is a learner-centred approach that is designed to meet specific needs of, basically, adult learners, who study foreign languages (FL) for use in a particular professional, scientific or academic field. ESP is considered one of the most significant areas in the language teaching field and is designed to develop students’ needs in order to enable them to communicate in the English language. Respectively, the materials that are included are basically chosen based on the learners’ area of professional expertise. In other words, it constitutes an attempt to help adult learners accomplish their occupational and academic needs and goals. Incontrovertibly, in such specialized courses learners have a range of needs and purposes, which play in important role in the teacher’s choice and preparation of materials. Thus, the very nature of adult education dictates that the material to be used should carry features that can expand the adult learners’ professional and academic knowledge so that they can meet the real world’s expectations. Consequently, it is safe to state that the most appropriate material for adult teaching is the authentic one. 3. Defining the term ‘authentic material’ In this point, it is important to narrow down the meaning of the term â€Å"authentic materials† in using examples of language produced by native speakers for some real purpose, rather than using language produced and designed specifically for in-classroom use. The issue of using authentic materials in language classrooms has been influential mainly over the last two decades. However, Chomsky (1965) and Hymes (1972) had earlier emphasized the importance of teaching authentic texts in culturally authentic contexts instead of texts designed for pedagogical purposes, by claiming that communicative competence does not only include the knowledge of the language but also the need of contextualized communication. Rogers and Medley (1998) move further and consider the terms of authenticity and authentic as describing oral and written language samples that are the reflection of language forms used naturally and appropriately based on the cultural and situational contexts. Chapter 3: Practical issues concerning authentic materials 1. Advantages of authentic material It has been acknowledged that the introduction of authentic material in the teaching process has a significant number of advantages. The most obvious is that students are exposed to real discourse, a fact that involves two very important aspects. Firstly, different language styles are accessible, thus students are given the opportunity to extend their vocabulary and secondly, language changes are reflected in the material, so that both students and teachers can keep abreast of the sociolinguistic evolvement of the English language. Apart from the above, students gain an intrinsic educational level, considering the fact that are kept informed of what is happening in the world and they come in contact with the British culture. In addition, the variety of the material, both in form and context, helps the students to develop skills as listening, reading, scanning, understanding, in an interesting and effective way. An additional very important aspect is that authentic material is natural and has substantial quality. Textbook- based material often contains artificial and unvaried language, which is structurally, grammatically and linguistically perfect. However, this feature that does not correspond to the characteristics that permeate the actual use of the language, which is not always flawless and immaculate, especially in its colloquial and everyday form. 2. Reasons for using authentic material It is only natural that some of these reasons coincide with the advantages of using authentic materials. To begin with, employing them ensures that the knowledge we transmit to our students is as modern and updated as possible. Moreover, the use of authentic material serves a practical necessity for those adults who plan on working or studying in the UK and need to get closer to the British culture and everyday life. Students come closer to the English culture by having contact with real aspects of their life. Additionally, it is undeniable that authentic material keeps the students’ interest alive, since it is more stimulating, memorable and at the same time exciting because it is different from what is known to the adult Greek learner. It is also worth mentioning that learners are exposed to â€Å"real† language in context, a fact that contributes in developing a broader language base. However, it has been stressed that the most critical and important reason for integrating authenticity in the syllabus is the learner’s motivation. If the student’s interaction with authentic material is established with interest and ease, they can participate actively in the learning process, resulting to the enhancement of their motivation levels. Furthermore, by coping with authentic materials successfully, students are given a sense of achievement and are encouraged to face the factual world and make comfort and fluent use of the language in real-life situations. ELT specialists have also claimed that adults often prefer a problem-solving orientation in learning, in the sense that learning may be more efficient and productive if they are presented with a problem in real context. What is more, it has been observed that adults are highly motivated to learn when they have the opportunity to gain new knowledge and expand their horizons, specially regarding their professional lives. 3. Instructions for selecting authentic material Selecting material is an activity that has grown to be considered challenging for every teacher and at concurrently of vital importance to the success of the teaching- learning process, hence should be meticulous and not at all random. The collection of authentic materials entails specific criteria that are imperative to be met, namely the learner’s age, level, interests, needs, goals and expectations and at the same time should be governed by three basic principles, suitability, exploitability and readability. To begin with, as far as suitability is concerned, the chosen material should be adjusted to the adult learner’s motivation and interests. It has been already specified that these are highly crucial aspects of efficient learning. Secondly, the material to be taught needs to be characterized by exploitability, in the sense that it can be used for teaching purposes. More specifically, it must be relevant to the goals of the learning process and be linked to the other aspects of the teaching. This can be accomplished through the use of themes, for example travelling, entertainment, social life, work, politics, ecology, literature etc. Last but not least, the material has to be selected in terms of its language and content, which have to be appropriate and chosen with consideration to the students’ level. However, there are cases that the density of cultural and situational references may be intimidating, even for the adult learner. Thus, it is evident that the nature of authentic materials is demanding and requires skillful and qualified teachers who will be able to provide precise information about certain trends and aspects of the British life. 4. Sources of authentic material The source of the material can be anything written in the target language and is used unedited in the classroom. Common examples are newspaper and magazine articles, songs, films, radio and TV broadcasts, leaflets, flyers, posters, maps, signs, recipes, web pages, blogs, advertisements and literature. Conclusion Authentic materials have been many times discussed as beneficial in teaching English for different skills. However, for settings other than general English, these materials may also work as a motivating feature and as a link between students’ general knowledge of language and their professional language needs. Authentic materials, being a part of the real world, can serve as excellent resources for introducing language in its real form to ESP learners whose final goal in taking ESP courses is to communicate properly in real-world contexts. Some of these materials which ESP learners encounter in their professional settings include articles as a part of their specific field literature, product labels, advertisements, brochures, newspapers, reports, literacy excerpts, audio recordings, and videotapes and best of all internet which unlike other sources is updated continuously. To sum up, using authentic materials is an easy, convenient and effective way of improving not only the students’ general skills, but also their confidence in a real situation.