When I Grow Up an Example by

When I Grow Up Planning for a successful career is what everyone wants to do and at the same time, one of the hardest things to accomplish (Goodlad 2004). What Glynda experienced during her practicum is one of the challenges that she can experience as a student. She stated that being a teacher is want she really wanted since childhood. However, what she experienced made her gave up her career. She got so depressed that she forgot to fight for her dreams. Need essay sample on "When I Grow Up" topic? We will write a custom essay sample specifically for you Proceed Being depressed every time a person experiences a problem is just normal but giving up your dreams and doing nothing to stand up again is something that a person should not do especially if the persons dreams are what the person had worked for several years. Working to achieve a career is really difficult because challenges are always there to hinder the person and that is what happened to Glynda. However, she became too negative that she did not even think of other alternatives and/or even weigh her situation first before dropping the course. Glynda, as an aspiring teacher should be aware that the noisy students, uncooperative supervising teacher and strict parents are part of the package of being a teacher. She should consider that in order for her to experience the real thing and get used to it, she must experience it first and overcome the troubles that can come along with it. She must learn that those experiences are not merely problems but lectures that teach her to be more courageous, flexible and patient. She must learn how to deal with the problems and find creative ways to solve it. In that way, she will be able to lessen the stress and learn from it at the same time. Lastly, Glynda should not isolate herself with her problems. She has to open herself because no one can live by living alone. Every thing that a person has should be shared to everyone, even the problems. Opening ones self to other people like family and friends gives the person an opportunity to relax, lessen the pain and think of the solution that can be done to solve the problem. This attitude is what Glynda lacks for herself. She got so occupied with her problems that she forgot to share it with Abby. Even though she let Abby know about her situation, she refused to get along with her and by doing so, she rejected Abbys help. What Abby said about losing more in the end is true for Glyndas case. There is a high possibility that she will lose her dreams and her friends if she does not take effort to stand up and clean up the mess in her life. What she has to do at this point is to find the will to keep going so that she can think of concrete ways to make her life move forward. Problem Resolution As a means to help Glynda with her problems, a solution will be established to address each of her problems and use it to address the whole situation. Open Up - Since Glynda has already dropped the course, there is no way that she can take it again except take it next year. For now, what Glynda has to do is to fix herself and establish a more positive outlook in life. To do that, she must open up herself to others especially to her family, friends or even to God to lessen the weight that is inside her. She must learn that isolation is not the solution. By explaining her situation and having others to listen, the effect will be a lighter feeling and a clearer mind that is needed for a more effective resolution (Goodlad 2004). Furthermore, by opening up to others, Glyndas friends will know the situation and can give her advice on what to do. Talk to Experts Experts are the ones who give the best advice (Goodlad 2004). After opening up her situation to her closest friends and family, she must then talk to a psychologist or a school councilor to ask for some advice for her self and her career. From the analysis, her depression rooted from her confusion that is caused by being exposed to a difficult challenge that she did not manage to overcome. By talking to a psychologist, Glynda can assess her attitude and psychologist can advice her on how to establish a stronger personality capable of addressing hard problems and challenges. On the other hand, the school councilor can help her about her career preference. If she really wants to be a teacher, then the councilor can advice her on how to finish the career smoothly. However if she does not want to be a teacher anymore, the councilor can advice her about other courses that can fit her other interests. Assessment of all the advice After opening up and taking advices, what Glynda should do is to assess all the advices and choose the best that can help her achieve the best result. This is the time that she should ask herself: do I really want to be a teacher? Is it really my interest? or is there another career where I can fit myself and do better? The answers to these questions will only come from her. She should lend enough time to think of all these things to come up with a better decision. Plan the future Glynda should remember that most of the best decisions came from a good plan of action. After assessing her alternatives and coming up with a best decision, what she should do now is to establish a plan of how to implement her decision. A plan of action is necessary to guide her in her life and to avoid committing mistakes along the way. The plan should be flexible enough to address the unexpected problems that might come (Goodlad 2004). If Glynda chose to continue her career, then her plan should include: pick her self up, be motivated, continue taking her major and minor classes and put her full focus in it. In this way, she can be more prepared when she takes the practicum class again. Teacher Consultation the last thing that Glynda should remember is to always consult her teacher about everything that deals about her practicum. The reason why Glyndas problem got worst is that she did not consulted her teacher about the matter. Glynda should keep in mind that practicum classes are established to show the students the real situation about the career. However, the teachers are there to serve as mentors whom the students can consult every time they have problems. Teachers are there to guide the students and advice them in order to pass the subject and pursue their career (Goodlad 2004). What Glynda has to do is to take the initiative and discuss any matters to her teacher to avoid further complications in the future. References: Goodlad, J. et al. (2004). The Teaching Career. Teachers College Press.

The Mississippi-Missouri-Jefferson River System

The Mississippi-Missouri-Jefferson River System The Jefferson-Mississippi-Missouri River system is the fourth largest river system in the world and serves transportation, industry, and recreation as the most important inland waterway in North America. Its drainage basin collects water from 41% of the contiguous United States, covering a total area of more than 1,245,000 square miles (3,224,535 square kilometers) and touching 31 U.S. states and 2 Canadian provinces in all. The Missouri River, the longest river in the United States, the Mississippi River, the second longest river in the United States, and Jefferson River combine to form this system at a total length of 3,979 miles (6,352 km). (The Mississippi-Missouri River combined is 3,709 miles or 5,969 km). The river system begins in Montana at the Red Rocks River, which quickly turns into the Jefferson River. The Jefferson then combines with the Madison and Gallatin Rivers at Three Forks, Montana to form the Missouri River. After winding through North Dakota and South Dakota, the Missouri River forms part of the boundary between South Dakota and Nebraska, and Nebraska and Iowa. Upon reaching Missouri state, the Missouri river joins up with the Mississippi River about 20 miles north of St. Louis. The Illinois River also joins with the Mississippi at this point. Later, in Cairo, Illinois, the Ohio River joins the Mississippi River. This connection separates the Upper Mississippi and the Lower Mississippi, and doubles the water capacity of the Mississippi. The Arkansas River flows in to the Mississippi River north of Greenville, Mississippi. The final junction with the Mississippi River is the Red River, north of Marksville, Louisiana. The Mississippi River eventually splits up in to a number of different channels, called distributaries, emptying into the Gulf of Mexico at various points and forming a delta, a triangular shaped alluvial plain composed of silt. About 640,000 cubic feet (18,100 cubic meters) is emptied in to the Gulf every second. The system can easily be broken in to seven different basin regions based on the major tributaries of the Mississippi River: Missouri River Basin, Arkansas-White River Basin, Red River Basin, Ohio River Basin, Tennessee River Basin, Upper Mississippi River Basin, and Lower Mississippi River Basin. The Formation of The Mississippi River System More recently, about two million years ago, glaciers upwards of 6,500 feet thick repeatedly encroached upon and retreated from the land. When the last ice age ended approximately 15,000 years ago, massive quantities of water were left behind to form the lakes and rivers of North America. The Jefferson-Mississippi-Missouri River system is just one of the many water features that fill the giant swath of plain between the Appalachian Mountains of the east and the Rocky Mountains of the West. History of Transportation and Industry on the Mississippi River System Beginning in the early 1800s, steamboats took over as the dominant mode of transportation on the river ways of the system. Pioneers of business and exploration used the rivers as a means of getting around and shipping their products. Beginning in the 1930s, the government facilitated the navigation of the system’s waterways by building and maintaining several canals. Today, the Jefferson-Mississippi-Missouri River System is used primarily for industrial transportation, carrying agricultural and manufactured goods, iron, steel, and mine products from one end of the country to the other. The Mississippi River and the Missouri River, the two major stretches of the system, see 460 million short tons (420 million metric tons) and 3.25 million short tons (3.2 million metric tons) of freight transported every year. Large barges pushed by tugboats are the most common way of getting things around. The immense commerce that takes place along the system has fostered the growth of countless cities and communities. Some of the most important include Minneapolis, Minnesota; La Crosse, Wisconsin; St. Louis, Missouri; Columbus, Kentucky; Memphis, Tennessee; and Baton Rouge and New Orleans, Louisiana. Concerns Dams and levees are the most common guard against destructive floods. Important ones along the Missouri and Ohio Rivers limit the amount of water that enters the Mississippi. Dredging, the practice of removing sediment or other material from the bottom of the river, makes the rivers more navigable, but also increases the amount of water the river can hold – this poses a bigger risk for flooding. Pollution is another distress to the river system. Industry, while providing jobs and general wealth, also produces a large amount of waste that has no other outlet but in to the rivers. Insecticides and fertilizers are also washed away in to the rivers, disrupting ecosystems at the point of entry and further down stream as well. Government regulations have curbed these pollutants but pollutants still find their way in to the waters.

The use of drones in the United States Essay Example | Topics and Well Written Essays - 750 words

The use of drones in the United States - Essay Example However, there is a lot of debate that have been sparked on the legality, efficacy and morality of this practice, even though, capable drones have versatile uses. In the current times, the Federal Aviation Administration (FAA) was ordered by the Obama’s administration to come up with a plan in order to permit unarmed drones within the United States airspace. Such a decision was as a result of the tremendous demand arising from different stakeholders such as Border Patrol, police, agencies, organizations and businesses in their quest to use them in future. This paper addresses the pros and cons of the legalization of drones for commercial use by companies/organizations in the United States. The pros of the use of drones in the United States by border patrol police, agencies, organizations, and businesses. Drones can be used to save lives. These devices can be used to reduce significantly the frequency and exposure of military personnel during war. Another benefit of drones is the low cost. These devices are affordable when purchasing and the costs incurred in maintaining or fueling them are significantly lower compared to ordinary and regular airplanes. Needless to say, there is low risk involved as a result of military hardware since these devices are comparatively smaller and can, therefore, fly at lower altitudes as opposed to the traditional airplanes. There is the benefit of comparatively longer operational hours without any fatigue. This is because drones do not have human pilots and can, therefore, stay in operation for a long time.

Service Management Assignment Example | Topics and Well Written Essays - 500 words - 1

Service Management - Assignment Example nsidered most effective in identifying the influences of customer satisfaction is any form of quantitative customer satisfaction survey that manifest the unconsciously and qualitatively experienced customers into tangible and meaningful measures that can be used for decision making. For example through the quantitative method, customers can rank the influencers that affect their purchasing behavior. Customers in business to customer markets often want to be treated with customized service even though their volumes of service are always high. This creates a gap that can only be addressed by the use of a focus strategic option which seeks to learn more about specific markets. For customers in business to business markets, their needs often focus on value, which means that to address this gap, the differentiation strategic option which seeks to value-based service is used. Customer survey forms collected and evaluated shows that marketers will continue to be faced with the responsibility of understanding their market through means such as research and development (R&D). This is because the needs of customers were noted to be very different and widespread, requiring only a detailed market research to discover these differences and building the right segments to provide services to customers. Supply networks and supplier relationships are focused on by the author in the sixth chapter. In this chapter, the author notes that supply chain management is very crucial in ensuring that the goal of the company in achieving efficiency and effectiveness can be realized. To do this, the need for all stakeholders to function in a manner that is in line with the organizational culture of the main service provider is recommended. Most service providers have underestimated the role and place of supply chain, thinking that supply chain management is useful only for those in retail and other product based industries. The supply chain constructed below however shows that the service

Whose Reality Essay Essay Example for Free

Whose Reality Essay Essay The brain is a crucible: a melting pot of intersecting ingredients that forges a reality that is de- ceptively the same, but often vastly different for each individual. That reality is a construct is a fashionable term these days; it means that we tend to see reality from a particular frame of reference. There is always a context, whether it be political, social or cultural. For those who are unable to construct a satisfactory reality, it is then that they are forced to create an alterna- tive reality, perhaps that fulfils their dreams and meets their views and values. In the words of cognitive neuropsychologist Kaspar Meyer, â€Å"what is now clear is that the brain is not a stimulus-driven robot that directly translates the outer world into a conscious experi- ence. What we’re conscious of is what the brain makes us be conscious of, and in the absence of incoming signals, bits of memories tucked away can be enough for a brain to get started with†. Reality for each individual differs according to their past experiences and memories, as well as what they choose to perceive to be true. Those with weaker frames of minds such as individuals suffering from mental disorders, or solely living under delusion tend to create alternative realities in order to escape the harsh truth. Consider the materialism of the post-war United States. Motivated by prosperity and wealth, all Americans were expected to achieve the profound ‘American Dream’, of which Arthur Miller critiques throughout his play ‘Death of a Salesman’. The play’s lead character Willy Loman struggles to face the true reality, but instead, chooses to believe he is leading the life he had always dreamt of. Willy believes himself to be the best salesman of his company, claiming he is â€Å"well liked† by all, and â€Å"vital in New England†, when in fact, his true reality proves to be quite the opposite. Willy struggles to pay his mortgage, as well as fails to support and provide for his family. Despite his favourite son Biff finding the words to call him out to be what he truly is â€Å"(a) fake†¦ (a) big phoney fake† and â€Å"a dime a dozen†, Willy remains ignorant towards the truth. Willy’s alternative reality provides him with the motivation to continue his life, despite the loss of his job and loss of respect from Biff. Alternative realities provide tem- porary relief from the harsh truth of reality, which is sometimes necessary for those who are considered mentally weak. It is often easier to support the alternative realities created by the mentally weak. Due to their mental state, disregarding what they believe to be true can carry several consequences. In ‘Death of a Salesman’, Willy’s wife Linda remains supportive throughout her husband’s delu- sion. He claims she is his â€Å"foundation (and) support†, which is simply conforming to the ex- pected role of a 1950’s housewife. Another example includes the 2010 movie directed by Mar- tin Scrosese titled ‘Shutter Island’, which clearly highlights the importance of accepting the al- ternative realities created by the mentally weak. The film’s protagonist Teddy Daniels believes himself to be a U. S marshal assigned to investigate the disappearance of a patient from Bos- tons Shutter Island mental institution. However, in true fact, Teddy is actually Andrew Laed- dis, one of the institution’s most dangerous patients they have because of his delusions and his violence towards the staff and the other patients. Andrew (or Teddy’s) delusion created an alternative reality in which he was able to escape the truth about his murderous past. In order to support his alternative reality, the staff at the institution developed a scenario in which Andrew was able to live out his delusion, therefore preventing the otherwise dangerous psychological effects of his true nature. If An- drew was in fact exposed to his true reality rather than living as his alter ego, he may have not been able to survive, hence proving the importance of supporting a mentally weak individual’s alternative reality. Alternative realities may not always be negative. In these cases, the alternative reality protects the individual from harm or negative attention due exposing their true self. Consider the death of Whitney Houston, or the even more recent Robin Williams. Despite their true reality con- sisting of depression and substance abuse, these two renowned celebrities developed and maintained an alternative reality to allow others to portray them as role models and success- ful artists. In the case of Robin Williams, his severe depression led to his suicide. As a come-dian and successful actor, Williams was perceived by the majority to be a motivated happy man. In true fact, despite working to ensure other people were laughing, he was diagnosed with severe depression, to the point where he eventually took his own life. Robin William’s al- ternative reality forced others to see him as he was not, but without the negative attention of showing who he really was. In Whitney Houston’s case, despite her perception as an iconic successful singer, her alternative reality consisted of a cocaine addiction to the point where she drowned in a hotel bathtub. Following their deaths, the public was finally made aware of who they truly were, regardless of what we had previously perceived them to be. Alternative realities such as these can be crucial to ensure happiness and satisfaction for the individual, without highlighting their true selves to the world. Those who are mentally weak tend to create alternative realities in order to avoid their true selves. Whether they are living within a delusion such as Willy Loman or suffering from a mental condition such as Andrew Laeddis, (otherwise known as Teddy), alternative realities may be beneficial for the individual, however difficult for others to accept. Due to individual differences in realities due to social, emotional, cultural and political factors, each person must construct a reality that is most suitable for their views and values, even if that results in alter- native realities being created. In the words of author Mignon McLaughlin, â€Å"a critic can only re- view the book he has read, not the one in which the author wrote†, and therefore we cannot judge an individual’s choice of reality or alternative realities without experiencing it ourselves first hand.

Digital Democracy Essay -- Politics Media Internet Technology Essays

Digital Democracy Over the years the media has made citizens major role players in politics. Ross Perot opened eyes by putting the 1992 Election in the media and thereby allowing voters to become directly involved in politics. The Internet, the new form of mass media â€Å"has turned into a major political and media industry† (Grossman 16). Because of the rise the Internet has taken, the idea of direct democracy has risen. The foundation of direct democracy is in self-government. The claim is that the presence of the Internet will increase citizens’ involvement in political issues by allowing them access to more information. This is significant because it takes a look at the impact of technology on society and politics, as well by looking at politics from the average persons’ perspective. It is my position, however that although the Internet will make citizens more informed this would actually work to deter people from participating in politics. Through the greater establi shment of community and trust among citizens will we find the desire to participate in government and politics. Currently, our government is based on a representative form of democracy, where citizens choose representatives to make decisions on their behalf. This is a type of self-government because â€Å"by choosing those who would govern them, the people would also, in effect, be governing themselves† (Grossman 40). However, with the coming of the Internet age and a higher prospect of self-government, representative democracy could soon become obsolete, being replaced by direct democracy. Direct Democracy was first introduced by The Athenians as a form of government back in fifth century BC. Direct Democracy allowed the citizens to make the rules as w... ...e nationwide disaster. Our best hope at creating a better democracy is to focus on rebuilding the community. Before we can put things in place that are meant to reconstruct society, we must first fix the foundation upon which this nation was built, and that is community. Works Cited: Bimber, Bruce. â€Å"The Internet and Political Transformation: Populism, Community, and Accelerated Pluralism.† Polity 31(1): 133-160. Davis, Richard. The Web of Politics. New York: Oxford Press, 1999. Davison, Donald E. New Democracy: A New Democracy means a more Direct Democracy. 1 April 2001. 27 September 2001. . Grossman, Lawrence K. The Electronic Republic. New York: Penguin Group, 1995. Kamarck, Elaine, and Joseph S. Nye, Jr. democracy.com: Governance in a Networked World. Hollis, NH: Hollis Publishing, 1999.

Reading Strategies Essay

Reading is an essential skill in human life. People are trained to learn how to read at very early age and they read with many purposes such as reading for pleasure or reading to earn experience or simply to know what is happening around them. In academic setting, reading is assumed to be the central means for learning new information and gaining access to alternative explanations. Reading also provides people with the foundation for synthesis and critical evaluation skill. In addition, reading is the primary means for independent learning, whether the goal is performing better on academic tasks, learning more about subject matter, or improving language abilities (Grabe and Stoller, as cited in Celce-Murcia, 2001). However, according to Dr. Kathleen King (Reading Strategies, n. d. ) for students at college, reading is a new experience although they have been reading for more than 12 years at school or for pleasure. In addition, academic reading is not easy; therefore, it is extremely difficult for academic students to achieve complex goals without reading strategies. Supporting to this idea, (Hawkins, 1991, cited in Celce-Murcia) also said that â€Å"Of all the skills that the child must acquire in school, reading is the most complex and difficult†. Therefore, English Second Language students are surely unavoidable to face some problems. Firstly, learners may be good at understanding separate words or even each sentence, but fail to understand the relationships between the sentences and the meaning of the text as a whole. Next, they do not have necessary knowledge about what they read. And the most important problem is that they lack necessary reading strategies. English Second Language students need to learn reading strategies because their comprehension breaks down easily. They need different ways to approach reading to help facilitate the reading process and provide them with a better sense of what they are reading (Reading strategies for ESL Students, n. d. ). Reading strategies are the most effective means to help them deal with obstacles in reading and become a better reader. Furthermore, with practice, the strategies lead to skills that become automatic and quick over time (McNamara and Danielle, 2009). But for students at the college, reading is not simply to do the task and reading passage is often longer than it is at high school meanwhile not all of them know the reading strategies and how to use them effectively. So, teaching reading strategies for students becomes necessary. That is the reason why the researcher choose â€Å"reading strategies for academic students† as a topic to do the research with the hope of improving the effect of their reading. CHAPTER II: LITERATURE II. 1. Definition of Strategies Brown (2001) defined strategies as specific methods to solve a problem or task, as modes of activity to reach a particular end or intentional designs to control or manipulate certain information. He stated that strategies differentiate within an individual and that a person can use a variety of strategies to achieve his or her goal. Oxford (as cited in Oxford, 2003, p. 8) defined strategies as follows: â€Å"The word â€Å"strategies† comes from the ancient Greek word strategia, which means steps or actions taken for the purpose of winning a war. The warlike meaning of strategia, has fortunately fallen away but the control and directedness remains in the version of the word. † He believed that whether a strategy is helpful or not depends on the specific context in which it is appropriately used. In order to use a strategy effectively, learners have to consider three important conditions: whether the strategy relates well to the second language task at hand, whether the strategy fits the particular students’ learning style preferences to one degree or another, or whether the students employ the strategy and link it with other strategies well. II. 2. Distinction between Strategies and Skills Strategies can be defined as conscious actions that learners take to achieve desired goals or objectives, while a skill is a strategy that has become automatic. As learners consciously learn and practice specific reading strategies, the strategies move from conscious to unconscious; from strategy to skill (Nunan, 2003). Strategic reading is defined as the ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading (Nunan, 2003). Strategic reading means not only knowing what strategy to use, but knowing how to use and integrate a range of strategies (Anderson, 1991). II. 3. Difference Strategic Readers from Poor Readers (Reading Strategies, n. d. ) |1. Before Reading, Strategic Readers †¦ |Poor Readers †¦ | |? Build up their own background knowledge about reading and the |? Start reading without thinking about the process of reading or the| |topic |topic. | |? Set purposes for reading. |? Do not know why they are reading but merely view the task as | |? Determine methods for reading, according to their purposes. |â€Å"ground to cover†. | |2. During Reading, Strategic Readers †¦ |Poor Readers †¦ | |? Give their complete attention to the reading task. |? Do not eliminate distractions from reading. | |? Check their own understanding constantly. |? Do not know whether they understand. | |? Monitor their reading comprehension and do it so often that it |? Do not recognize when comprehension has broken down. | |becomes automatic. |? Seldom use fix-up strategies to improve comprehension. | |? Stop to use a fix-up strategy when they do not understand. |? Skip or ignore meanings of unfamiliar but crucial words. | |? Use semantic, syntactic, and graphophonic cues to construct |? Do not integrate text with prior knowledge. | |meanings of unfamiliar words. |? Read without reflecting on meaning or text organization | |? Synthesize during reading. | | |? Ask questions. | | |? Talk to themselves during reading. | | |3. After Reading, Strategic Readers †¦ |Poor Readers †¦ | |? Decide if they have achieved their goals for reading. |? Do not know what they have read. | |? Evaluate their understanding of what was read. |? Do not follow reading with comprehension self-check. | |? Summarize the major ideas. |? Rely exclusively on the author’s words. | |? Seek additional information from outside sources. |? Do not go beyond a surface examination of the text. | |? Distinguish between relevant and irrelevant ideas. |? Apply no conscious strategies to help them remember. | |? Paraphrase the text what they have learned. | | |? Reflect on and personalize the text. | | |? Critically examine the text. | | |? Integrate new understandings and prior knowledge. | | |? Use study strategies to retain new knowledge. | | II. 4. Some Methods for Teaching Reading Strategies Reading Strategies (n.d. ) separates reading lesson into three stages and has some ideas about activities for each stage. II. 4. 1. Before Reading activities should emphasize methods of merging reader, text, and content –enabling students to set appropriate reading purposes, recall related prior knowledge, preview and predict what the text will be about, and select reading methods to suit their purposes and the text. Included in these considerations may be readers’ decisions to expand their background knowledge through related discussion, exploration of key concepts, or related reading. II. 4. 2. During Reading: activities should enable students to monitor their comprehension through a variety of strategies and experience and acquire diverse fix-up strategies to improve their understanding where necessary. II. 4. 3. After Reading: activities should teach students to review their understanding of text, relate new ideas to their background knowledge, revisit the text to clarify and extend meanings, make responsible interpretations and criticisms of ideas from the text, revise their thinking, apply the information to other texts and disciplines, and remember crucial learning for future application. II. 5. Some Techniques for Teaching Reading Strategies Reading Strategies (n. d. ) also gives some techniques to teach reading strategies II. 5. 1. Some Techniques for Teaching Before-Reading Strategies Before reading, strategic readers: * Preview the text by looking at the title, the pictures, and the print in order to evoke relevant thoughts and memories. * Build background by activating appropriate prior knowledge through self –questioning about what they already know about the topic (or story), the vocabulary, and the form in which the topic (or story) is presented. * Set purposes for reading by asking questions about what they want to learn during the reading process. II. 5. 2. Some Techniques for Teaching During-Reading Strategies During reading, strategic readers: * Check understanding of the text by paraphrasing the author’s words. * Monitor comprehension and use fix-up strategies: use the cueing systems to figure out unknown words and imaging, imagining, inferencing, and predicting. * Integrate new concepts with existing knowledge: continually revise purpose for reading. II. 5. 3. Some Techniques for Teaching After-Reading Strategies. After reading, strategic readers: * Summarize what they have read by retelling the plot of the story or the main idea of the text. * Interpret and evaluate the ideas contained in the text. * Make applications of the ideas in the text to unique situations, extending the ideas to broader perspectives. * Use study strategies for note taking, locating, and remembering to improve content – area learning. II. 6. Kinds of Strategy Before students begin their next reading assignment, identify their purpose for reading. According to the reader’s different purposes, he or she will choose the appropriate reading style. Therefore, there are a variety of strategies. II. 6. 1. Study Reading The Study Reading is used when the readers intend to read difficult material at a high level of comprehension. This reading style says that because of the material at a high level of comprehension the readers should read the material more than once and sometimes reading the material aloud also improves their comprehension. (Becoming a Flexible Reader, n. d. ) II. 6. 2. Skimming When the reader’s purpose is to quickly obtain a general idea about the reading material, he or she is suggested to use skimming style. This strategy is extremely useful if the readers want to read a large amount of material in a short amount of time by two ways: identify the main ideas and ignore the details. (Becoming a Flexible Reader, n. d. ) II. 6. 3. Scanning Contrastively, the scanning style is used when their purpose is to quickly locate a specific piece of information within reading material. To scan, the readers mostly focus on a list of names, words, numbers, short statements, and sometimes even in a paragraph. (Becoming a Flexible Reader, n. d. ) II. 6. 4. SQRW. According to A Strategies for Reading Textbooks (n. d. ), it divides strategies into four-steps, called SQRW. Each letter stands for one step in the strategy. Using SQRW will help readers to understand what they read and to prepare a written record of what they learned. The written record will be valuable when readers have to participate in a class discussion and again when they study for a test. Read to learn what to do for each step in SQRW. ( Survey This strategy brings to mind what the readers already know about the topic of a chapter and prepares them for learning more. The readers do survey by reading the title, introduction, headings, and the summary or conclusion or they will examine all visuals such as pictures, tables, maps, and/or graphs and read the caption. By survey, the readers quickly learn what the chapter is about. ( Question Questions give the readers a purpose for reading and help them stay focused on the reading assignment. To form questions, the readers base on a heading and use the words who, what, when, where, why, or how. When a heading contains more than one idea, form a question for each idea. Do not form questions for the Introduction, Summary, or Conclusion. ( Read Read the information that follows each heading to find the answer to each question readers formed. They may change a question or turn it into several questions to be answered. Readers need to stay focused and flexible so they can gather as much information as they need to answer each question. ( Write Write each question and its answer in your notebook. Reread each of your written answers to be sure each answer is legible and contains all the important information needed to answer the question. CHAPTER III: APPLICATION III. 1. For Students Here are some suggestions for students to apply before, during and after-reading in order to become strategic readers. There are two things that students need to prepare before they read. First of all, it is the reading environment. Students had better to choose a quiet place which is far away from making noise. They would be distract by it and cannot concentrate well on what they read. Moreover, a place gives them an attitude to be ready to read. Besides the place, readers also pay attention to have small things as pen or paper in hand. These things help them take note immediately what they read on the text when the ideas come out in the mind before they quickly disappear. Before reading, firstly it is necessary for English Second Language students to set a goal for reading. This activity will keep them focus on what they read and prevent them from wandering around the text. Secondly, they should activate prior knowledge. It means that students brainstorm what they already know about the topic. Combination between prior knowledge and new text help them understand more about the topic. Last but not least, according to their purposes, they choose suitable methods for reading. Appropriate strategies help them read and achieve their goals quickly. While reading is the stage which students apply all their known strategies to read quickly but effectively. For example, strategic readers do not read the text from the beginning to the end; instead they skim it quickly to have an overview or to get main ideas about what they are going to read. It means that those students would read the introduction or every first line of each paragraph before going to read the whole passage. Next, when students read in detail, they should underline the information which they feel interested in and take notes or  highlight for easy to review important points later. In addition, it is important for students to remember to use what their background knowledge and their brainstorming about the text in before reading and see whether the old information fits the text, whether their prediction is correct or need changing. Moreover, if they have any difficulties with reading the text, slow down their reading speed and reread the information with more care. In case, it is too difficult to understand, highlight it for going back later, then skip it and move forward. Finally, college students are often required to read a lot with difficult vocabulary, so they should break down the assignment into many small sections, for example, ten pages for each reading times and manage to finish reading these sections instead of the whole. This strategy gives students more concentrated on what they read and prevents them from getting frustrated and disappointed. It is not simply to finish the reading task, learners should go beyond. And after reading is a stage for them to do so. First of all, students need to draw a conclusion. They turn back and think about what predictions they made before and during reading by reviewing the text. Also, they had better look back to consider how the information read related to their background knowledge and decide whether they achieve their goal. Secondly, students should take notes what they have read by writing a summary. This summary contains the main ideas, the important information or simply just a list of ideas getting from the reading. This activity is very helpful for the readers to maintain new knowledge for later use. Lastly, this stage also gives students a chance to discuss what they do not understand about the text. Students will mark anything that makes them confused and bring it to class and talk with their friends in order to clarify it. III. 2. For the Reading Teachers It takes a long time for students to become strategic readers and reading teachers play an important role in helping their students read quickly but effectively. Therefore, teachers are suggested to take these considerations. First of all, teachers themselves need to have a full awareness of great benefits which strategies could bring to their students, then the introduction of strategies, their practice, and their uses should be part of  every reading lesson because a strategy can be only applied well when teachers frequently explain, model it carefully, then give them enough opportunities to practice. However, for any approach to strategy development, teachers should remember to introduce only a few strategies at a time until students feel confident to use the strategies. And in each reading lesson, separate application of each strategy does not give a lot of help, so teachers should encourage students to combine some strategies together to get the best results. Moreover, teachers should be well-prepared the lesson beforehand. The aim of this preparation is to figure out which strategies are used in the lesson, then the teachers will carefully prepare suitable activities for each stage of a reading lesson. For example, in before-reading stage, teachers give activities such as True/ False Prediction, Brainstorming to help students have some general ideas about what they are going to read. For while-reading stage, teachers use Answer the Questions, Choose the Main Ideas to check their comprehension. For after-reading stage, the activities could be Summary, Discussion or Retelling what they have read. Additionally, when reading process takes place, reading teachers monitor the students’ expertise and independent application of the strategies. If there are many students feeling unsure about using the strategies, teachers stop their work, reintroduce and give them more practice. Finally after every reading times, teachers ask students to record their ability in applying strategies to assess their own growth. CHAPTER IV: CONCLUSION During teaching process, most of reading teachers give more time and emphasis on testing reading comprehension than teaching readers how to comprehend. Therefore, this small research has been done to offer an overview of different strategies to reading and application for practice. All of strategies can be brought into play in an efficient way in the teaching and acquiring reading skill. Simultaneously, it helps both teachers and students recognize the significant advantages of mastering reading strategies. 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