Starbucks in Mihaylo Hall Essay Example | Topics and Well Written Essays - 1000 words

Starbucks in Mihaylo Hall - Essay Example The Starbucks nearness to the understudy study relax gives the understudies various choices while reading for those unpleasant tests and reports. Not at all like different Starbucks establishments which are situated in business regions, this specific branch is situated inside the Mihaylo Hall College of Economics and Business Building at CSUF. Along these lines it doesn't have a similar look or feel as the average Starbucks branches situated off grounds. In any case, this specific Starbucks branch doesn't provide food only to the understudy assortment of CSUF. The coffeehouse has an open passageway confronting the road too. Starbucks profits by being situated inside the most up to date expanding nearby, Mihaylo Hall, which additionally gloats of a recently opened examination relax zone found a stones discard from the bistro. ( â€Å"Spotlight: Mihalylo Hall† )Students specifically, advantage from having this specific Starbucks branch nearby as they are guaranteed of physical security and insurance since they don't need to leave the tied down region of the school grounds to get an Espresso any longer. As opposed to general conclusion, understudies don't go to Starbucks on the grounds that it is the most recent prevailing fashion nearby. Nor would they simply like to streak around their money by flaunting their originator espresso drinks. On account of the tranquil and loosening up inside structure of Starbucks, it has really gotten one of the incredible spots to go on the off chance that you need to genuinely concentrate yet can't do so due to all the exercises going on in the apartments. At Starbucks, one can kick back and unwind and appreciate the calm environmental factors being delighted in by different understudies also. Despite the fact that the understudy study relax likewise offers a similar kind of learning well disposed condition, there is only something about learning at Starbucks that makes it an increasingly favorable zone to peruse the investigation materials in. Which is likely why there is normal traffic between the two regions during when the café is open. Not at all like the examination relax,

Insufficient information in research topic Essay Example

Deficient data in look into point Paper When you acquire a request marked compose my examination paper what is your first response? The most reasonable activity is to contact the client. You need more data to have the option to process their solicitation. You have to know whether compose my examination paper is an open research paper as far as the decision of the proposition explanation or whether the client mistakenly discarded this data. The client needs to clarify if there are extraordinary guidelines regarding arranging, reference styles or limitation on the age of the reference materials. The client needs to state when they hope to get the draft paper and accordingly the last paper. You have to go into a concurrence with the client on the charges, the methods for installment just as when the installment is expected. To what extent ought to be the paper and what does the client truly hope to be caught regarding the substance? They have to tell you the degree of composing for which the paper relates. Is it an undergrad paper or is it a PhD thesis. This will likewise assist you with choosing the work force who will deal with the request. We will compose a custom article test on Insufficient data in inquire about theme explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on Insufficient data in explore subject explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Insufficient data in look into point explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer It is more than clear that compose my exploration paper is a deficient data in investigate theme which doesnt permit the author to continue with task and begin composing. You have no point to compose on and no information on what is anticipated from you. You have no seat mark as far as client desires against which to evaluate your advancement. Accumulate however much data as could be expected and guarantee you are at standard with the client regarding what they expect of the last item. You need additionally to trade contacts to guarantee you stay in contact for interview and providing details regarding progress. Until every one of these issues are resolved, don't continue to composing.

Strategy Playlist Reflect

Strategy Playlist Reflect Strategy Name: Self-Assessment Scale Providing students with a set of criteria for assessing their learning builds self-awareness and encourages reflection. View Resource What Is It? A self-assessment scale is a set of criteria that students use to reflect on their level of understanding at the end of a lesson. Students become more self-aware as a result of using this criteria, and that awareness supports them to take ownership over their learning and identify their next steps. After using the self-assessment scale, students are able to articulate if they are lost and need more instruction, if they need additional practice or if they feel confident that they have mastered the material. Why Is It Important? Research shows that when students are provided with consistent opportunities to engage in self-assessment strategies they are more likely to believe that they can impact their own learning, and they are less likely to attribute their academic success to luck or unknown variables (British Journal of Education Psychology). When teachers take ownership over their learning, and develop self-awareness, they can use that knowledge and understanding in order to take action. If a student finishes a lesson and doesn’t stop and think about how it went, and how well he understood the material, then the student is less likely to initiate the actions necessary to master that material. Self-assessment strategies provide a framework that students can use to better understand their learning. How Can You Make It Happen? Consider incorporating a self-assessment scale into your classroom routines and procedures. The more practice and exposure that your students have to the self-assessment scale, the more intuitive the process will become. Many teachers use this strategy after they teach new material because it helps them identify their next steps, whether those are reteaching, providing additional practice or supporting students with modifications or extensions. When Can You Use It? This strategy works best when you are teaching your students new material and they have had some practice. Students’ responses to help you identify if you need to re-teach, provide students with additional practice, or if your students feel confident about the material and are ready to move on. The scale is meant to be used frequently during a teaching unit so students are able to see what parts of the material they need more practice with and what parts of the material they feel most confident about. Many teachers adopt the self-assessment scale as a daily practice of consistent routine and procedure that students come to expect as part of their learning process. How Can You Manage It? Many students may not be used to self-assessing their learning. They might look to you to tell them what criteria to select and to identify their next steps. When you introduce the criteria, model the process for students and make your thinking visible using an example from your own learning. Strive to create a classroom culture where students feel safe and comfortable honestly identifying if they need help or if they felt like the lesson was unclear. When students begin to recognize that learning is a process that includes confusion, hard work, and failure at times, they will feel more comfortable self-assessing honestly. To make the criteria more approachable, consider engaging in a whole class discussion where you unpack what a student may feel like or student like at each level. Some teachers find it helpful to create several scenarios and then ask the students to work together in small groups or as a whole class to determine what criteria best fits that scenario. This works well because the students begin using the criteria in low-stakes hypothetical situations, and then there is a gradual release to using it themselves. How Can You Stretch Students’ Thinking? Consider involving students in the process of crafting the criteria rather than determining the criteria and giving it to them directly. Students feel more ownership over the self-assessment process when they are involved from the beginning. This works especially well with older students, but can be equally successful in upper elementary classrooms. How Can You Modify And Support Students? For students who are having difficulty selecting criteria independently, it can be helpful to provide them with a word bank of phrases that relate to the particular lesson that was taught. This helps them identify specifically what aspect of the lesson they need more help with or they felt successful with. See the example below. Strategy Name: 3-2-1 Reflection Providing students with a framework for reflection helps them organize their thoughts and synthesize their learnings. View Resource What Is It? The 3-2-1 Reflection is a framework your students can use to reflect on their learning, synthesize their learning, and also identify which part of the material was confusing or they want to circle back to. This framework can be modified in a variety of ways depending on what information you hope to gather from students and what components you’d like them to reflect on. Why Is It Important? Research shows that when students are provided with consistent opportunities to engage in self-assessment strategies they are more likely to believe that they can impact their own learning, and they are less likely to attribute their academic success to luck or unknown variables (British Journal of Education Psychology). When teachers take ownership over their learning, and develop self-awareness, they can use that knowledge and understanding in order to take action. If a student finishes a lesson and doesn’t stop and think about how it went, and how well he understood the material, then the student is less likely to initiate the actions necessary to master that material. Self-assessment strategies provide a framework that students can use to better understand their learning. How Can You Make It Happen? If Exit Tickets are part of your classroom routines and procedures, consider integrating the 3-2-1 framework into the Exit Ticket. As part of your planning, identify what lessons lend themselves to providing students with an opportunity to use this framework. You can also consider assigning the framework as homework and beginning your next class by asking students to turn and talk to their elbow partner and share their reflection or ask students to volunteer and engage in a whole class reflection. When Can You Use It? Because the 3-2-1 is a reflection framework, it is most useful at the end of a unit, project, lesson or class. It is designed to support students to both synthesize their learnings, and consider questions that they have and want to follow up on. Like many other reflection protocols, students take ownership over their learning and understand what next steps they need to take in order to get their question answered. How Can You Manage It? Set clear expectations for your students around how much time they will have to complete their reflection, and what your goal is for their written output. How Can You Stretch Students’ Thinking? Challenge students to come up with their own 3-2-1 reflection frames. This can work especially well when students are working in small groups or on a project. Come up with different versions yourself so that students don’t repeat the same responses, but are challenged to reflect in different ways. How Can You Modify And Support Students? Consider providing students with sentence starters to scaffold the 3-2-1 reflection process. You may found that some of your students have trouble starting. Sentence starters will provide them with a starting point and get them writing. Here are some examples: Three ideas I learned in class were_______. I can use these ideas by doing ___________ and ____________. What confused me most in class was __________. Strategy Name: Glows and Grows a framework for both reflection and feedback that supports celebration of success and recognition or areas for improvement. View Resource What Is It? Glows and Grows is a framework to support students to both reflect, and also provide meaningful and actionable feedback. Students can give themselves glows and grows, and they can also give each other glows and grows. Why Is It Important? Learning how to give and receive constructive feedback is an important 21st Century skill. Students often aren't sure how to make their feedback actionable or what steps to take after they have received feedback. This provides them with a framework that makes the process more transparent. How Can You Make It Happen? Is there are particular project coming up where students could use Glows and Grows to provide each other with feedback? Do you have a unit where you want students to both give and receive feedback? Look at your curriculum map and upcoming plans and identify the best time to try this strategy. After you have tried it once, you will have a better sense of how it went, and what scaffolds you might need to put in place to continue using it more consistently. Don’t forget to ask your students for feedback so you can refine the strategy and make it work best for you and for them. When Can You Use It? Glows and Grows works especially well at the end of a learning experience, especially a project or unit that students have spent a lot of time on. Many teachers use it for peer editing to support students to give each other meaningful feedback about their writing, and also identify goals for their work moving forward. Others use it for grading and comments and will consistently provide Glow and Grows feedback for their students as both a formative and summative assessment. How Can You Manage It? Provide students with exemplars. Have a conversation with your class about which completed Glows and Grows show meaningful reflection. This conversation will make your expectations for this process clear and it will also provide concrete examples for your students, which will help them if they have difficulty getting started or they get stuck. Consider posting the exemplars on your LMS or on your classroom walls so you can direct students to them when they need help or get off task. To make the criteria more approachable, consider engaging in a whole class discussion where you unpack what a student may feel like or student like at each level. Some teachers find it helpful to create several scenarios and then ask the students to work together in small groups or as a whole class to determine what criteria best fits that scenario. This works well because the students begin using the criteria in low-stakes hypothetical situations, and then there is a gradual release to using it themselves. How Can You Stretch Students’ Thinking? Provide an extension for students, and encourage them to follow up their Glow and Grow process with goal setting. You can check out this SMART Goal worksheet to support your students to make their reflection actionable. How Can You Modify And Support Students? Consider sitting with a small group of students and guiding them through this process. You can ask clarifying questions, and build on their ideas. You can also conference with individual students or small groups and help them be more specific and further develop their Glows and Grows. Strategy Name: Daily Standup Support students to take initiative by identifying what they did yesterday, what they will do today, and what help they need to be successful. View Resource What Is It? The Daily Standup is a process that many businesses use in order to support employees to be successful as they work to complete a project. This strategy can also apply to your classroom. If you are working on a project and students have both short and long term deadlines, engaging them in a daily standup can keep them organized and on track. You can have students stand up and answer the three questions or you can also consider having students write them down. Either way, in order to answer the questions students need to be accountable and self-directed. Why Is It Important? Once they start working,  students will not have a boss who is necessarily telling them what to do or asking them if they need help. It is important for students to learn how to ask for help, how to meet deadlines, and how to understand what they are accountable for. How Can You Make It Happen? Consider providing students with a graphic organizer that has the three questions and space to write their answers. You may want to also create an anchor chart in your classroom so that students can easily access the questions if students are going to share orally in class. When Can You Use It? This strategy works well when students are working on projects, but it can also be used as a daily reflection practice that students complete when they first enter your classroom. How Can You Manage It? Model the process for your students, and consider setting word length or time requirements so this process doesn’t take too much time. It is meant to be a quick way for everyone to check in, share their status and ask for help if they need it. If you have students write it down, consider collecting their organizers and writing back to them. You can provide positive encouragement, and also suggest how they can get the help that they need to be successful. How Can You Stretch Students’ Thinking? Consider putting students in charge of facilitating the process. This works especially well with older students. You could compile a schedule identifying which student is in charge which week. Ask students to take initiative and help other students if they are able to do so. How Can You Modify And Support Students? Model this process for your students, especially when you first start this process. Considering starting with one question and then adding another until you work your way up to all three. Strategy Name: Checklists Support your students to hold themselves accountable for their work and behavior in class by providing them with a checklist. View Resource What Is It? Academic, work habits, and behavior checklists make your expectations clear to students and provide them with the opportunity to take ownership over their work. Why Is It Important? In order for students to become more independent, we need to give them the tools to be successful, but also provide them with opportunities to be accountable for those expectations. We are also teaching students a valuable skill, which is organizing and prioritizing your responsibilities so you meet deadlines. How Can You Make It Happen? Decide what type of checklist you’d like your students to use. Do you want to provide them with a list of academic assignments? Do you want to provide them with a list of behaviors or actions? Create the checklist and have students place it on their desk or in their academic planner. When Can You Use It? You can use checklists during class projects, for the assignments in a unit, for class or individual goals. The possibilities are endless. How Can You Manage It? It is very important that you collect students checklists and provide them feedback. They will not take the assignment seriously if they aren’t held accountable for it. How Can You Stretch Students’ Thinking? Encourage students to come up with their own checklists rather than providing the checklist for them. This challenges students to determine what their do to list is, and how to prioritize what they tackle first. How Can You Modify And Support Students? Start with shorter checklists so that you don’t overwhelm students and they experience success with the process. Include due dates and other important information on the checklist, and help your students determine how to prioritize their list of tasks. FutureFit RF ? The strategies in this playlist represent different teaching moves that you can incorporate into your existing instructional routines and procedures. Each strategy is designed to support students with an opportunity to reflect on their learning, and by doing so, build self-awareness and determine their next step and take ownership over their work. Grades 1 | 8 TYPE: Lesson Plans (1,036) Teaching Strategies Curriculum Planning (502)

Illegal Immigration Should Not Be Illegal - 1722 Words

Every year there are around the same amount of immigrants entering the United States from Mexico as there are tourists. However, there is a difference; immigrants tend to be illegal unlike tourists and their passports. Ever since the United States offered what was said to be a new life for immigrants, they have been showing up illegally. There has been the same amount of opportunities as there are obstacles to overcome. Immigration at the U.S. and Mexican border has been a hot topic for decades now. Illegal immigration has not completely shown positive or negative effects on the economy, but more of a combination of the two. Illegal immigrants come to the U.S. to seek for better jobs, they tend to accept any job they are offered. For†¦show more content†¦This also includes the fact that aliens work higher than the maximum hours. However, the employer and the illegal immigrant must agree on a contract so the employer does not have to pay for the income or pay taxes. In America, businesses get â€Å"cheap work† benefiting themselves economically speaking, and illegal immigrants need of money makes this happen. Working as a maid, mowing lawns, farming, washing dishes in a restaurant or a hotel are a few examples of what illegal immigrants work as. These jobs are paid below the minimum wage. People don’t worry about having to clean their house because if they are part of the upper class then they can easily hire an illegal immigrant that will do it for about anything in return. According to Victor Davis Hanson from the NationalReview, he said â€Å"[. . .] the member of the blue-state elite envisions himself not as an exploiter of cheap labor, but rather more as a benefactor of the greater social good.† This is basically saying that the â€Å"Blue-state elite member,† (the upper class person) is not admitting that he does not take advantage of illegal immigrants working for little money, instead he is gaining benefits because of it. Upper class men are able to save money on such maids and others. Not only is this good from an individuals economical view, but for everyone socially. This is a way

Importance of Monitoring Team Performance Free Essay Example, 1250 words

For increasing the team s productivity, the team leader will try to solve different problems that the team is facing with the help of team members. The company will analyse the problems of these employees of which the productivity of the team is decreasing. The firm will then provide effective solutions according to their need and satisfaction. Some major steps are involved in planning and allocating work successfully for growth and development of the company. At first, the opportunity is analyzed. Then the definite aim is identified from that opportunity which will help the organization for achieving its goal and objectives. After different options are explored, these arise for implementing the aim into practice. Among many different options, the best option is selected which is most suitable for the company and can be undertaken by using companies resources. Then detailed planning and analysis are made based on this option. The option is evaluated from different perspective for ha ving a concrete idea about its effectiveness. After all this analysis a plan is implemented by an organization. Allocating work to the employees depends on their set skills, the projects they are working, their job role and functions. We will write a custom essay sample on Importance of Monitoring Team Performance or any topic specifically for you Only $17.96 $11.86/page On the basis of those functions, works are allocated for fulfilling different objectives of teams. First, the company decided the best possible way to distribute the tasks and responsibilities to the team members according to their functions and individual objectives.

Book Review on Sanchar Mimamsa Free Essays

Book: Sanchar Mimamsa Author: Nirmala Mani Adhikary Publication: Media Educators Association of Nepal Pages: 33 Date of publication: 2068(2011 AD) â€Å"Sanchar Mimamsa† composed by Nirmala Mani Adhikary puts forth communication Studies and process from the perspectives of vaidika Hindu amid western theories and models of communication. The book brings to light,’Sadharanikaran theory and model as per propounded by Adhikary himself. It is quite unique and interesting, reading theories in verses. We will write a custom essay sample on Book Review on Sanchar Mimamsa or any similar topic only for you Order Now The theory and model have been described in Jhyaure laya. We all know, communication was an indispensible practice since we came into an existence. Though unfortunately and fortunately, it was twentieth century, a communication study was accounted as a discipline. Communication studies though, are rooted back to ages back, according to the Vedic Hindu perspective. Sadharanikaran is rooted back to 4th BC. The theory was illumined once again after J. S Yadava and I. P Tiwari brought Sadharanikaran into limelight around 1980s. Adhikary, who continued his research on the theory, came up with a model in 2003. Sanchar Mimamsa’ is all about Sadharanikaran and its elements and goal of attaining sahridayata, ultimate goal on Sadharanikaran process. Sadharanikaran as a process is an asymmetrical process, where senders and receivers become sahridayas, directed to attain sahridayata, thus establishing mutual understanding between them. Sahridayata as a concept is a state of â€Å"common orientation, commonality or oneness† where senders a nd receivers’ ultimate goal is to make Sadharanikaran process successful or to become one in communication process. Sanchar Mimamsa is classified into 3 parts while verses are divided into 5 parts. First one puts forth the possibility of getting problem solved. Through communications, not merely human, also animals and other creatures involve in communication in pursuance of life and peace. Second part affirms the significance of theories and model in communication studies. Unfortunately, the world’s walking on merely western theories and models instead of executing one’s self culturally relative studies. Nevertheless, after the initiation of duo scholar, Tiwari and Yadava, Sadharanikaran came into limelight. It has its root in Natyashastra by Bhartrihari and is identified with Bhattanayaka. Elements of Sadharanikaran process are sahridayas(senders and receivers), Bhava(moods), Abhivyanjana( expression or encoding),sandesha(message or information), Sarani(channel), rasaswadan (deals with achieving the rasa), doshas(noises), sandarva(context) and finally pratikriya( process of feedback). Sahridayata is ultimate goal of the whole process of Sadharanikaran, in which sender and receiver become one, and where feedback is no more necessary. The communication models in the west usually weigh on sender while, Sadharanikaran process puts an end to differences between senders and receivers, ultimately they become one. Sadharanikaran process is different to other or west’s models in terms of structure. It is a non linear model where mutual understanding is possible. It is a broad notion that is able to deal with all three dimensions of life: adhibhautika(physical), adhidaibhika(Mental) and adhyatmika(spiritual). Moreover The model also apprehends communication competent enough to achieve all of the purushartha chatustayas i. artha, kama, dharma and moksha. Final and fifth part sets forth, the solution to the conflict ongoing in the world via attaining sahridayata. Thus Adhikary argues sadharanikaran process can be a solution to put an end to disastrous conflict ongoing among the countries. It also has envisioned ’sanchar vidha’, communication sector, as a mean for attaining ‘Moksha’, the fin al goal of life according to Hindu perspective. Verses are followed by second and third part of the book in which Sadharanikaran theory and model are described and summarized. The book is distinct as it narrates whole theory and model in verses but the success of the book lies on rasaswadana of the sandesha encompassed in the book. Not only the Sadharanikaran theory but whole communication field is described from Hindu point of view, a significant step in communication studies in the world, other than westernized studies. On the other hand, the uniqueness of the book i. e. verses have also limited itself to a certain audience, those who are keenly interested in traditional verses. But the second and third part exempts audiences from this limitation and even language barrier has been considered. Descriptions are available in both Nepali and English. Though Sadharanikaran theory and model is new in studies the process isn’t new to us. If we can embody the process in our daily activities, ultimately we become able to manage conflicts and attaining moksha is also possible. This is how the book ‘Sanchar Mimamsa’ has represented the beauty of Sadharanikaran theory and model in simpler and few words. How to cite Book Review on Sanchar Mimamsa, Papers

FBT Stands Fringe Benefits

Question: Discuss about the FBT Stands for Fringe Benefits. Answer: Introduction: This is a tax case related to FBT. FBT stands for Fringe benefits. It is the important part of business. It helps to attract quality staffs to the business. Once a company decides to provide fringe benefit tax, the company should be aware of the taxation implication in the hands of the company (S 32.20). The following benefits are mainly considered as fringe benefit; The benefits in terms of providing; Car Expenses related to car services like maintenance, fuel, and chauffeur. Car parking facility Low interest loan Entertainment expenses Payment or reimbursement of personal expenditure (S 32.25). Al most all work related equipments are that are provided to the employee in the due course of his employment and used by the employee for the official purpose then the benefits are not to be considered as FBT. There is some equipment and protective dressing which is being used by the employee in relation to his work is not considered as fringe benefits. The list of fringe benefits is allowed to be treated as exception and hence the following expenses are not charged under FBT; Phones, tablets, laptops, GPS navigation Computer software Briefcase Other items used in the service only2. The duel use items are considered as FBT. Once the company decides to provide those benefits to the employee that can be either used for work related purpose and for personal reasons those benefits attract FBT like; Use of car for the private purpose Offering employee the discounted loan Paying for the gym membership Entertainment tickets In this case study these factors which are related to FBT is witnessed; Here in this case Mary Jackson, a marketing consultant was relocated to Brisbane on 10 February 2016. The company given her following benefits; Transfer for furniture $4000 Entertainment allowance $5000 Laptop $2400 and mobile phone $800 Home Telephone $330, 50% used for personal purpose A company car valued $30,000 An allowance for professional subscription $1500 Low interest loan of $500,000 used for purchasing property Here, the tax liability of Mary Jackson includes her salary and entertainment allowances. The entertainment allowance is fixed allowance paid to her and added with salary. Therefore this allowance cannot be considered as fringe benefit (S 32.20). Tax Liability of Mary Jackson Salary $120,000 Add: Entertainment allowance $5,000 Professional Subscription $1,500 Total Salary $126,500 Tax Liability on Salary $18,201 $37,000 @19% $3,572 $37,001 $80,000 @32.5% $13,975 $80,001 $126,500 @ 37% $17,205 Total Tax Liability $34,751 FBT in the hand of Elite Retail Telephone 165 Low Interest Free loan 500000 (Benchmark interest during the period is 5.65%) Interest according to benchmark rate @5.65% 28250 Less: Actual Interest paid @4% 20000 Benefit 8250 Total Fringe benefit 8415 FBT @49% 4123.35 It is to be understood that Laptop valued $2400 and mobile phone of $800 is used for the official purpose and it also under the exemption of FBT norms. The car valued $30,000 provided to the employee is for official reasons. Therefore this benefit will not be considered as fringe benefit. The lower interest loan is however is to be considered to be fringe benefit by the amount lower interest paid. Here the case is related to computation of capital gain. It is nothing but the difference between the cost price of the asset and at the price at which the asset is disposed off. Once the assessee pays the capital gain tax, it is considered as the normal income tax, though it is referred as CGT. If the assessee makes capital loss, it cannot adjust it against normal income or loss, it has to be treated separately. The assessee has the option to carry forward the capital loss in the next tax year. It will only be adjusted against the capital gain in the next year (S 100.10). Most of the personal assets are not covered under capital gain tax. The assets like home, car and other personal assets cannot be considered as the capital assets. CGT is also not applicable for depreciating assets. The capital gain earned in other part of the world will be taxable in the hand of an Australian resident. The ascertaining of residential status is important in this respect5. There are two methods that can be used to ascertain capital gain, one is indexation method and another is discount method. Indexation benefit will be given to those assets acquired before 21September 1999. The consumer price index (CPI) is used for the indexation. Indexation is primarily used to increase the cost base of the asset4 (S 100.20) According to the discount method of calculation of capital gain tax, the tax liability of the assets under capital gain will be reduced by 50%. This is an important aspect of calculation of capital gain tax calculation. The important factor that needs to be considered in the tax calculation is the date of ownership of the asset (S 100. 30). Here in this case Scott purchased a block of land on 1980 in Brisbane. He constructed a house for $60000 and property was rented since then. The capital gain and the capital loss can be calculated based on discount method. The discount method of calculation is better for individuals and it saves cost. Capital Gain Tax indexation Sale price $800,000 Less: Indexed cost of land $225,417 CPI 30 Sept 1986 43.2 CPI 31 March 2016 108.2 Less: Indexed cost of construction $150,278 Capital Gain $424,306 Capital Gain Tax Discount Sale price $800,000 Less: Cost of land $90,000 Less: cost of construction $60,000 Capital Gain $650,000 Capital gain would be reduced by 50% $325,000 The discount method of the calculation would be more acceptable to Scott. Even if the property was transferred to his daughter at lower cost, it would be treated as the capital gain. The market value of the asset has to be ascertained and then the capital gain tax has to be calculated accordingly. The tax calculation will be same as Scott sold the property at $800,000. Therefore he had to pay same capital gain tax even if he had transferred the asset to his daughter at $200,000. References: Australian Taxation Office, Types of fringe benefits (25 September 2016) https://www.ato.gov.au/General/fringe-benefits-tax-(fbt)/types-of-fringe-benefits/ Australian Taxation Office, FBT exemptions and concessions (25 September 2016) https://www.ato.gov.au/General/Fringe-benefits-tax-(FBT)/FBT-exemptions-and-concessions/ Australian Taxation Office, Work-related items exempt from FBT (25 September 2016) https://www.ato.gov.au/General/fringe-benefits-tax-(fbt)/do-you-need-to-pay-fbt-/work-related-items-exempt-from-fbt/ Australian Taxation Office, Capital gains tax (25 September 2016) https://www.ato.gov.au/General/Capital-gains-tax/ Australian Taxation Office, Working out your capital gain (25 September 2016) https://www.ato.gov.au/General/Capital-gains-tax/Working-out-your-capital-gain-or-loss/Working-out-your-capital-gain/ Australian Taxation Office, The indexation method of calculating your capital gain (25 September 2016) https://www.ato.gov.au/General/Capital-gains-tax/In-detail/Calculating-a-capital-gain-or-loss/The-indexation-method-of-calculating-your-capital-gain/ Australian Taxation Office, Why do you need a market valuation? (25 September 2016) https://www.ato.gov.au/General/Capital-gains-tax/In-detail/Real-estate/Transferring-real-estate-to-family-or-friends/?page=3

An analysis of Baz Luhrmanns film versions treatment of William Shakespeares Romeo and Juliet Essay Example

An analysis of Baz Luhrmanns film versions treatment of William Shakespeares Romeo and Juliet Paper Act 3 Scene 1 is one of the climaxes of Romeo and Juliet, written by Shakespeare in the 16th Century. Romeo and Juliet is a tragic story and Act 3 Scene 1 highlights the problems faced by the characters during this play. In this scene Tybalt plans to kill Romeo but he is unwilling to fight. Mercutio includes himself in the quarrel resulting in his death. The tragic accident angers Romeo who then in response kills Tybalt. Shakespeares use of dramatic devices include the use of puns, irony and the setting of the scene on Veronas Streets. Baz Luhrmanns techniques in this scene to create tension are the use of sound, costume, camera angles and visual interpretation. During Act 3 Scene 1, Baz Luhrmanns Techniques make a big impact on the tension of the production. The location of Act 3 Scene 1 was originally on Veronas streets in Italy but Luhrmann changes the location the location to Verona Beach with some aspects of Mexico. This is a very useful and practical use of location because of the change of atmosphere synchronising with the characters moods. The use of the beach also includes contradiction which makes the angered action seem more powerful; a beach is a place where people go to have fun and enjoy themselves. But when the setting of the scene moves to behind the arch, you can see the poverty area of the town making the actions and the grudge between the two rich families unnecessary. There is a lot of tension at the beginning of the scene between Mercutio and Tybalt; the camera shots used to show this include close ups on their faces and spinning around them to show the audience the personal vies of the characters and the big picture. We will write a custom essay sample on An analysis of Baz Luhrmanns film versions treatment of William Shakespeares Romeo and Juliet specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on An analysis of Baz Luhrmanns film versions treatment of William Shakespeares Romeo and Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on An analysis of Baz Luhrmanns film versions treatment of William Shakespeares Romeo and Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This means the audience has more knowledge about the actions and consequences than the characters. There is a good use of body language in this scene and that is shown by zooming onto parts of the body. For instance, when Romeo drops the gun after shooting Tybalt, you see a close up of the gun slip from his hands. This is used because silence and movement and create more tension than the words because of the close-up. Baz Luhrmann adds lines when Tybalt questions Romeo on why Romeo wont fight. In the script Mercutio say O calm, dishonourable, vile submission! Alla stoccata carries it away [Draws. ] Tybalt, you rat-catcher, will you walk? This line is broken into bits in the movie while Tybalt urges Romeo to fight. Baz Luhrmann has done this because it gives Mercutio more of a good reason to fight Tybalt on Romeos behalf. To show the genre of the scene before The Capulets show up Luhrmann uses pastiche. He uses pastiche from other Shakespeare productions on Posters e. g. shoot forth Thunder. There is also use of a cowboy themes from the western movies when they show Mercutio and Tybalt are preparing for a fight. Baz Luhrmanns use of characters in Act 3 Scene1 is chosen so every character can be disguised by their costumes, speech and race. In this scene Shakespeare builds up tension by setting the scene on Verona streets on a hot afternoon. Luhrmann continues this idea by setting it at midday. The Montagues look prepared for the heat with their loose Hawaiian shirts. The Capulets are wearing tight, black, formal clothes. Mercutios costume is a mixture of both houses because he is wearing a formal shirt but the buttons are un-done so he is comfortable for the weather. Luhrmann uses this technique so it is easier for the audience to understand the association of the heat and anger. The grudge between Montagues and Capulets goes back many years ago and Shakespeare hints it to being on religious grounds. Luhrmann expands on this idea. The Montagues are shown as a Central American family while on the other hand the Capulets are shown as Mexican. Once again Mercutio doesnt come into any of these two categories; he is shown as an African American which is the same as the Prince, his uncle. Mercutio is shown different to both Montague and Capulets because he is not on any side and doesnt let the grudge change any of his plans. Luhrmann has taken into mind religion being one of the causes of the grudge which might be possible because in Shakespeares life there was a lot of controversy about religion. Some speeches are said in different ways so there is more tension built up by them, for instance Benvolio says to Mercutio I pray thee, good Mercutio, lets retire but then says to himself The day is hot, the Capulets are aboard, and if we meet we shall not escape a brawl, for now these hot days is the mad blood stirring. Benvolio says this because he knows the consequence of everybodys moods and this makes the audience fear for Romeo. The type of music and language adaptation makes a difference to Act 3 Scene 1. During this scene the tempo and style of the music changes very often to stay up with the fast pace of the scene. When Shakespeare wrote Romeo and Juliet, he did not aim for making it a movie so no music was ever intended. Baz Luhrmann added music to make the movie more modern and suitable for the 1996 audience. The Music enhances the mood and atmosphere by interpreting what is going to happen next. The genre of the Music is mostly is pop and would have been recognised by people easily. When the tension between Tybalt and Mercutio builds up so does the pace pf the music making your heart beat faster. When Romeo enters the scene there is calm music because he has just returned from his marriage and wants peace. There is a sudden change in music when Tybalt kicks Romeo through the arch and the violence starts to get worse. The music enhances the mood and atmosphere by interpreting what is going to happen next. Act 3 Scene 1 can get quiet confusing because it is fast paced so Luhrmann uses sound effects used to help distinguish the important action. These include the slicing of the glass into Mercutio and the echo of the gun dropping when Romeo shoots Tybalt. Baz Luhrmann does this so that the turning points of the scene are highlighted. Luhrmann also repeats important lines so the audience can completely understand them as shown when Romeo says Either thou or I must go with him. Baz Luhrmann has thought bout every aspect of his movie carefully and always kept Shakespeares script in mind and the audience of 1996 in mind. The audience would have enjoyed this movie very much and would have been able to think and understand Romeo and Juliet better than they would have if they read the script. Baz Luhrmann aimed the movie toward young adults. He did this very well as he used popular music, bright costumes for the Montagues so the audience sympathises for them. He has made Act 3 Scene 1 very fast moving and interesting but keeps the violence to a limit. Luhrmann has brought Shakespeares script into life by adding in his own ideas and sticking to crucial parts of the play which made it more interesting. I think that Baz Luhrmann has created a wonderful scene in this movie and helped me understand the scene much better. Overall, I think it was the best interpretation of Act 3 Scene 1 I have ever seen.

History of Cities essays

History of Cities essays Through out this paper I will discuss, how and why the first cities began, from small villages into city form. I will tell how prominent cities formed through the years of the forth millennium BC, to where we are today. It is a coincidence that the first cities in time took place in the Middle East, one major trade city I feel was really important was Tepe Yahy. Tepe Yahy was a very important city in the Middle East facilitating trade between Mesopotamia and the Indus Valley. From the south Arabia urbanization spread into Asian cities such as the Shang which was developing in the Yellow and Wei river valleys of Honan and Shensi, during the second millennium BC. With the western spread of urbanization from the Indus Region to Europe, the city states of Crete formed, on the Greek islands, around the 2000 BC which led to hundreds of cities around 8th century BC of classical times. The glory of the Greek empire led into the Roman Empire, forming the city of Rome. Also during this time period in the New World the very large and influencing city of Teotipuancan was formed in 200 BC, of which I will also discuss. At around 400-500 AD with the fall of the Roman Empire many Mid-evil Cities were formed in Europe. The Mid-evil Cites led into the formation of London and Paris in 1500-1600 AD. In the Middle Ages I will talk about how exploring form Europe led to America forming New York, Boston, and Philadelphia, leading into the Industrial Revelation in 1750. In the final section of my paper I will discuss how the Industrial Revelation affected Rural-Urban Sprawl, leading us to where we are in cities today. HOW AND WHY CITIES FOMED IN EARLY CITIES According to Bellan in The evolving City the definition of early city, is a compact collection of buildings used and occupied by a local population that performs functions both for itself and for people who live elsewhere (1) p.2 The arrivals of the earliest cit...

Project Editiing Essay Example | Topics and Well Written Essays - 500 words

Project Editiing - Essay Example School characteristics such as location, policy and curriculum load also affect student success and should be considered when discussing high school dropout rates. All these predicting dynamics need to be focused on and studied in order to continue the downward trend of high school dropout rates and hopefully eradicate them all together. â€Å"To address the high school dropout problem, educational institutions must identify early on which students are likely to drop out† (Burrus and Roberts, p.1). Among students in America, about more than 33% do not graduate high school with their original classes. The troubling part is the higher 50% of minorities that are not completing their high school education. These statistics affect the demographic trends and creates a concentration of dropouts in poor urban neighborhoods. Unfortunately, 15% of the country’s high schools, mostly in urban areas, yield half of total dropouts (Dervarics, 2007). The issue of teens dropping out of high school is a widespread social and educational problem that has serious implications not only for an individual but also for society as a whole. A great source of data on high school dropouts is the Education Resources Information Center (ERIC) reports. For 50 years now, this federally funded research center has aided in serving the institution of education with cutting edge research, practice and professional development. It is known, respected and utilized worldwide. One of its most popular entries came from the High School Journal and was titled, â€Å"Academic Disidentification, Race, and High School Dropouts† by Dr. Bryan Griffin. It described how a student’s ability to identify with academics is a big predictor of whether they will successfully complete high school (p. 71). Griffin went on to identify two models of student behavior that may cause early departure from high school; the frustration-self-esteem model and the participation-identification model. His article then

Evaluation of Starbucks Dilemmas Essay Example | Topics and Well Written Essays - 2750 words

Evaluation of Starbucks Dilemmas - Essay Example It also enhances the relationships between management, stakeholders and the society. Business ethics involves decision making process which focuses on moral awareness which leads to moral judgement or moral motivation. From prior studies, it can be evidently stated that ethical considerations provided by organisations in the post-modern era not only tends to boost its industry relations, but also tends to strengthen its existence in the market. Thus, ethical concerns by organisations play a crucial role in rewarding the company with competitive advantages in its targeted market (Shaw, 2010). Hereby, this paper will intend to provide a brief description of Starbucks, a coffee company in relation to its ethical considerations. With this concern, the paper will focus on the ethical dilemmas faced by the company and its ethical practices implemented in the recent company operations. From a rational perspective, these facts will be further analysed so as to obtain a comprehensive explanat ion business ethics related issues faced by the company based on which recommendations will also be suggested. Overview of the Company It was in the year 1971 that Starbucks was founded in Seattle, Washington. The main reason in instigating the company was the love and desire for coffee in the then American community. As days passed on, this company grew up slowly with its branded coffee and by the year 1981, it established a well equipped coffee roasting plant. It had also built four retail stores that sold the whole bean coffee in the markets around Seattle. Starbucks continued growing rapidly into the market with continuous development of retail stores and establishment of new enterprises. Within five years, the number of Starbucks’ stores grew nearly about tenfold with various locations prevailing in different countries like U.S, Japan, and Singapore among others. In the year 1998, Starbucks partnered with Conservation International (CI), which is a non-profit organisatio n and it enormously helped Starbucks to promote bio-diversity especially in the coffee-growing regions in order to support the producers of shade grown coffee. The result with this partnership has also laid impact on the positive response towards the environment and also among the farmers engaged in the initial level of the company’s supply chain. From the very beginning Starbucks made some strategy of loan guarantees that helped to provide loans to the farmers and with this financial support they enabled themselves to double their income which facilitates farmers’ motivation (Stanley, 2002). Issues or Dilemmas Facing by Starbucks One of the major and most hazardous operational issues faced by Starbucks was that it had limited control over fluctuating global prices. As a consequence, increase in the commodity prices in the global market forced the company to increase its product price. Furthermore, with an increase in its product price and simultaneously in its profit earned, Starbucks should also require taking appropriate measures for community services which can be observed as an ethical issue faced by the company. For instance, the farmers play a very crucial role in the production process of coffee in the supply chain of Starbucks. But unfortunately it was these groups of people who are observed to suffer a lot of hardships that can hamper the production process to an extent which is likely to have significant influence into the

Archangel Uriel: The Wisdom Of God

Archangel Uriel: The Wisdom Of God The Archangel Uriel is one of the four archangels that rule over the four corners of the Earth. The other three are Michael, Gabriel, and Raphael. Uriel is the least mentioned of these four archangels, if he is mentioned at all. According to some traditions, there are seven archangels. But even in these accounts, these four are the most prominent. There are scant references to Uriel in scripture. Jewish scripture does not mention the archangels by name. In Christianity, Uriel appears in the Gnostic version of the Bible where we learn his name means The Light Of God. Uriel is also known as the angel of Wisdom. His realm is in the mental plane where thoughts, ideas, and creativity reside. As The Light of God, the Archangel Uriel shines the light of truth and wisdom where there is darkness, deception, and confusion. Uriel also helps people to control their emotions, guiding them to release anger and overcome anxiety, both of which are obstacles to gaining wisdom. The archangel provides guidance in recognizing and avoiding dangerous situations. The Archangel of Salvation, Uriel shows people how to heal and brings forgiveness t those who ask. Tradition teaches that Uriel stands before the gates of Heaven and denies entrance to all who have failed to love God. Uriel also offers unconditional forgiveness and holds the keys that unlock the gates. Uriel is mentioned often in apocryphal scripture and other early religious writings that did not make it into what we now know as The Bible. The archangel is credited with rescuing John the Baptist from the Massacre of the Innocents the king ordered upon hearing about the birth of Jesus. Jewish tradition holds that Uriel checked the doors for lambs blood during the Egyptian plagues. Uriel is also one of the select few angels who are allowed to enter the immediate presence of God. During medieval times, Uriel was considered the holy source of heat in the winter. In Catholic tradition, Uriel is the patron saint of the arts. He is also the patron saint of science, because of the archangels association with wisdom, and of those seeking the sacrament of Confirmation. The Coptic Christians venerate Uriel. To many other Christians, however, Uriel remains unknown. There is no mention of Uriel in canonical scripture. In 745 AD, Pope St Zachary condemned the churchs obsession with angels, saying that it bordered on angel worship which is forbidden by the Ten Commandments. He did, however, approve the reverence of certain named angels. Uriel was one of many angels that were left off of this list. Despite the efforts of Pope St. Zachary, many people still venerate Uriel, especially among Kabbalists and Eastern Orthodox Christians. Uriels Feast Day is July 28th as the archangels influence is deemed to peak in the middle of the summer. Uriel stands guard over the summer, guiding the ripening of the grain harvest and the blossoming of a multitude of flowers. Making A Connection With Uriel Connecting with Uriel is becoming increasingly common among people in the New Age movement and Christians exploring their own deeper spirituality. There is no one correct way to make a connection with the Archangel Uriel. What is important is that you find a method that is comfortable for you. Prayer is obviously the most common method for connecting with Uriel. However, the influence of New Age mysticism has caused a growth in the popularity of meditation as a means of venerating the archangels. Because archangels are ever-present spiritual beings, you can connect with them whenever and wherever you are. Archangels have a historic tendency to appear to humanity in dreams and visions. This is particularly true of Uriel, who operates primarily in the realm between the physical and the spiritual. Through Prayer People most often pray to Uriel to grant them wisdom. Unsolicited contact with Uriel is rare and is generally associated with someone becoming a scholar or a prophet of God. Uriel also guides us on our spiritual journey as we transform from our mere physical and carnal nature to one that is more holy and of God. The archangel teaches is the path of wisdom and righteousness, leading us to our destiny of being united with God in Heaven after our death. Uriel is also the angel of music, the arts, science, and prophecy. People who are actively interested in each or all of these areas are encouraged to reach out to Uriel to intercede on their behalf with God. The archangel helps us to overcome stress in our life, soothing our minds and allowing us to find inner peace. Whenever life becomes seemingly unbearable, Uriel is the archangel who keeps us grounded in our faith and leads us through troubling and turbulent times The primary method people use to reach out to Uriel is through prayer. The act of praying allows us to communicate openly with God and His angels. Prayer is usually a one-way communication from us to the divine as we seek to have our voices heard. Occasionally, people will receive a directly communicated answer during their prayers. Most often, however, the answers to our prayer occur over time. As one of the angel who is allowed to be present with God, Uriel is a powerful ally in your prayer life. God listens to His angels and grants them leeway to act on His behalf. Uriels assignment is to give people wisdom in all things. The archangel guides our decision making and relieves our anxiety. He allows us to think and perceive the world with a clear mind and stable emotions so that we can make the right choices that ultimately bring us closer to God. As such, Uriel helps us navigate the spiritual realm and makes our entry into Heaven possible. For those who are new to the act of prayer, formal prayers are extremely useful. God and His angels know what we are thinking and what we are going to say before we say it. Still, God wants us to reach out to Him so that we can use our own freewill to choose to follow and love Him, thus growing in His spirit. If you have not prayed before, formal traditional prayers can help to loosen your tongue and open your heart to a prayerful life. Here is an example of prayer you can use as you begin your quest to crate a connection with Uriel, the Angel of Wisdom. A Prayer For Wisdom St. Uriel the Archangel You are the Light of God The Angel of Wisdom Please pray for me Grant me wisdom So that I might understand the will of God Release me from anxiety Soothe my soul Open my heart And guide me along the path of righteousness So that I might join you In the presence of the Lord Amen A Prayer Of Thanksgiving St. Uriel, I thank God for the gift of your guidance And I thank you for the gift of your wisdom Archangel Uriel, you guide my decisions and keep me on the righteous path You soothe my mind and bring harmony to my soul You ease my troubled heart and release me from anxiety For all of these things I thank you and give you praise In the holy name of God our Father Archangels often answer prayers in ways that are not immediately clear to. Praying everyday helps to prepare you to understand the answers. Through experience, you will gain the ability to discern the answers to your prayers from mere happenstance. God and His angels are ever present which means they see your life in its entirety while you experience it one moment at a time. Answers to prayer come in Gods time, not mans. Through faith you will understand the answers to your prayers and how they affect your life. Prayer can take place wherever you happen to be. Sacred places like shrines and churches offer quiet and holy places where we can connect with the divine, but you do not have to go to those places in order to pray. All you need is your soul, and open heart, and humility. The words will come when you are ready. There are two basic forms of prayer formal and informal. Formal prayers are the prayers that are passed down through church tradition or newer prayers that follow the same form. They generally start by acknowledging who is being prayed to and honoring or venerating them, The person praying then humbles themselves and makes their prayer request. Informal prayers do not follow a traditional form. While their tone is more reverent than casual speaking, the words themselves are generally improvised on the spot or are words that are personally relevant to the one who is praying. Connecting With Archangel Uriel Through Traditional Formal Prayer Formal prayer helps us to speak with God and his angels when our own words fail us. When the crowd asked Jesus Christ how they should pray to God, he gave them The Lords Prayer. Clearly, any form of prayer will work if it is humble and honest. The use of traditional formal prayers makes the act easier. During stressful situations, we can struggle to find the right words to say. Formal prayer gives us those words as a starting point from which we can add our own words later is we wish. Using a formal prayer also teaches us how to pray on our own. Traditional prayers follow classical structures that, once learned, can be used to craft something more personal. For centuries, people were persecuted and sometimes executed for reciting these prayers. Knowing this makes reciting these prayers today a powerful and humbling experience. Saying The Rosary The Rosary is probably the most well known type of formal prayer. Using a chain of beads, a person recites a series of traditional prayers venerating the Virgin Mare or reflecting on either moments in their life, lost loved ones, or the Passion of Christ. Rosaries can be used in other ways as well. They can be used for connecting with the archangels by substituting prayers of veneration for the archangel for the Hail Mary prayer used to venerate the Mother of God. A prayer for the veneration of the Archangel Uriel would go like this: Hail Archangel Uriel, Angel of Wisdom You are ever present with the Father And are Blessed in the eyes of the Lord Bring me comfort, for I am troubled So that I might become closer to God Holy Uriel, the Light of God Guide me on the path of righteousness Protect me from evil And pray for me, a sinner To the Lord our God Saying the rosary is a prayerful and meditative discipline. Making the rosary a habit will comfort your soul. Chaplets Chaplets are similar to rosaries, but smaller and quicker to use. They are also available specifically for different saints and the archangels. The Chaplet of The Archangel Uriel consists of the Medal of Uriel, three beads representing the Holy Trinity, and nine beads that represent the nine choirs of angels. The chaplet can be used in the following manner. The medal Holding the medal between your finger and thumb, recite the Hail Archangel Uriel from above. The first three beads Begin each bead with the words Archangel Uriel, intercede for me so that might become closer to God With the first bead, follow this with the Lords Prayer. Using the next beads, follow the words with the Hail Mary and then the Glory Be. The nine beads Say these beads in honor of the nine Angelic Choirs, or just use them as a novena. Say the following prayer with each bead. Holy Lord, God of power and might Heaven and Earth are filled with your Glory Hosanna in the highest Blessed is He who comes in the name of the Lord Hosanna in the highest. Closing prayer Upon completion, say the following formal prayer to Uriel Archangel Uriel, Fire of God With your fiery sword of God Protect me from evil Bring me to the throne of God On the day of my reckoning Show mercy on my soul And intercede with me To the Lord God Almighty Chaplets are more convenient that rosaries as they are easier to carry with you and can be said relatively quickly. Novenas A novena is a series of prayers said for nine days in a row. They can be the same prayer, or a different one each day. The nine days of prayer remind us of the nine days the apostles spent in prayer between the Ascension and Pentecost. The days between Ascension Thursday and Pentecost Sunday are the most popular time for saying novenas, but they can be used at any time. Saying a novena to Uriel is often done around the archangels Feast Day of July 25th or the Feast Day shared with the other archangels, September 29th. Novenas can be said with prayers from prayer books, with chaplets, or y praying the rosary. They can also be used in conjunction with meditative rituals. The Archangel is traditionally associated with the number 9, making novenas a particularly appropriate way to seek your connection with him. Connecting Through Meditation Meditating is different from praying and is an important addition to your spiritual growth. During prayer you are seeking an audience with the divine. You want to be heard, whether you are offering praise, asking forgiveness, or seeking guidance. Prayer is essentially an act of active communication with God and His angels. During meditation, you are seeking to listen more than to hear. There is a place for communicating while meditation, but the act is more importantly an opportunity to be still in body and mind so that you can receive messages from heaven. Through meditation, you enter a trance-like state where you are better able to listen to communication from the angels of the Lord. Mediation can be accomplished anywhere. Using a meditative ritual can be a wonderfully holy and cathartic experience. The process of the meditative ritual brings the body, mind, and soul in to a restful and peaceful state. This opens your awareness to the presence of the divine. To begin meditating, you first need to find a quiet and secluded place. The church is an excellent place for meditative purposes. Most churches are open between services, allowing people to enter and meditate on the word of God. In Catholic churches, the inner room where the Eucharist is displayed is the quietest area is perfect for reaching a meditative state. Meditating in the presence of the Body of Christ is a deeply religious experience. Secluded gardens that are off the beaten path are also wonderful places for meditation. If you do not have access to a place like this, however, you can easily create a meditative space within your own home by setting up a shrine using little more than a table, table cloth, candles, and incense. Once you have found a proper place to meditate, make yourself comfortable and close your eyes. Make yourself become aware of every breath you take, breathing in and out slowly and deeply. As you inhale, feel yourself breathing in the spirit of the Archangel Uriel. As you exhale, allow yourself to release you anxiety and fear. By releasing your anxiety, you make room in your mind and soul for the wisdom which Uriel wants to bestow on you. Meditating is also an excellent way to start your day with energy and focus, or to end your day in a peaceful and reflective state. Visualization during meditation keeps you focused on your objective and helps you to avoid becoming distracted. This is where icons, statues, and images of the Archangel Uriel can be used effectively. These items do nothing of themselves other than to help you remain focused. Do not mistake the images fr the actual presence of the Archangel Uriel, as that would amount to idol worship. Merely let the images help you to create a vision in your own mind that the archangel can fill with his own presence. As you go deeper into your meditation with Uriel, you will see a ray of light. The light will either be white, yellow, or gold, as these are the colors associated with Uriel. Uriel is known as The Fire Of God, so do not be surprised if you see flames in your vision. The visions of fire or light will join with your actual vision of the Archangel Uriel. This way, you will understand with whom you are present. While meditating, you must remain passive. Do not try to manipulate or actively understand the messages you are receiving. This can lead to your ego altering the messages in a way that is easier for you to handle. But, this will result in you losing the message from the archangel. You ego is a powerful tool of Satan. To meditate on the message of the archangel, you need to subjugate you ego completely so that you can fully receive the Uriels message. There will be ample time to make sense of that message once the meditation is complete. Connecting With Uriel Through Simply Speaking Informal conversations with God are becoming common place. Humanity is developing in its collective relationship with God. Where once we could only speak with the Lord in a formal manner, we have learned to converse with God and His angels whenever we feel the need and in whichever way is most expedient and effective. Developing a habit of casually speaking with the divine is more convenient than making time for formal or ritualized prayer, and makes it easier to stay connected with the divine throughout the day. Formal and informal prayers serve the purpose of teaching us how to pray. From these prayers, we learn to offer praise, remain humble, seek forgiveness of our sins, and accept the will of God. Of these things, remaining humble is vital. To receive the blessing of the Archangel Uriel, we must acknowledge that we are not deserving and ask for these blessings along with his mercy. Pride is another tool of Satan. Thus, we must eliminate our pride to ensure out connection with the archangel. Simply speaking to Archangel Uriel is particularly appropriate during emergencies. When we are suffering, God doesnt expect us to just stop what we are doing, grab our rosary, and find a church. He wants to hear from us immediately, just as Christ called out to Him on the cross. Jesus Christ showed us that we can speak to God just as effectively whether we are in a peaceful garden or under extreme physical and spiritual anguish. Having a chaplet, medal, or charm handy can give you something to hold on to and focus on, and also serves to help you to relax. However, they do nothing more than that. The items are not magical on their own. The Use Of Writing To Connect With Uriel Communicating with Archangel Uriel through writing is very effective. Not only does it help those who write better than they speak to make a connection, it creates a journal of that communication that can be referenced later. Sometimes the messages we receive from angels are difficult to decipher immediately but become more clear with the passage of time. Creating a written journal of these messages allows you to review them as time goes by. The journal can also help you to give advice to others who are in your same circumstance, or can persuade people to write to angels on their own. Angelic writing takes two forms automatic dictation and automatic writing. They are similar in that you need to put yourself into a meditative state to begin, as you will be allowing Uriel to use your hands to deliver his message. With both forms, you also need to receive the message without judgment, allowing it to flow directly from the angel to the paper. Modern technology can be used as well by simply replacing your writing instrument with a keyboard. When using automatic dictation to connect with Uriel, you will listening to the message the archangel gives you and writing it down. You will start the process yourself through prayer and meditation so that you can become aware of the presence of Uriel. Nest, write down you question or request for the archangel on a piece of paper. Now, stay ready to write and listen for the archangels response. It is vital that you write down whatever message you receive, even if it doesnt seem to make sense. The process of interpreting the communication while writing puts the ego in the way of the communication, rendering it invalid. Continue to write whatever you receive until the message stops. Once the communication is over you can then go back and try to understand what you received. Understand also that the answer you receive might not be the answer you want. The Archangel Uriel is wise and knows what is best for us. Often, what is best for us seems confusing or comfortable at first. You must trust these messages through your faith. Also, if the message is confusing, dont try to force meaning into it. Allow time to pass and revisit the message from time to time. Eventually, life experiences and the passage of time will help you to understand what the archangel was telling you. Automatic writing is a little bit different. After asking your question of the archangel, sit completely still and let your pen hover over the paper. When you start to receive the message, the pen will start to move over the paper on its own. Do not try to influence the motion of the pen. Keeping your eyes closed is a good idea, because you might be tempted to finish a word that you think you recognize when the angel is trying to communicate something else. Keep in mind that the communication might be a picture instead of words. Trying to influence the outcome will result in a communication that is inaccurate and makes no sense. Both forms of angelic writing require you to free your mind completely of all preconceptions and allow the communication to flow freely. Do not allow yourself to edit, correct, or judge the communication. Simply accept what is given to you. If it doesnt make sense, save it and come back to it later. Angelic messages come to us with an understanding of a future that we have yet to experience. Given time, the message and guidance you receive will make perfect sense to you. Connecting With Uriel In Your Dreams Archangels are quite fond of communicating with us through our dreams. When Uriel appears in dreams and visions, the encounter is very intense and intimidating. Archangels are no-nonsense, straight to the point communicators. There is no small talk, they are strictly about their business. Unsolicited interactions with Uriel are extremely rare because so few people can handle the gifts of wisdom and prophecy that Uriel bestows. Should you be visited by Uriel in your dreams, count yourself most fortunate. Uriel only visits those who the archangel believes can handle the intensity of the connection. And, the gift of prophecy he endows people with comes with great responsibility. Uriel is a teacher, and the lessons can be difficult ones. Always remember that, no matter how uncomfortable the message or lesson is, it is being bestowed upon you with love and grace. Reaching out to Uriel in your dreams is not dangerous, nor is it for the faint of heart. You must prepare yourself for the encounter by praying to Uriel to deliver you from fear. The powerful presence of the archangel is known to cause immense fear. This is due to the archangels God-like power, and not from any intent from the archangel to cause you to feel afraid. Believe that the archangel will not allow harm to come to you, and you should be able to relax and allow yourself to receive his presence. If you want Uriel to appear to you in your dreams, set yourself up before going to bed. Start with several prayers to the archangel. Rosaries and chaplets are perfect for this purpose. Then, as you drift of to sleep, repeat the words Archangel Uriel, allow me into your presence. As you fall asleep, your resting souls will enter the spiritual realm where the archangels reside. There, you will meet Uriel and receive your message. Recognizing The Presence Of The Archangel Uriel Making a connection with an archangel is a deeply religious and overwhelmingly emotional experience. These are the angels who will defeat Satan during the end times, who announced the birth of Jesus Christ to the world, and who deliver Gods messages to humanity. But just because a spiritual experience is immensely powerful does not necessarily mean that an archangel is present. Here are some clues to help you recognize when the Archangel Uriel is present. 1) You gain new insights and wisdom The Archangel Uriel is assigned to give people divine wisdom. If after your attempts to connect with the archangel you find yourself with a new understanding of your situation, you have likely been in contact with Uriel. Connecting with Uriel will cause your focus to move off of your worldly problems and on to God. You will become conscious of the everlasting presence of God and His angels. You might also find that you have received the gift prophecy. With this gift, you will not necessarily be able to foresee the future, but you will clearly see the consequences of your actions as well as the actions of others, and you will be able to guide people along the path of righteousness. 2) You suddenly grow in confidence Your new found wisdom will boost your confidence. You will feel empowered as you set wisely set yourself on the path to Gods glory. This confidence will not resemble cockiness. Rather, you will hold yourself and act in a way that reveals your understanding of Gods will in your life and the life of others. Many will be drawn to you for this, while others will shun you due to their lack of faith in God. 3) You will be motivated to help and serve others God and His angels grant these gifts to humanity not to be hidden but to be used to help others. A true connection with Uriel will be a life change in experience. You will feel obligated to use your new wisdom for the good of others, not for your own selfish gain. Interactions with the archangels spur us into action for the glory of God. This motivation to help others will also come with the ability to make positive changes in the lives of others. You will have the Archangel Uriel with you always to help you help others. 4) You will see or feel light, fire, and/or electricity Uriel is the Fire of God, and is associates with brightness, heat, and energy. People who have connected with Uriel report feeling an electric charge flow through their body. Some have also seen a flame or fire that burns hot and bright yet destroys nothing. Although nothing seems to be destroyed by the fire, it burns so hot and bright that you can smell the heat 5) The sights, smells, and sounds of Uriel Besides light and fire, Uriel is associated with the colors white, gold, red, yellow, and orange. When the archangel is present, you will smell the pungent and spicy aromas of sandalwood, cinnamon, and nutmeg. You might even have a vision of a beautiful angel dressed in leather and armor and holding a sword of fire, or riding in a chariot holding a bow and arrow. For more casual encounters, Uriel will appear dressed in a red tunic with leather sandals or boots. Uriel is also the Angel of Music and the Angel of Poetry. The patron saint of artists and musicians, Uriels presence is always accompanied by the beautiful and poetic music of the Angelic Choir. When you receive a message from Uriel, you will no it to be authentic if you are compelled to act on the message right away. Your new wisdom will excite you and guide you in the right direction. Archangel encounters are highly motivating and life changing. One cannot help but change they way they see and approach the world after such an encounter. Connections with archangels can also be terrifying. These are powerful spiritual beings that are closely related to God the Father. The Bible states that no one can set eyes on the Lord and survive. While the same is not true of the archangels, the encounter is indeed similar. Feeling afraid during an encounter with an archangel is entirely natural. If you ask the archangel to remove your fear, you will immediately be out at peace. Asking Uriels Help With Lifes Struggles The Archangel Uriel is adept at helping us with our daily struggles. From Uriel we can the wisdom and insight we need to make the right choices on a daily basis. God has assigned Uriel the ask of granting us wisdom in order to bring us closer to Him. This is his greatest gift. Uriel will clear your mind of anxiety and dread, and fill it with holy wisdom. When Uriel presents you with his wisdom, he will change the way you perceive the world, the spiritual realm, and your place in each. You will no longer wee yourself as a mere mortal being. You will understand you place in God eternal plan for the universe. This wisdom will rule your every though and action. You will no longer feel lost. Rather, the way of the righteous will become clear to you and you will follow that path with a content and sacred heart. Also known as the Archangel of Salvation, Uriel helps us with every aspect of our lives. He grants us the power of unconditional forgiveness. He shows us how to turn disappointment and failure into victory for the glory of God. And, he will be waiting for us at the end of our days here on Earth to grant us access to the Kingdom of Heaven. Archangel Uriel will intercede with God on the behalf of anyone who asks with a humble heart. Our mortal experience is rough, but necessary to prepare our souls for the paradise that awaits us in Heaven. The wisdom Uriel grants us gives us the ability to navigate our way through out most troubling times without straying from our path or losing our faith in the Almighty. Anytime you feel overwhelmed in your life, you should seek guidance from the Archangel Uriel. As the Angel of Music, Uriel can bring all aspects of our life into harmony. If you are not getting along with coworkers, Uriel can bring peace. If you are struggling with problems that you have caused for yourself, Uriel will help you to forgive yourself and find your way out of you self-imposed predicament in ways you did not see before making your connection. Asking Uriel For Help With Health Problems The Angel of Music wants our entire life to be in harmony. This includes our spiritual, mental, emotional, and physical health. The archangel understands that our physical well-being takes a toll on our spiritual health and can erode our faith in God. Along with spiritual wisdom, Archangel Uriel gives us the wisdom to make the right choices in regards to our health so that we can take better care of our bodies and treat them as a temple to God. Uriel is also ever-present with God, which makes him a great intercessor whenever we need healing. Asking Uriel to intercede on your behalf when you are ill or injured will bring a multitude of blessings. First, it will open your heart and soul to receive the healing power of God. Second, it strengthens your mind and spirit, which in turn helps you to endure the healing process. Also, Uriel will give you wisdom so that you will be able to take the proper steps to let our body heal. He will bring all the systems of your body in to harmony, so that they can work as one to heal your body on the inside. Uriel is also a worthy ally to have when we find ourselves to be terminally ill. All of us end our lives in the same way. We all must die. When your God appointed time has come, Uriel will be there to protect you and to welcome you at the Aptitude Influences: Second Language Acquisition Aptitude Influences: Second Language Acquisition Second language learning aptitude is featured as strengths which individual learners have in the cognitive abilities information processing during L2 learning and accomplishment in various stages and within different contexts. Aptitude has conventionally been observed as a key factor in the domain of L2 learning in which Ehrman and Oxford (1995) propose that its measures are most strongly correlated with L2 proficiency among all the individual differences (ID) variables. Therefore, emphasizing on the way it is measured, its role in the second language acquisition (SLA) process, and most importantly, the extent to which its factors may affect L2, aptitude can be confirmed as a strong predictor of academic success in SLA. In this paper, after discussing the nature of aptitude in general, a few important aptitude factors which contribute to SLA will be focused. DEFINITION OF LANGUAGE APTITUDE In an early review paper on aptitude research, Carroll (1981) defines general aptitude as an ability of learning a task, which involves a special inclination towards learning L2 and depends on some combination of persistent characteristics of the learner. In Carrolls specific view, aptitude is separated from achievement and motivation. Also, aptitude must be seen as a stable factor, perhaps even innate. Notably, it is not a prerequisite for L2 acquisition and should be distinct from general intelligence. CARROLLS INITIAL WORK It is appropriate to start the discussion of aptitude with a review of the work of the American psychologist J. B. Carroll who dominated the area by researched foreign language aptitude and established the parameters within which the sub-field still operates. It is important to report that till date, there has been large-scale work in making use of the Modern Language Aptitude Test (MLAT) produced by Carroll and Sapon (1959). Carrolls four factors of aptitude Carroll (1965, 1991) reports that aptitude contains four sub-components, namely, phonemic coding ability, grammatical sensitivity, inductive language analytic ability, and memory. Their descriptions can be expanded and their perspectives can be processed to SLA by using the four factors as described below. Phonemic coding ability This is not simply the ability to make sound discrimination, but the ability to code foreign sounds in such a way that they can be recalled later. Sound discrimination can be different from one to another; however, there is no correlation between this variation and language learning success. What really correlates is the ability to analyze sound so that it can be done quicker and can be recalled more readily without the need of having immediate rehearsal (Skehan, 1998). Associative memory This involves the ability to make connections between stimuli and responses, for instance, foreign language words or equivalents, and to develop such links strength. At the time of the MLAT production, its interpretation reflected the focus on psychology, described it as relatively simple stimulus-response connections, without mentioning more complex memory organization or representation. Skehan, (1980) has expanded in the recent aptitude research to the conceptualization of memory significantly, to seeing memory as only one part of aptitude but not the most important aspect. Instead, the ability to memorize more auditorily complex material are now viewed as more powerful predictors of L2 learning. Grammatical sensitivity The ability to understand the contribution that words make in sentences is the main focus in this area. The passive aspect to this ability is to emphasize recognition of function other than explicit representation (Skehan, 1998). Inductive language analytic ability This involves the ability to analyze a corpus of language material and then pay attention and discover patterns of correspondence and relationships including meaning and syntactic form. No matter it involves implicit or explicit rule representation, this fundamental attribute represents an ability to identify pattern, especially in verbal material. In addition, it is a productive ability in which the identification of pattern can be viewed as the beginning of inferring from input material for producing language based on the pattern which has been identified (Skehan, 1998). POST CARROL RESEARCH Since Carrolls influential work, the story of aptitude has not changed very much. However, it is useful to briefly review the studies which have appeared. Working during the 1960s, Pimsleur (1966) produces the only alternative battery, the Pimsleur Language Aptitude Battery (PLAB), targeted at high school students. This set of sub-tests is broadly similar to Carrolls MLAT, but places greater emphasis on auditory factors, and less on memory. Since then, there has been marginalizing influence related to the putative link between aptitude and learning context. Many researchers believe that foreign language aptitude with the methodologies that prevailed at the time of Carrolls research no longer survives in SLA field. In particular, Krashen (1981) links foreign language aptitude to learning, in which it involves teacher-led activities and occurs in classrooms. In other words, aptitude is explicit rule-focus, non-communicative practice, and learners awareness of language items. As a matter of fact, however, Reves (1983) points out the existing evidence between aptitude scores and naturalistic learning as well as de Graaff (1997a, 1997b) and Robinson (1995) mention the connections between aptitude scores and acquisitional measures that move towards the center of aptitude related to L2 acquisition processes. Post Carrolls five factors of aptitude Inspirations from SLA and foreign language aptitude will have led to be given an understanding of aptitude factors, namely, capacity to process input, implicit and explicit learning, output, attention and Focus on Form (FonF) Techniques and age, as highlighted in the following paragraphs. Capacity to process input SLA in earlier days mainly mentions input, and Krashen (1985) even comments that learners are required to process comprehensible input for meaning, which certainly engages the mechanism of language acquisition. Further developments have shown limitations by using this approach (Swain, 1985, 1995). VanPatten (1990, 1996) finds how input can be processed more effectively through carrying out a key research tradition in this aspect. A researcher later proves that if learners are placed under any level of information processing pressure, they can make use of their limited processing resources to reach the meaning (Van Patten, 1990). Furthermore, learners can only involve in forming an input if their processing capacity is available. Schmidt (1995, 2001) has pointed out the importance of noticing which includes the necessity to direct attention to some aspects of the input. On the one hand, Krashen provides the processing of comprehensible input and argues that such processing will turn out to develop an implicit system without awareness of learner in general. On the other hand, Schmidt claims that development involves noticing as a precondition in which it is necessary to have aspects of form before noticing consciously in the input. Definitely, this does not mean that complexity and ramifications of the aspect of form has to be thoroughly understood but to be in focal attention. Afterwards, additional processes, whether it is implicit or explicit, can be brought out. Noticing, therefore, becomes a pre-requisite condition, instead of a full explanation on the process of teaching and learning. Implicit and Explicit Learning The earlier research discusses the relationship of cognitive abilities to learning under instructional exposure in different conditions. Some recent researchers try to identify relationships between the information processing demands of different instructional sets and the L2 learner, and in addition, how influential these instructional sets are on learning (Robinson Ha, 1993; Williams, 1999). These instructional sets contain the symbols: +/- awareness of targets, +/- intention to learn targets, and +/- explicit metalinguistic information in relation to the form of targets. It is discovered that that L2 learning in explicit conditions, with certain level of metalinguistic awareness and instruction, were as effective and efficient as learning in implicit conditions under the condition that the stimulus domain was complex rather than having a simple L2 stimulus domain (Robinson, 1996a and de Graaff, 1997b). In addition, as measured by subtests of traditional tests like Carrolls MLAT, Robinson (1997a) and Williams (1999) claim that ID in aptitude and memory ability affect learning in both implicit and explicit conditions. Hence, it is suggested that adult L2 learning under all conditions of exposure is basically more or less the same (Robinson, 1996b, 2001) since the ID in the conscious information processing abilities are the underlying differences in the extent of learning which can be observed through the measurement of aptitude and memory tests. There are findings proving that L2 learning is facilitated when strengths in patterns of abilities or aptitudes are compatible with the processing demands of certain instructional sets. On the contrary, Krashens (1982) supports that implicit learning is basically different from explicit learning as the former focuses on unconscious processes and is insensitive to ID in the abilities in the traditional aptitude tests measurement such as MLAT which forms contrast to the concept of the latter. Output The output study is important in SLA in which the emphasis of most research activity has been on competence-oriented analyses of structural change. Therefore, output can be observed either as the immediate and extensive results of structural change, or the consequence of automatisation process. New analysis of output has recently formed a more central role. It is argued that the use of communication strategies can be influential to language development. Although it is at the expense of pressure for structural change, such strategies enable the effective communication of meanings. The necessity to communicate may induce more difficulties in basic form changes in some L2 learners (Schmidt, 1983; Skehan, 1992, 1998). Moreover, the nature of fluency should be understood or viewed as an interesting problem in SLA learners. Bygate (1988) clarifies that learners make noticeable dependence on time-creating devices to ease off real-time processing pressure. At the same time, Foster (2001) points out that learners lexically depend on chunks of language which function as wholes and therefore ease off processing demands as they can be retrieved without internal analysis. Since language in this view depends on lexicalized chunks, a different analysis on the role of memory in language processing is required. Instead of using a conservative slot-and-filler approach which involves syntactic rules and lexical elements, language as memory reliant can be used with the need of a capacious, redundantly-stored memory system. This is the only way to ensure speakers to have the pressures of real-time processing. Attention and Focus on Form (FonF) Techniques Many earlier research studies conducted classroom research under the influence of different kinds of intervention aiming to direct learner attention to L2 form through activities, which have a primary focus on meaning and the accomplishment of communicative goals (Doughty, 2004; Doughty Williams, 1998). The degree of attention to form in classroom L2 processing is being controlled by using various FonF techniques, for instance, input flooding which is a technique for drawing attention to form in input processing (White, 1998), input enhancement (Fridman, Doughty, 1995; Robinson, 1997b), structured input processing independent of rule explanation (Benati, 2004; Farley, 2004;); and recasting (Lyster, 2004; Philp, 2003). Research findings of less communicative FonF techniques generate mixed results recently, with some research proving input enhancement and recasting, but not others, do affect subsequent L2 learning. One reason behind is that in the studied population, the aptitudes or abilities of some L2 learners, are more suitable to learn from one FonF technique while others are not. Two recent studies show this may be due to recasting. Mackey, Philp, Egi, Fujii, and Tatsumi (2002), in collaboration with various levels of students who join foreign language EFL program, discover obvious positive relationships between phonological working memory capacity measurement and recasts of noticing of information in communicative L2 interaction within three consecutive days. Yet, lower educational levels learners indicate this relationship more significantly than that of higher educational levels learners. Likewise, Robinson (1999) and Robinson Yamaguchi (1999) report obvious positive correlations between phonetic sensitivity measurement and rote memory, in which learning from recasts by university level and non-language majors over a five week of task-based interaction. Pre- and post-test scores on relative clause production are used to measure learning as a whole, with the targeted form in the research. Age Cooper (2002) shows evidence that intelligence measures in middle childhood can be used to predict intelligence in later life. The other side of the coin, yet, is that age is a central factor to an individuals language learning capacity as proved by a huge body of literature on the critical period hypothesis mentioning age-related changes in SLA. Therefore, it is practical to assume that aptitude changes occurred over time is in relation to some age-related variation. Researcher proves that foreign language aptitude shown to be relatively fixed over long period of ones life span (Carroll, 1981). Bristol-linked research of Skehan also claims aptitude is stable because of the obvious correlations between related measures taken more than 10 years apart. Therefore, Skehan (1989) comments that abilities during some language learning arise by the age of three and a half. Nonetheless, he highlights that it is not too clear if these abilities are innate or are affected by the early environment where the children are exposed to in the first three years of age. Harley and Hart (1997), however, have recently indicated that the story is not so straightforward. By investigating Grade 7 and Grade 11 L2 learners, the extent of different aptitude factors predictive qualities which changed with age can be analyzed. They conclude that different factors of aptitude were involved in the different age groups. The younger the children, the stronger the correlations were found with the memory factors, while the older the learners, the highest explanatory power showed in the language analysis subtests. DISCUSSION Foreign language aptitude studies and the related research decline notably from the 1970s with the following suggested reasons behind (Skehan, 2002). Firstly, aptitude is considered as anti-egalitarian in which testing aptitude of someone and assigning them a score really contain a forbidding quality. According to the assumption of the possible fixed talent and shaped level of achievement, language learning capacity would be measured in a rigid manner and may hence lead to the consequent that aptitude which is originally taken to be the value of individual effort is vanished. Instead of struggling against the nature of aptitude and its measurement as mentioned above, many researchers disagree with this strict perspective and choose other options in their research field for an effective pedagogy. Secondly, the study of aptitude accompanies with old-fashioned audiolingual methodologies. Consequently, with these methodologies, aptitude was considered to be particularly suit the prediction under such situations (Skehan, 2002). Two developments highlighted the disadvantages of these methodologies. Firstly, when the communicative approach becomes more effective, researchers start to question the relevance of aptitude. Although it can be used to predict the structured input and practice oriented activities, it is not a meaningful approach applied to communicative language teaching. Secondly, the growth of SLA research after 1970 has led to the naturalistic engagement of the processes of acquisition and at the same time, the handling of learners input from communicative contexts. Again, aptitude is viewed as an irrelevant item which actually meets the requirement of an outmode class teaching and learning. In addition, Krashen (1981), who insists that aptitude is only for the purpose of learning rather than acquisition, comments that the marginality of learning is a very destructive assessment of the role of aptitude. Thirdly, it is an obvious that English Language teachers are not interested in the individual differences that exist among learners (Skehan, 2002). This may due to the fact that there is a huge growth of importance in the material of language teaching and learning. The forward movement of such materials means textbooks should be published in a way that can suit the largest markets for the teachers and learners. Those textbook series are sold in a large number which reflects the growing importance of English as a global language, with more international and general in nature. In other words, it is not an attractive commercial option for having the ideas of catering for individual learning preferences, styles, or aptitudes. Therefore, it is more a general theory to predict that all learners are exactly the same with the over-riding issue of these textbooks. Teachers and textbook writers find that the individual learner differences are based on a generalized aptitude score and are hence no longer attractive, especially under the situation of having mixed-ability classes. CONCLUSION Defined as the capacity of language learning, aptitude is one of the key areas in individual learner differences in SLA. Its strong correlation with the language proficiency makes it a predictor of academic success in learners acquisition of language. Both Carrolls initial work and post Carroll research contain factors contributing to the aptitude which in turn influencing SLA. It is worth to discuss those factors widely across the timeline because they dominate the area of research in foreign language aptitude and involve lots of pedagogical activities in classrooms. However, for many years, aptitude has been isolated from the wider contexts of foreign language learning and acquisition as discussed. Perhaps, aptitude may well be a central theory if there is a focus on form in SLA. Also, under the condition that critical period for second language learning is accepted generally, and the real acquisition is undertaking, aptitude may then well represent ID which is responsible for the effectiveness of language learning.