Linguistics and their realationship to Teaching Essay

Abstract This paper is an attempt to analyze the relationship between linguistics and language teaching. Linguistics is a science and teaching while technical is also an art yet they are closely related to each other in the case of language teaching. The foreign language teachers need to include ‘selection’, ‘grading’ and ‘presentation’ as their main steps. Linguistics plays an important role in the whole process of teaching by helping to facilitate a teacher’s understanding of the workings and systems of the language they teach. Applied Linguistics is really about the melding of these 2 actions. The Relationship between Linguistics and Language Teaching. Linguistics is defined as the scientific study of language. Linguistics is then divided into several branches which study different accepts of its use. Descriptive linguistics, historical and comparative linguistics, which it is based on methodology. Synchronic and Diachronic linguistics, which it is based on the aspect of changes over time. Phonetics, phonology, morphology, syntax and semantics, which is based on a language as a system. Sociolinguistics this is related to or combined with the disciplines of linguistics and sociology. Its interest is in the relationship between language and society. It works to explains why people Use different speech in different social contexts. It’s area of study is the social functions of language to convey social meaning. The social relationships in a community, and the way people signal aspects of their social identity through their language (Jenet Holmes, 2001). Sociolinguistics also is concerned with the interaction of language and settings. (Carol M. Eastman, 1975; 113). The other expert defines it as the study that is concerned with investigating the relationship between language and society with the goal of a better  understanding of the structure of language and of how languages function in communication ( Ronald Wardhaugh, 1986 : 12) Psycholinguistics relates to the combined disciplines of psychology and linguistics. Psychology is defined as the systematic study of human experience and behavior or as the science that studies the behavior of men and other animals. Knight and Hilgert in Abu Ahmadi,(1992). It covers language development. (Lim Kiat Boey). The other definition of psycholinguistics is that it is the study of human language-to-language comprehension, language production, and language acquisition (E. M. Hatch). The research done on the relationship between linguistic theory and language teaching can be traced back to the late 19th century. Its relationship has been discussed and debated for many years and researched extensively. Since this time different research proposed by different scholars has been disputable and found to be largely inconclusive. In the 1960s it was decided that there needed to be a reassessment. The conclusion that was formed went in two two main directions of thought with differing points of view. One viewpoint was that linguistics is not as relevant as it was first thought to be, and its importance was overrated. Such linguists as Lamendella (1969) and Johnson (1967) expressed their disagreement to regard linguistics as the basis of a strategy of learning. Lamendella (1969) thought that it was a mistake to look to transformational grammar or any other theory of linguistic description to provide the theoretical basis for second language pedagogy. What is needed in the field of language teaching are not applied linguists but rather applied psychologists. The other point of view was to recognize that the general contribution of linguistics was important. This came though with a proviso that teaching language was not to be bound to only follow one theory alone. The idea being that different linguistic theories can offer different perspectives on language, and they can all be treated as equivalent resources useful for teaching. Levenson (1979 ) once said, ‘no one school of linguistic analysis has a monopoly of truth in the description of the phenomena of speech†¦traditional school grammar, TG grammar, †¦all these and more can be shown to have their own particular relevance to the language teaching situation. By1960 the United States, reached its peak of the influence of structural linguistics upon language Teaching. Structural linguistics stressed the importance of language as a system and investigates the place that linguistic units such as sounds, words and sentences have within this system. This then associated with behaviorism provided the principal theoretical basis of the audio lingual theory. This then influenced language teaching materials, techniques and the teachers educations. Behaviorism led to theories, which explained how an external event, causes a change in the behavior, without any kind of mental interaction. It also stressed the importance of repetition and practice in learning a second language, this I think is a vital factor in learning a foreign language. If we look at the audio-lingual method, it emphasizes: (1) The teaching of speaking and listening before reading and writing; (2) The use of dialogues and drills; (3) The avoidance of the use of the mother tongue in the classroom. Audio-lingual method regards speaking and listening as the basic skills, this is in line with today’s English teaching situation. The Mentalist Approach In the 1960s Chomsky formulated the mentalist approach. The hypothesis was considered that human behavior is much more complex than animal behavior. Chomsky, felt that we are born with a Language Acquisition Device (LAD), which enables a child to make a hypotheses about the structures of a language in general, and also the structure of the language being learned more importantly. By the end of the sixties’, there were new developments in teaching language starting to occur. The TG theory had a big impact resulting in a change in teaching methods. It was opposed to the empiricist theory, that is, teaching audio linguistics, linguistically structuralism and psychologically behaviorism. TG theory. 1 It stresses mental activity. 2 It postulates that all human beings have an innate ability to learn a language. 3 That it is an inborn instinctual ability and not practice that made human beings obtain the rules of a language and understand and can produce countless numbers of sentences. The Natural Method was successfully used in various language schools in the USA and Europe in the late 19th and the early 20th century. In the post-World War I decades, the direct method was adopted into English language teaching (ELT) this laid a solid intellectual and practical foundation for developing ELT as an autonomous profession. Some linguists, like Diller (1970), openly declared his preference for the cognitive position; while others, like Chastain (1976) and Rivers (1981:25-27) held that the two theories were complementary and served different types of learners or teachers or represented different phases of the language learning process. Applied Linguists brought about the situational approach and the notional/functional method. It is based on a broader framework for the description of language use called communicative competence proposed by Hymes, This brought about the communicative approach to language teaching came into being. In 1970s, a group of scholars including Oller (1970) and Widdowson (1978), were linguists but at also closely in touch with teaching practice. They gave language teaching and language pedagogy the linguistic direction they regarded as necessary. Since they were in touch with language teaching practice and linguistic so had a two-way view of the problem, they placed emphasis on real language and its communication and use. To take Oller’s interest in pragmatics as an example. Oller (1970:507) claimed that pragmatics has implications for language teaching; it defines the goal of teaching a language as prompting the students not merely to manipulate meaningless sound sequences, but to send and receive messages in the language. The students in China start English when they are in primary school. In the past, more attention was paid to the grammar, the result was very disappointing: Now the emphases is on speaking and listening. The audio-lingual method is now used in the classroom. In China, more people need to learn English in order to have the ability to communicate with foreigners. In this case, speaking and listening is much more important than being able to read and write. They are not expected to have a high level of English and their aim is simple, they need to communicate with a foreigner so they can understand their words and express themselves well. This is based on simple daily conversation. A market sale and business or being able to work in the tourism industries. Basic conversation and understanding can be very helpful in everyday conversation exchanges. The Audio-lingual method stressed the repetition and it theorizes that a language is learnt through the formation of habits. To speak English fluently, without constant practice, is impossible. So in our English teaching, we must help our students speak and listen well. Expressing ourselves properly is not always an easy thing, especially if it’s an emotionally charged topic. Even an English major may sometimes find it problematic to express exactly what they mean so it is understood by the other person in a way that is understood by all. When I go to Cambodia I find the generally that the population though not taught English in school has good English conversation capacity. They may not read or write but I feel if they had the opportunity to learn now they have grasped the basic language that they would with more ease. There is a need for them to talk and sell to foreigners so they have had a need and incentive to learn and the fact that their using it every day also helps. Though there are of course talented students I find in Thailand the communication level is not good as a lot of emphases is but on reading, writing and grammar, that many times, is not really understood or comprehended. Thai students learn form primary but they do not always have a reason to speak out of the classroom. One lesson a week in speaking and 3 of grammar I find makes the students scared to use the language. I teach with Thailand teachers and due to a some general pronunciation problems the students are confused about the sounds of the words and how to string them together. Confidence helps a lot just talking even if it is wrong. I always attempt to inspire confidence as I feel it is very important for speech. In my opinion, linguistics and language teaching relationship is a dual one. There are some theories of linguistics that can be applied to language teaching, i. e.  linguistics guides in development of language teaching theory. On the other hand, a language teaching theory expresses or implies answers to questions about the nature of language. It is necessary for a language teacher has some knowledge about, the systems of languages. A teacher should understand how the language works and expresses meaning and the structures that are used in the language being taught. A teacher needs to know how to make the phonic sounds and the mechanics to produce these sounds. This helps with pronunciation problems that students will encounter. By studying linguistics a teacher will have a deeper insight into the nature of language and the language the student speaks as they’re first language. If we agree that the use of a language is a matter of habits and practice, then a teacher needs to implant the habit of using it for communication until it becomes second nature. Conclusion Linguistic theory is continually developing and teaching theories are constantly changing as is the language itself. This alone demands a permanent study of languages and the relationships between linguistic theory and language teaching methods. There are many techniques and theories but no one concept or technique can take in the Different needs student may have and the differing ways people learn. This is a science in its self. There can be many differences in understanding between the L1 and L2 language from different cultural understandings and different sounds that may be new to the learner. There are many ways a culture will express its self along with idiosyncrasies and local knowledge of the everyday life in the culture. They say when you understand humor you start to know a language. If one could take every student as an individual and teach them the best way they learnt one would be assured of good results. Knowing the basic individual attributes the child had can enable to teacher to create classes designed for their individual needs. This is a luxury that tutors can give their students but in the classroom one dose not have so much control. A practical framework designed to suit the most students and the context that is the most appropriate. The Relationship of Linguistic Materials for the Second Language Teacher. Because of political, economic and also technical changes, English has become widely taught as an official business language worldwide, also as a second language to immigrants in English-speaking countries to gain entry and work, and as a foreign language in many non-English-speaking countries. This is also largely due to the computer so there is a universal language for coding and business. There are many theories on different ways to teach and different scholarly thoughts on the best process. I feel that this depends on the type of English you are teaching. Since there are many different needs a student may have. In China the emphases is on communication with foreigners on a daily basis like selling them something in a market or doing business. In other countries such as Thailand the emphases is put on Grammar and writing and reading and only a small part into communication. So while there are still many theories on the best way to teach I feel in my knowledge so far that it is best to learn as many ways as possible and how they work in the different environments. Applied Linguistics is really about the melding of these two actions but not the scope of this essay. One of the most fantastic Linguistic help I think the corpus is one of the best ways to get relevant vocabulary for your students. This is helpful for Syllabus and curriculum planning and for all areas of language teaching. References Chastain, K. (1976). Developing Second-Language Skills: Theory to Practice. Chicago: Rand McNally. Diller, K. C. (1970). ‘Linguistic theories of language acquisition’ in Hester 1970:1-32. Johnson, M. (1967). Definitions and models in curriculum theory. Educational Theory, 17:127-40. Lamendella, J. T. (1969). On the irrelevance of transformational grammar to second language pedagogy. Language Learning, 19:255-70. Levenson, E. A. (1979). Second language lexical acquisition: issues and problems. Interlanguage Studies Bulletin, 4:147-60. Oller, J. W. (1970). Transformational theory and pragmatics. Modern Language Journal, 54:504-507. Rivers, W. M. (1981). Teaching Foreign-Language Skills. Second edition. Chicago and London: University of Chicago Press. Widdowson, H. G.. (1978). Teaching Language as Communication. Oxford: Oxford University Press. .†? Zeki Hamawand, Z. Morphology in English: Word formation in cognitive grammar. continuum. Publishing. ( Zeki Hamawand, Z. (2011).

Development of Moldova

Moldova is a land locked country that lies between Ukraine and Romania.   It gained independence in 1991 after an aborted coup against Russia.   It is ranked as the most poor country in Europe, attributable to the economic crisis that faced Russia in 1998.   This is because Moldova's foreign trade heavily relied on Russia and the crisis naturally had adverse effects on its economy.   The current president, Vladimir Voronin, has made attempts to bring the country closer to Russia in a bid to resuscitate the economy.Economic development is the effort to increase wealth of a country through empowering the citizens (Leornard, 2006).   It goes beyond economic growth and focuses on social and political sectors of the society.   This includes uplifting the standards of living of the people as well as enhancing democracy and freedom of the people.   Measures include economic growth, literacy rates, poverty rates, life expectancy among others.Moldova is able to attain the status of highly developed countries, in the next fifty years due to the changes that the current government is implementing, that facilitate reaching this level.Economic aspectFor development to be achieved, there has to be a systematic effort to increase the economic growth.   Moldova does not have major mineral resources and consequently relies on agriculture, due to the favorable climate.   It relies on Russia for nearly half of the exports and major import partners include Russia, Romania, Belarus and Ukraine.   Major imports are fuel, electricity, chemicals, textiles and machinery while exports are foodstuffs, textiles and tobacco.   It experiences unfavorable balance of trade and in 2007, it was recorded at $2.3 billion.   Moldova has high external debt that was estimated at $900 million in 2000, most of which came from the World Bank and the IMF.The GDP declined over the years due to the effect from Russia but is now slowly coming around.   Moldova's strategy to improv e the economy was to free prices and interest rates, land privatization and the removal of export restrictions.   Economic progress is gradually being achieved since indicators like the GDP are rising.   Inflation is reducing and the economy is growing due to the government's expenditure framework that stresses fiscal discipline as well as efficient resource use.Social aspect.Ten years ago, 75% of the population in Moldova was below the poverty line (Berglund, 2004).   Other social problems include human trafficking and influx of drugs such as opium, since Moldova is a route for drugs destined for Europe and US.   This has an adverse effect on the health of the people.   The government is slowly addressing these issues, for example by empowering the population through investment geared towards economic growth.   This is being done by reducing hurdles to business entry, by for example, reducing number of licenses required for trade.   This results in increase of disposa ble income to households.   The government is also constructing infrastructure like roads, schools and hospitals to improve the standards of living of the people.Political aspectMoldovan political parties lack internal democracy and accountability.   Opposition parties do not take part in formulation of policies due to parliament's attitude of ignoring alternative opinions.   In 2005, Freedom House gave Moldova a score of 5.75, in terms of democracy, which is a poor show.   Political parties do not also hold dialog with civil societies.   The government is slowly increasing the democratic space.   It has also dedicated time to solve the Transnistrian conflict which will increase political development.ChallengesPrivatization of state owned corporations is marred by corruption. There is political and economic uncertainty and ineffective law enforcement.   Over reliance of Russia in trade is also a challenge.   Ban on Moldovan wine and agricultural products by Russia in 2006 adversely affected its revenue, since wine accounted for a third of its exports, of which 80% went to Russia (Leornard, 2006).   In 2007, Moldova faced drought that led to losses in the agricultural sector amounting to over $100 million.   There is financial challenge due to external debt and uncertainty towards future assistance.   Finally, there is a challenge of involving poor people in activities of Non-Governmental Organizations.RecommendationsMoldova should reduce reliance on Russia for trade since in the past, any adverse policy changes by Russia have greatly affected Moldovan economy.   It should also reduce the reliance on agriculture and diversify in other sectors of the economy, since climate change tends to greatly affect the economy.   Support for medium and small size enterprises would facilitate increase the employment opportunities in the country.   There should be motivation for development for example rewards, to encourage innovation.   Use of r enewable energy sources like wind would reduce reliance on electricity.Moldova should   ensure that the civil society participates in the formation of policies at all levels so as to integrate the views of the citizens.   It should put in place reforms that strengthen civil control over the military.   It should design legal frameworks that define rights and tasks of parliamentary, civilian and public control mechanisms.ConclusionMoldova is on track in achieving development in the next few decades.   All it has to do is reduce reliance on Russia and look for alternative markets.   It should also strengthen democracy and improve the standards of living of the people.   A stable political environment coupled with infrastructure to attract investments, efficient use of the available resources as well as having effective monetary and fiscal policies should enable Moldova achieve development before the next fifty hours are over. References Leonard, T. M. (2006), Encyclopedia of the developing world. Washington: Routledge. Berglund, S. (2004), The handbook of political change in eastern Europe. New York: Edward

Soweto Student Uprising - 16 June, 1976

When high-school students in Soweto started protesting for better education on 16 June 1976, police responded with teargas and live bullets. It is commemorated today by a South African national holiday, Youth day, which honors all the young people who lost their lives in the struggle against Apartheid and Bantu Education.   In 1953 the Apartheid Government enacted The Bantu Education Act, which established a Black Education Department in the Department of Native Affairs. The role of this department was to compile a curriculum that suited the nature and requirements of the black people. The author of the legislation, Dr Hendrik Verwoerd (then Minister of Native Affairs, later Prime Minister), stated: Natives [blacks] must be taught from an early age that equality with Europeans [whites] is not for them. Black people were not to receive an education that would lead them to aspire to positions they wouldnt be allowed to hold in society. Instead they were to receive education designed to provide them with skills to serve their own people in the homelands or to work in laboring jobs under whites. Bantu Education did enable more children in Soweto to attend school than the old missionary system of education, but there was a severe lack of facilities. Nationally public to teacher ratios went up from 46:1 in 1955 to 58:1 in 1967. Overcrowded classrooms were used on a rota basis. There was also a lack of teachers, and many of those who did teach were underqualified. In 1961, only 10 per cent of black teachers held a matriculation certificate [last year of high school]. Because of the governments homelands policy, no new high schools were built in Soweto between 1962 and 1971 -- students were meant to move to their relevant homeland to attend the newly built schools there. Then in 1972 the government gave in to pressure from business to improve the Bantu Education system to meet businesss need for a better trained black workforce. 40 new schools were built in Soweto. Between 1972 and 1976 the number of pupils at secondary schools increased from 12,656 to 34,656. One in five Soweto children were attending secondary school. This increase in secondary school attendance had a significant effect on youth culture. Previously, many young people spent the time between leaving primary school and obtaining a job (if they were lucky) in gangs, which generally lacked any political consciousness. But now secondary school students were forming their own, much more politicized identity. Clashes between gangs and students only furthered the sense of student solidarity. In 1975 South Africa entered a period of economic depression. Schools were starved of funds -- the government spent R644 a year on a white childs education but only R42 on a black child. The Department of Bantu Education then announced it was removing the Standard 6 year from primary schools. Previously, in order to progress to Form 1 of secondary school, a pupil had to obtain a first or second-degree pass in Standard 6. Now the majority of pupils could proceed to secondary school. In 1976, 257,505 pupils enrolled in Form 1, but there was space for only 38,000. Many of the students therefore remained at primary school. Chaos ensued. The African Students Movement, founded in 1968 to voice student grievances, changed its name in January 1972 to the South African Students Movement (SASM) and pledged itself to building a national movement of high school students who would work with the Black Consciousness (BC) organization at black universities, the South African Students Organisation (SASO). This link with BC philosophies is significant as it gave students an appreciation for themselves as black people and helped politicize students. So when the Department of Education issued its decree that Afrikaans was to become a language of instruction at school, it was into an already volatile situation. Students objected to being taught in the language of the oppressor. Many teachers themselves could not speak Afrikaans, but were now required to teach their subjects in it. Part 2: Students organize a protest For more on the 2015 commeorations see:  16 June 2015,  Day of the African Child This article, June 16th Student Uprising (http://africanhistory.about.com/od/apartheid/a/Soweto-Uprising-Pt1.htm), is an updated version of the article which first appeared on About.com on 8 June 2001.

Assessment of Teen Pregnancy Prevention Interventions

Assessment of Teen Pregnancy Prevention Interventions How is the literature review used in this research study? Using one (1) previous study cited by the authors, discuss how the findings of this past study is relevant to the current study. (2 pts) The literature review in this study was used to demonstrate the problem and occurrence of adolescent pregnancy and birth rates in the United States. Furthermore, the concern about this phenomenon as it pertains to Florida is addressed. A correlation between teenagers who live in poverty and a greater risk of teenage pregnancy was asserted through the literature. The authors cite a 2001 report by the Florida Department of Health Office of Vital Statistics that estimates the birthrate was 35.3 per 1,000 females aged 15-19 in the state and 41.7 in Hillsborough County, where this current study takes place. What are the ethical considerations in this study for the data collection process? (1.5 pts) This study compared students who participated in one of programs designed to mitigate adolescent pregnancy with a control group. Participants were chosen randomly in order to assure the integrity of the research. Data was collected anonymously on each research protocol. No indication is given as to whether or not parental consent to participate in the survey was sought. State the statistical tests or data analysis methods/procedures used in the study. (1 pt) Statistical analyses for this study consisted of chi-square tests ofShow MoreRelatedTeenage Moms That Are Still In High School Get Pregnant1391 Words   |  6 Pagesare still in high school get pregnant at a young age, and are not able to support themselves or their child. There were just under a quarter million pregnancies in women ages fifteen to nineteen in 2014. About eighty-five percent of these pregnancies are unplanned, which in any population can increase the risk for problems. 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Ceecee Case Study Analysis - 9518 Words

CeeCee Case Study Analysis School of Business Humanities Institute of Technology Blanchardstown Dublin 15 Bachelor of Business Studies Strategic Marketing Management 04/03/2011 1. INTIAL OBSERVATIONS * Fashion Industry * The fashion retail industry has grown rapidly. It is reported in the case study that sales revenue in the European clothing market has increased by almost 20% over the last decade. * There has been substantial price deflation caused by the increasing market share of value retailers and the reduction of production costs as manufacturing is moved to cheaper wage countries such as Asia * Increasingly competitive markets as large grocery supermarket retailers are now offering non food products†¦show more content†¦Such risks include fluctuations in foreign currency exchange rates, unfavourable economical or political factors or less developed infrastructure. CeeCee would also need to decide on which mode of entry it would utilise when entering into a foreign market in order to reduce risks. Entry options include contracting, strategic alliances, joint ventures e.t.c. ii. IT Systems: As mentioned earlier, CeeCee invests heavily in Information Technology systems to support its fast fashion business model. Any problem with the IT systems would create a major setback for the company, in terms of inventory management. The major issue here for management is identifying possible IT risks and understanding, monitoring and controlling of those risks, mainly because their business rely heavily on IT and New and innovative technologies are introduced frequently therefore creating new risks. iii. Suppliers: CeeCee’s suppliers play an important role in the company’s fast fashion model. The company has a list of criteria’s for selecting its suppliers and audits its suppliers on a regular basis because they are a vital component to the success of their business. A major issue for managers here is carrying out supplier risk management because should supply chain disruption arise, it could jeopardize the company’s strategy. iv. Maintaining Success: CeeCee is a successful corporation and another important challenge which its management

Principles Ofpersonal Developement in Adult Social Care Settings free essay sample

Reflective practices are when you review your own actions and experiences in your role, critically and constructively, with the intention of improving the way you conduct yourself The aim being to provide a better service in the future and personal improvement. 1. 2 Reflective practice is important in as much that it enables me to review real life situations I have been in, how I dealt with them, how I felt and the outcome of how I acted towards others all these will enable me to improve personally and improve the service I provide. . 3 Standards that are set, whether by Government or regulatory bodies are the level we should hope to achieve or improve on when conducting reflective practices. 1. 4 Your own values, beliefs and experiences can either work for or against you, it is important in a professional environment to have a balanced and neutral view on all situations. If you can’t take yourself away from the situation you could for example get yourself in trouble by just n ot understanding a cultural difference. We will write a custom essay sample on Principles Ofpersonal Developement in Adult Social Care Settings or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page On a positive side your own personal experience may help to resolve a developing problem. 2. 1 Some people may react badly and see it as a criticism and become resentful, others will see if for what it is and take it on board improving themselves and therefore provide a better level of care. 2. 2 Feedback is a good way to find out how you are performing in your role, it will also indicate where you may need to improve. It can also raise self-esteem and improve staff moral as well as improve the service to the client. . 3 It is important to use feedback positively to improve yourself in your chosen role as the advice given is normally good and helps you see things that you do well and what you may need to do to improve in order to provide a better service to your clients and may well help you to understand better what is expected of you. 3. 1 A personal development plan will give you an overview of your objectives, what position you are in now, what your strengths are and what areas n eed to improve to achieve your goals. It should also list who can help you locally, what qualification you may need and how to obtain them (what organisation can help), an action plan with a time scale. 3. 2 Sources of support could be your Matron, senior nurses, colleagues, job centres other support services, the first 3 would probably be on a more regular basis. 3. 3 Others can help you to review the position you are in now and what you may need to do to improve yourself in order to improve your position this could e your matron who can do appraisals, a senior nurse who may do an assessment or it could be an informal view from a colleague who may be able to constructively observe areas of you development. You could also do self- reviewing and assessments. 3. 4 A PDP helps you to map progress to your aims, and keeps track of your progress, it also helps you to reflect on your achievements with a critical eye and can aid growth in confidence and development.

Nikki Stone Essay Example

Nikki Stone Paper When Turtles Fly The Secret of Success Nikkei Stones is definitely one of the most memorable speaker I have ever had a chance to meet. She is incredible in term of her experience, presentation skills, and inspiration. I feel really honor to meet her in person, listen to her lessons, and learn one of the most interesting theory that could help anyone who tries successful in life: the Turtle Effect. The Turtle Effect, according to Nikkei Stone, is that you have to be soft inside, hard outside, and dare to stick your neck out in needed situations. Soft Inside implies we have to have big dream, big inspiration, and determination to do something. Hard shell means despite that soft side we have, we need to be able to hard enough to react to whatever hardships and obstacles that life will bring to us. And dare to stick your neck out implies that we need to step up, win over our fears ND try to overcome the impossible. She also gave us many good advices about passion, focus, commitment, overcoming adversities, confidence, risk, and teamwork. To me, those are almost everything that four years of college have educated me. It Is lessons for life and will help anyone In any aspects In life. She made me think about who I am and where I am In a way that Ignites my drive to chase my big dreams and fulfill my goals. We will write a custom essay sample on Nikki Stone specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Nikki Stone specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Nikki Stone specifically for you FOR ONLY $16.38 $13.9/page Hire Writer