Why Do We Need Laws Free Essays

Why do we need laws? The law controls social relations and behavior To satisfy our basic needs and to exploit the full potential of human existence, people have always sought to live in company or society with others, the basis of this existence, by its very nature, must involve social interaction. To ensure the society functions effectively and survives it is necessary to establish norms of acceptable behavior. The state may impose sanctions or punishments on those who fail to comply with these rules. We will write a custom essay sample on Why Do We Need Laws or any similar topic only for you Order Now Although these norms are generally accepted by members of the society and are included in the legal order, social interaction will inevitably lead to disputes because of conflicting interests of individuals and groups. It is difficult for groups of individuals to live in perfect harmony. The objective of any legal system will be providing answers to everyday problems that arise. The solutions to such problems must accord with the objectives that are judged by the community to be socially desirable. The law tells people what they must do or refrain from doing. Without laws, there would be no code of what is acceptable behavior, without laws, anarchy and chaos would occur society. The law protects individuals and their rights The main focus of the law is to protect the rights of individuals in society. In order to feel safe and secure whether at home or in wider community laws are needed to protect our rights. If a crime is committed against a person, the police will investigate and the offender will be prosecuted through the courts and receive a punishment. Under civil law, if an individual’s rights have been infringed the courts may provide compensation to the individual for the damage they have suffered. The law reflects community values Each society has a set of values and beliefs that are important to the individuals of that society. Laws are needed to protect the values of the community and to reflect the society’s beliefs of what is acceptable and unacceptable. To most societies, an important value is the importance of human life; as a result any actions that harm of interfere with the quality of human life would be against the law. As society changes, it is important that the law also changes to reflect changing values and attitudes in the community. However, there are areas of the law where there are conflicting values within the community some examples include voluntary euthanasia, human cloning and same sex marriages. There has been recent controversial discussions concerning the banning of smoking in private residences due to the impact of smoking on children and pets who share a house with smokers. The law protects society Laws are needed to protect society as a whole from the prospect of danger, harm and fear. Laws ensure society’s safety. The provision of imprisonment under the criminal law protects society by removing the offender from the community for a designated period of time. Penalties imposed by the courts can act as a deterrent to the wider community in that the consequences of committing a criminal offence are widely known and people will refrain from committing offences in the future, resulting in the protection of society. Homework: Revise the reasons we read laws Read the media clip p12 and answer questions 1,2,3,4,5 How to cite Why Do We Need Laws, Papers

Cultures Contribute To Local Communities †Myassignmenthelp.Com

Question: Discuss About The Cultures Contribute To Local Communities? Answer: Introduction The determination of the extent to which Australian culture truly depicts the Australian nature can be possible through a comprehensive review of the concepts related to race, national culture, nation and Australia as a country. The following illustration would review central concepts vested in the query related to Australian culture. As per Anderson, it is imperative to focus on the concepts of nation and race which could provide viable insights into the Australian culture in the background of cultural disparities among the indigenous and settler people (Anderson, 2012). The perception of nation building, concerns of ethnicity and race in the contemporary Australian culture and the conceptual implications operating to national culture could be accounted as credible resources to resolve the question, How Australian is the Australian Culture? Concerns Of Nation Building The concerns of nation building have to be taken into consideration for determining the influence on national culture since the underlying precedents for the development of a nation. The central concepts direct towards the factor that state building is a completely different entity from that of nation building. The identification of conceptual challenges associated with nation building and state building could offer a legible impression of the concept of nation. While the definition of state building could be generally described as the development of functioning states that could address all significant attributes of contemporary statehood (Bulbeck, Beaseley McCarthy, 2009). On the other hand, nation building could be described as the abstract process that is carried over a long term in order to develop a common sense of identity among the different groups classified as the population of the specific state or jurisdiction. Therefore the concept of state building could be explicitly associated with the tasks of establishing and development of state institutions while nation building illustrates the nature of relations between a citizen and the state. However, from a practical perspective the concepts of nation building could be critiqued in context of countries which are threat to international security or post-conflict countries (Turner). The notable criticism for nation building in such cases is aligned with the forced democratization of the states rather than integrating the sense for development of shared senses of communities in the state. The concerns of state building and nation building as observed in the case of Australia were largely characterized by the large scale transportation of settlers to Australia that led to conflicts with the local aborigines. The concept of building a nation should be evolutionary in nature rather than revolutionary and many European commentators have indicated that the development of a nation follows an organic course and is liable to experience pitfalls in successful development due to intervention of external forces. In context of Australia, the white settlers could be assumed as the external forces which were responsible for reframing the state and rather than developing a nation, the settlers were accountable for state building. As per Al?Mutawa, Elliott Nuttall, the implications of such type of nation building can be validated on the grounds of security albeit with criticism (Al?Mutawa, Elliott Nuttall, 2015). The development of the present Australia as apprehended from the widespread discrimination against the aborigines which is a major characteristic of Australian culture. Application of the concept of nation building to the case of Australian culture could have been reflective of the prospects for promoting a sense of community among the white settlers and the indigenous people of Australia which did not exist prior to the arrival of the former. The concept of nation building as reviewed i n context of the Australian culture could also be reflective of the inclusion of the aboriginal people in the mainstream that had been ignored previously on the grounds of conflict (Andersen Skouvig, 2017). The actions of the white settlers could also be supported on the grounds of sociological assumptions such as that the indigenous people were not able to make substantial use of the natural resources available on the land and their intervention was necessary for broader development. However, it can be imperatively argued that nation building is not initiated with conflict or violence and is carried out as a long term process of inclusion and development of an integrated national society that adheres to shared beliefs and values. The implications of nation building also depict profound references towards the development of racial attitudes among the population in a state (Bengueddoudj, et al., 2013). Concept Of Race The concept of race could be associated with noticeable historical and social roots and is liable for access or restrictions to specific life opportunities. The existing Australian culture depicts relative dominance of the white people which should be reviewed from the perspective of core concepts related to race. The aspects of race as observed in context of Australia could be reviewed in context of privilege. The disparities in privileges could be used to validate the racial discrimination observed in Australian culture (Cao, Hu Yang, 2016). The white race privilege has been accounted as the indicator of rights, advantages and benefits that were provided to white people beyond the advantage of the aborigines and other ethnic classes. The majority of white people in the population as compared to the minor share of indigenous races could be assumed as an influence on the dominance of white race privilege since the aborigines had limited representation in the social system. It has be en observed from research studies that Australians do not prefer to communicate regarding race and prefer to replace it with culture. However, the observation of distinct dimensions of race in the Australian context could be made possible through estimating the demographic profile and the racial achievement gap observed in the distinct aspects of education, representation and employment (Field, 2015). The examples of minimal representation of indigenous Australian students in higher education as well as the explicit lack of representation of visible minority groups in federal frameworks could be accounted as the prominent highlights of racial discrimination in Australia. On the other hand, the concepts of racial dominance were also indicative of the privileges of individuals and groups which were advantageous in terms of access to economic resources and power primarily referring to the individuals belonging to Anglo-Christian backgrounds. Therefore the Australian culture could be able to restrict the limitations emerging from the dimension of race through considering substantive equality which could address the process of recognizing difference in the provision of rights, entitlements, access and opportunities to unequal groups. Substantive equality recognizes the presence of different needs for different people which further allows the society members to provide respect, dignity and opportunity to other individuals regardless of the race (Hawkins, 2013). The prominent areas which could be included to limit the concerns of race in the case of Australia refer to education, service delivery and other interactions involving examples of event management, supervision and teaching. The community interactions between majority groups and indigenous groups could be based on the inferences from previous interactions alongside adhering to social obligations as well as shared values and beliefs. The impact of race on perception of national culture could be observed in the references to concepts of cultural identity (Horiuchi Morino, 2015). The development of identity The development of identity is a profound contributor to the apprehension of cultural and social value which in turn leads to the integration of various roles in a social setting. Adopting social roles is responsible for development of identity and the individual is responsible for negotiating his identity with the society and family members. Social identity could be perceived as the combination of group memberships which is also responsible for definition of an individual and their positions (Jones, Heley Watkin, 2016). As per Mittelman Pasha, the perception of the concept of indigenous identity and the indigenous culture could be responsible for providing viable insights into the perception of national culture. The concerns of indigenous identity could be associated with the country in which individuals and communities have been associated with traditionally (Mittelman Pasha, 2016). The indigenous identities are derived from tradition with the cultural involvement contributing to the development of indigenous identity. The different implications for indigenous people suggest that they are descendants of the conventional owners and occupiers of the region or country. The indigenous groups depict a formal example of indigenous culture through practicing diversity in their religion and socio-economic organization (Roberts, 2013). Different indigenous people have argued that indigenousness is associated with the inherent perception from the state of mind and birth alongside sustaining their relations to traditional lands. Classification Of Nationalism And Ethnicity Another notable concern that can be drawn in the form of a central concept related to national culture is the classification of nationalism and ethnicity as different categorical identities which are observed in contemporary Australia. The involvement of the elites and other participants in the political and social structuring of Australia as a nation state were responsible for creating unique demarcation between ethnicity and nationalism as well as national culture (Zhang, 2016). Conclusion The categorical identities are responsible for shaping every individuals life alongside facilitating tools for realizing homogeneity in the culture as well as construction of different versions of such identities. Therefore, the apprehension of the distinct aspects of nation, race, national culture and contemporary Australia provides an impression that the larger share of the Australian culture is dominated by white race privilege. However, the prospects of state intervention in creation of categorical identities for nationalism, ethnicity and cultural homogeneity have induced the essence of Australia in Australian culture. References Anderson, K. (2012) Race and the Crisis of Humanism. London and New York: Routledge (and Ebook Central, WSU Library). Bulbeck, C., Beaseley, C., McCarthy, G. (2009). Ambivalent globalization, amorphous vulnerable nationalism. Considering debates about nation and national positioning within the global from the point of view of young Australians. Journal of Sociology Volume 46(1): 525 Al?Mutawa, F. S., Elliott, R., Nuttall, P. (2015). Foreign brands in local cultures: A socio?cultural perspective of postmodern brandscapes.Journal of Consumer Behaviour,14(2), 137-144. Andersen, J., Skouvig, L. (2017). Introduction: The Organization of Knowledge: Caught Between Global Business Structures and Local Meaning. InOrganization of Knowledge: Caught Between Global Structures and Local Meaning. Emerald Group Publishing Limited. Bengueddoudj, A., Akrouf, S., Belhadj, F., Nada, D. (2013, May). Improving fingerprint minutiae matching using local and global structures. InSystems, Signal Processing and their Applications (WoSSPA), 2013 8th International Workshop on(pp. 279-282). IEEE. Cao, G. W., Hu, K., Yang, X. Z. (2016). Envelope and classification of global structures of solutions for a class of two-dimensional conservation laws.Acta Mathematicae Applicatae Sinica, English Series,32(3), 579-590. Field, S. (2015). Developing local cultures in criminal justice policy-making: the case of youth justice in Wales. InThe Management of Change in Criminal Justice(pp. 170-185). Palgrave Macmillan UK. Hawkins, M. (2013).Global structures, management. Horiuchi, S., Morino, M. (2015). How Local Cultures Contribute to Local Communities? Case Studies of Japanese Spirits Dance" Kagura".International Journal of Social Science and Humanity,5(1), 58. Jones, L., Heley, J., Watkin, S. (2016). Local Cultures of the Ceredigion Economy: Practices of Endogenous Development in Rural Mid Wales.Globalization and Europe's Rural Regions, 75. Mittelman, J. H., Pasha, M. K. (2016).Out from underdevelopment revisited: Changing global structures and the remaking of the Third World. Springer. Roberts, D. (2013).Human insecurity: Global structures of violence. Zed Books Ltd.. Turner, B. Does Anthropology Still Exist? Society 45:260266 Wagner, D. (2014). Privileging local cultures and demographics in the mathematics classroom.Proceedings of PME 38 and PME-NA 36,1, 61-66. Zhang, P. (2016). Robust spectral detection of global structures in the data by learning a regularization. InAdvances in Neural Information Processing Systems(pp. 541-549).

Essay Examples on JFK Essay Example

Essay Examples on JFK Paper 1st Essay Sample on JFK John Fitzgerald Kennedy was the 35th President of the United States, the youngest person ever to be elected President, thefirst Roman Catholic and thefirst to be born in the 20th century.Kennedy was assassinated before he completed his third year as President, therefore his achievements were limited.Nevertheless, his influence was worldwide, and his handling of the Cuban Missile Crisis may have prevented the United States from entering into another world war.Kennedy was especially admired by the younger people and he was perhaps the most popular president in history.Kennedy expressed the values of 20th century America and his presidency had an importance beyond its political achievements.John Fitzgerald Kennedy was born in Brookline, Massachusetts where he was one of nine children.The Kennedy family was very wealthy and providedmeans for the Kennedy children to pursue whatever they chose and John F. Kennedy chose politics. John F. Kennedy was elected to Congress in 1942 and as a new member Kennedy supported legislation that would serve the interests of his elements.Kennedy usually backed bills sponsored by his party but would sometimes show independence by voting with the Republicans.He also joined with the Republicans in criticizing the Truman administrations handling of China.In China, the Nationalist government of Chiang Kai-shek, which had been supported by the United States, was unable to withstand the advance of Communist forces under Mao Zedong.By the end of 1949 government troops had been overwhelmingly defeated, and Chiang led his forces into exile on Taiwan.The triumphant Mao formed the Peoples Republic of China.Trumans critics, including Kennedy, charged that the administration had failed to support Chiang Kai-shek againstthe Communists. Despite Kennedys wavering within his own party platform, John F. 2nd Essay Sample on JFK As a society, there are many examples of world history. One example would have to be the John Fitzgerald Kennedy assassination. For over thirty years, Americans were led to believe that a single gunman shot and killed John F. Kennedy. In this paper, I will dispute the facts that show a single gunman was involved and show a conspiracy must have taken place. According to the facts regarding the case of the John F. Kennedys assassination, a single gunman killed Kennedy. On November 22, 1963, at 12:30 p.m. Central Standard Time, Kennedy was riding in an open limousine through Dallas, Texas. Kennedy was shot in the head and neck by a sniper. He was then taken to Parkland Memorial Hospital, where he was pronounced dead. Later, police arrested Lee Harvey Oswald, a former U.S. Marine, at a nearby theater. By the next morning, Oswald was charged with the murder of President John F. Kennedy. We will write a custom essay sample on Essay Examples on JFK specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Essay Examples on JFK specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Essay Examples on JFK specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Two days later, Jack Ruby, a Dallas nightclub owner, killed Oswald while he was being moved from the city to the county jail. The above story sounds as if this should have been an open-and-shut case. After all, according to the information stated above, Oswald must have killed Kennedy. However, one must take a deeper look into the facts surrounding this case. Many people who witnessed the murder of John F. Kennedy dispute the facts above, saying that they heard shots from other places besides the book depository. Among these were 2 other witnesses and Abraham Zapruder, who captured the entire assassination on an eight-millimeter movie camera. This movie, cleverly called the Zapruder Film, is the single best piece of visual evidence in this case. In order to more clearly understand the Zapruder Film, it is necessary to break it down into frames. The particular movie camera that Zapruder was using ran at eighteen and three-hundredths (18.3) frames per second.

Cartilaginous Fish - Chondrichthyes - Profile

Cartilaginous Fish - Chondrichthyes - Profile Cartilaginous fishes (Chondrichthyes) are a group of vertebrates that includes sharks, rays, skates and chimaeras. Members of this group include the largest and most formidable marine predators alive today such as the great white shark and the tiger shark as well as large filter feeders such as the manta ray, whale shark and basking shark. Cartilaginous fishes have a skeleton that consists  of cartilage (in contrast to their cousins the bony fish, whose skeletons are made up of true bone). Cartilage is both tough and flexible and it  provides sufficient  structural support to enable cartilaginous fishes to grow to considerable size. The largest living cartilaginous fish is the  whale shark  (about 30 feet long and 10 tons). The largest known cartilaginous fish ever to have lived is  Megalodon  (about 70 feet long and 50-100 tons). Other large cartilaginous fish include the manta ray (about 30 feet long) and the basking shark (about 40 feet long and 19 tons). Small cartilaginous fishes include the short-nose electric ray (about 4 inches long and weighs 1 pound), the starry skate (about 30 inches long), the pale catshark (about 8 inches long) and the dwarf lantern shark (about 7 inches long). Cartilaginous fishes is that they have jaws, paired fins, paired nostrils and a two-chambered heart. They also  have tough skin that is covered with small  tooth-like scales called denticles. Denticles are similar to teeth in many ways. The core of a denticle consists of a  pulp cavity that receives blood flow for nourishment. The pulp cavity is capped with a cone-shaped layer of dentine. The denticle sits on top of a basal plate which overlies the dermis. Each denticle is covered with an enamel-like substance. Most cartilaginous fishes live in marine habitats all their lives, but a few species of sharks and rays live in freshwater during all or part of their lives. Cartilaginous fishes are carnivorous and most species feed on live prey. There are some species that feed on the remains of dead animals and still others that are filter feeders. Cartilaginous fishes first appear in the fossil record about 420 million years ago during the Devonian Period.  The earliest known cartilaginous fishes were ancient sharks that were descended from bony-skeleton placoderms. These primitive sharks are older than the dinosaurs. They swam in the world’s oceans 420 million years ago, 200 million years before the first dinosaurs appeared on land. Fossil evidence for sharks is plentiful but consists mostly of tiny remnants of the former fish- teeth, scales, fin spines, bits of calcified vertebra, fragments of cranium. Extensive skeletal remains of sharks are missing- cartilage does not fossilize like true bone. By piecing together the shark remains that do exist, scientists have uncovered a diverse and deep ancestry. Sharks of the past include ancient creatures such as Cladoselache and Ctenacanths. These early sharks were followed by Stethacanthus and Falcatus, creatures that lived during the Carboniferous Period, in a window of time referred to as the â€Å"Golden Age of Sharks†, when shark diversity blossomed to include 45 families. During the Jurassic Period, there was Hybodus, Mcmurdodus, Paleospinax and eventually the Neoselachians. The Jurassic Period also saw the emergence of the first batoids: the skates and rays. Later came the filter feeding sharks and rays, the hammerhead sharks, and the lamnoid sharks (great white shark, megamouth shark, basking shark, sandtiger, and others). Classification Cartilaginous fishes are classified within the following taxonomic hierarchy: Animals Chordates Vertebrates Cartilaginous Fishes Cartilaginous fishes are divided into the following basic groups: Sharks, rays, and skates (Elasmobranchii) - There are about 800 species of sharks, rays, and skates alive today. Members of this group are known as elasmobranchs.Chimaeras (Chimaeriformes) - There are about 50 species of chimaeras alive today. Members of this group are also known as ghost sharks, spooksharks, or rabbit fish.

How to Use the Systematic Sampling Method Assignment

How to Use the Systematic Sampling Method - Assignment Example According to the research findings, when dealing with two different groups within a population, the most appropriate sampling method to use is the stratified sampling method. Specifically, this technique is a modification of simple either random or systematic sampling styles, where the population is divided into two homogeneous subgroups. Afterward, the sample is selected using either of the techniques mentioned above. In applying these techniques in the given case, first I would divide the groups into male and females. For instance, if there are men 1800 men and that of females are 900. Carrying out the systematic sampling for the males would be 20 (n) = 1800 and female would be 10 (n) = 900. In my estimate, the number of men makes up two-thirds of the population and females equal to one-third of the population; therefore, sampling technique applied, in this case, is called a proportional stratified sampling method. The eleven threats to internal validity are Selection, Maturation, History, Subject Effect, Instrumentation, Treatment Replication, Subject Attrition, Presenting, Statistical Regression, Diffusion of Treatment, and Experiment Effect. A true experimental design compares two identical groups of randomly picked participants, and that is the experimental group and the control group. The experimental group is subjected to a certain intervention (s) while the control group is used to assess the changes in the experimental group. Specifically, the control group gives the validity of the research by confirming that the changes experienced or because of the intervention and not any other factor.

Paraphrase for Discussion Essay Example | Topics and Well Written Essays - 500 words - 4

Paraphrase for Discussion - Essay Example The general assumption is that the object’s convection is higher in a vertical stream as a result of the extra free convection where the temperature would be expected to drop fast. However, it has been tested that free convection would be rather negligible in magnitude to the forced convection. The main reason for this negligible magnitude can be attributed to the aspect of velocity in free convection compared to forced convection. A faster velocity can lead to more energy being transferred into the system as molecules come into contact with the surface of the object while forced convection is mainly concerned with molecules being constantly being forced to the surface. As such, it can be observed that there is a correlation between linear convection coefficient and fluid velocity as shown by the experiment. However, the main source of error in this experiment was related to the time of sampling of every five seconds of the swinging action of the objects in the airstream. The biggest error is witnessed in the spikes of data especially on the convection verse time figures. As the object moved from the main airstream, it lost speed and force due to the fact that there was less air molecules contacting the surface of the object and the result was a drop in the temperature of the object. The hardware to collect temperature can be cited as the main cause of the error in this experiment. In real terms, energy is lost through convection as well as well as reduction of molecules as the object move from the main airstream. Given that more energy is lost to convection, it can be noted that the convection coefficients will appear higher than what is actually obtaining on the ground. It has therefore been recommended that future experiments should ensure that temperatures are increased where the an extremely thermal resistive material has to be used in order to hold the object against swinging while in touch

The Best Means of Communication

The Best Means of Communication Introduction Language is concerned as the best means of communication, every one in the world needs to learn at least one language to communicate with others. However, with the increasingly rapid economic and social globalisation, learning a foreign language becomes much hotter than ever before. People realise that being able to speak only one language is not enough to communicate with the outside world. Moreover, for young people, a second language may be essential for them to get the job they want. As a result, people are encouraged to learn foreign languages in such a globalisation era. In this situation, the topic should children learn a foreign language in primary school is heavily discussed by the public. Much research has supported the claim that learning a foreign language at an early age is beneficial to children because of childrens special memory features, such as good imagination and creativity. However, it might still cause some troubles while learning. Therefore, teachers should choose appropriate ways to teach children and do their best to solve the problems which appear when they teach. Learning a foreign language in primary school is of great benefit to children Mentioning about the benefits from learning foreign languages at an early age, many language experts has pointed out that children could learn a foreign language better, if they began to acquire the second language at an early age. Meanwhile, they would find it easier to remember sentences and speak fluently, because age was an important factor in learning a second language just like in acquiring the mother tongue (Gordon, 2000). As the researcher Penfield has suggested that -if children could acquire a vocabulary of a few hundred words of a foreign language before the age of 7 years it would be easier to develop fluency, and without an accent, in that language at a later age. Such children could also switch from one language to another, as appropriate, with no apparent difficulty  (Penfield, 1965). Many countries have begun to teach foreign languages in primary schools. To some extent, the practice has proved the benefits for children of learning foreign languages in primary school. Children who started learning a foreign language at a younger age, especially before puberty, could have more overall time to learn the language. They would have less homework, and would be full of energy; thus, it would be easier for them to master a language. If they were taught appropriately, they would keep interest in learning languages, and it might be possible for them to acquire a language as proficiently as native people. Moreover, children who started learning younger showed more confidence in speaking foreign languages than the children who started later. In an interview, the language researcher Dr Katharine Hunt also said -second language study actually improved pupils performance in other subjects.  She introduced that -in a large study of second language teaching in Louisiana, stude nts in grades 3-5 who had studied a second language scored higher in tests of English language arts than students who had had extra instruction in English language arts instead of in a second language  (Hunt, 2001). The reason for this phenomenon is that learning of foreign languages can enhance childrens cognitive skills and make children more creative and flexible. Children who learn a foreign language in primary school are proved to get a higher level of cognitive development than their peers who learn only one language. Additionally, the study of foreign languages can enhance childrens communication skills in a different language system, because learning foreign languages is beneficial to childrens listening and memory skills (Curtain Helena, 1990). On the other hand, it is proved that foreign language learning in primary schools can benefit the promoting of multi-culture in the next generation and boost the bi-cultural. Young children learn not only foreign language, but also the overseas culture. They could acquire a culture through language. -Quite a number of researchers have claimed that studying a second language early in life led students to become more respectful and appreciative of cultural diversity. For a multi-cultural society, this might be the most important benefit  (Hunt, 2001). Meanwhile, during childrens primary school years, they can develop their global understanding by studying a foreign language and culture. In this way, their global attitude will not be restricted to limited ideas from their own countries and any certain narrow view of life. They will be free to explore the wealth of values and perceptions of the world (Carpenter Torney, 1973). Problems for children in learning a foreign language Learning a foreign language in primary school is of considerable benefit to children. However, there are some problems which appear when children learn a foreign language at an early age. An experienced teacher Mary found out that some of younger children were not capable of learning and memorising a foreign language structure, and they could only catch a few letters or words. Starting to learn English at an early age, the childrens acquisition of their mother tongue might be affected, and the development of childrens normal way of thought might be affected. When thinking in their mother tongue, the foreign language might emerge and interfere with their thoughts, which might even cause logical confusion (Mary, 2009). In addition, the tests and examinations of foreign language learning in primary school put the pupils under a lot of pressure. Students have to spend more time doing homework and memorising foreign language vocabulary and grammar in order to pass the examinations. Consequently, children may feel the loss of fun while learning a foreign language, especially for the students who could not do a good job in tests are more probably lose their confidence in learning. For the students who even do not have enough time to finish the homework from other subjects and are still struggling with the subjects like mathematics would have feel more pressure and would lose their motivation of learning a foreign language. How to improve the foreign languages teaching in primary schools The foreign language education in primary school as childrens first period of learning a foreign language is critical to each student. Teachers should first take measures to develop childrens interests of learning a foreign language, and create a relaxing environment for children to learn, so that the foreign language learning will not become a psychological obstacle for children. As a (modern foreign languages) MFL trainee said -if foreign languages were taught in primary schools, they should be taught in a fun and enjoyable way. Relevance should be made to their realities as well. If this was done, pupils would leave primary school with a positive attitude towards learning a foreign language and the transition to learning foreign languages at secondary school would be easier and learning would take place at a far superior level  (Jones Barnes Hunt, 2005). In primary schools foreign language learning classroom, teaching techniques should be applied to stimulate childrens motivation of learning and develop their ability of learning. Children are good at memorizing and imitating, so that teachers could ask children to repeat what they said, to act according to their instruction and to listen to understand. Teacher should place emphasis on enabling the students to do things in foreign languages, like singing foreign songs, playing games in foreign languages. The advanced modern foreign language teacher Lin Chen pointed out -the principles of primary school foreign language teaching should be learning by doing, doing in learning, and learning for doing.  She also claims that -in primary school classrooms more bodily senses should be made use of, such as the sense of seeing, sense of hearing, sense of touch, sense of smell and sense of taste  (Chen, 2008). When children learn vocabulary, the meaning of words should be given visually i n contexts like pictures, actions and gestures instead of just telling. Regarding about childrens pronunciation learning, teachers should teach children not only the correct pronunciation of sounds in words, but also the rhythm of the language, such as word stress, sentence stress and the tones. Chen Lin also mentioned that -tests and quizzes can be used to check the childrens command but not as a way of evaluating their achievements. The teacher should be clear of childrens strong points and weaknesses and problems from their daily performances and long-term progress  (Chen, 2008). Conclusion Learning a foreign language at an early age could benefit a lot to children, although it has some difficulties. But compared with adults, children could learn new languages much easier, because they have high grasping power and they are more creative and flexible. Meanwhile, it would help children to improve self-confidence and make them more active in communication. Furthermore, primary school foreign language learning prepares the younger generation for global opportunities, and helps children to understand the culture of other people. This kind of help would smooth the communication between people from different places in the future. As a famous saying goes, ÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¹Ã…“a good beginning is a thing half done, children should have a good beginning in learning foreign languages in primary school. It will be easy in their later development, if they were led onto the right track when they begin to learn in primary school. The modern language teachers should provide appropriate methods to arouse the childrens interest in foreign language learning and try their best to make childrens interest sustainable during the whole process of learning. Moreover, the teaching approaches should be chosen carefully to suit childrens characteristics and meet their needs. In this way, the foreign language education in primary school will contribute much to children in long run.