Indigenous Religions

Indigenous religion refers to those religions which are native to indigenous peoples around the world. They are â€Å"descendents of the original inhabitants of lands now controlled by larger political systems in which they may have little influence. † In the second chapter of her book, Living Religions, Mary Pat Fisher takes the position that indigenous spiritual practices should be called lifeways and not religions. Lifeways are â€Å"a particular approach to all of life. Some of the reasons Mary Fisher believes that indigenous spiritual practices should be called lifeways are that they are not a â€Å"separate experience like meditating in the morning or going to church on Sunday. † She also believes that to be considered a religion there should be a written testament and that a religion should be built around that scripture. In addition, Fisher thinks that the way indigenous practices are passed down, through oral stories that contain â€Å"symbols, metaphors, and humor,† is changing the story of these practices causing them to no longer be â€Å"fossilized. However, religion is defined in Fisher’s book as â€Å"a particular response to dimensions of life considered sacred, as shaped by traditions. † In my opinion indigenous spiritual practices should be considered religions because they are traditions and spiritual beliefs, even though they are different than Christianity, Buddhism, and other religions. For example, A Catholic nun is a woman who has taken vows committing her to a spiritual life following God just as West African groups have devoted themselves spiritually to the orisa. Additionally, Christians have a routine of going to church on Sundays, many Native Americans have a certain time of the year, usually at the Summer Solstice, to perform the Sun Dance which lasts four to eight days. Also, Just as indigenous spiritual practices have symbols, religions have symbols, such as the Bible. Religion to me is what beliefs you have about life, death, and everything in between. It is your faith and purpose. Why are we here? Who created us? Similarly as we have a set of beliefs to answer these questions, indigenous people do too.

Da Bluez essays

Da Bluez essays From years 1505 to 1870, the world underwent the largest forced migration in history. West Africa was soon to be convulsed by the arrival of Europeans and become the advent of the transatlantic slave trade. Ships from Europe, bound for America, appeared on the horizon, and their captains and sailors-carrying muskets, swords, and shackles-landed on the coast, walked up the beach in their strange clothes, looked around, and demanded slaves. A horrific chapter in history had begun, and neither Africa nor America would be the same again. Approximately ten million Africans were brought across the seas to the Americas to be manipulated into slavery. They were meant to work harsh labor, yet they were no longer meant to have a voice. A few Americans took the time to appreciate the hard work performed by the slaves; however, appreciation is a short step in the long road to equality. It was not until the late 19th century that America began to repair the damages done by this immoral trading of human beings. Once the slaves were freed after the Emancipation Proclamation in 1863, it did not do much to end the oppression and prejudice against the black race. Their freedom did not give them a heart; it did not prove they had soul. This is where their music becomes significant, and this is Blues music. Throughout their music, it took much less time for the black race to prove that they were not unlike the rest of humanity; in fact, they did have a voice, and a haunting one. Once Blues music was not only recognized, but also comprehended, admired and imitated, it opened the gates of immigration, and the nation to this day has matured in its ability to see gray. Included in the mass of faceless slaves, the boats entrapped and migrated a large number of griots. A griot was an African version of the European wandering minstrel. They spent their lives traveling from village to village, playing the role of a musician, storytel...

SAT Score Ranges Understand Your Score vs Class Grades

SAT Score Ranges Understand Your Score vs Class Grades SAT / ACT Prep Online Guides and Tips What’s the best possible SAT score and worst possible SAT score you could get? How do you understand SAT scores if you’re used to letter grades like A- or B+, or test scores like 93%? In this guide, we convert SAT scores into much more understandable class grades to help you interpret your SAT score. What's the SAT Score SAT Range? The pure SAT score range is 200 minimum, 800 maximum per section. The current SAT has two sections, so its total range is 400 to 1600. It's as simple as that! The score range might not tell you much on its own, since it's rare that someone will get a perfect 1600 or as low as a 400. However, if you’re more used to thinking about class grades like A+, B-, etc. then we can map SAT scores into grades to give you a rough idea of the letter grade your SAT score corresponds to. Likewise, we can do the same if you’re more used to numerical class grades like 95% for a good test or 55% for a failing test. How Can You Understand Your SAT Score If You're Used to Class Grades? We’ll first present the results of our conversion of SAT scores to class grades, and then we’ll interpret the results. For those interested in technical details, we’ll then tell you how we got there. In the final section, we’ll then discuss some other interpretations of what a good SAT score is. Conversion of New SAT Scores to Class Grade Equivalents New SAT Score Numerical Class Grade Letter Class Grade 1560-1600 100.0 A+ 1520-1550 99.9 A+ 1490-1510 99.8 A+ 1465-1480 99.7 A+ 1450-1460 99.6 A+ 1430-1440 99.5 A+ 1420 99.4 A+ 1410 99.3 A+ 1390-1400 99.2 A+ 1387 99.1 A+ 1370-1380 99.0 A+ 1367 98.9 A+ 1350-1360 98.8 A+ 1347 98.7 A+ 1340 98.6 A+ 1333 98.5 A+ 1327 98.4 A+ 1320 98.3 A+ 1310 98.2 A+ 1300 98.1 A+ 1293 97.9 A+ 1287 97.8 A+ 1280 97.7 A+ 1273 97.6 A+ 1267 97.5 A+ 1260 97.4 A+ 1253 97.2 A+ 1247 97.1 A+ 1240 97.0 A 1233 96.8 A 1227 96.7 A 1220 96.5 A 1213 96.4 A 1207 96.2 A 1200 96.0 A 1193 95.9 A 1187 95.7 A 1180 95.5 A 1173 95.3 A 1167 95.1 A 1160 94.9 A 1153 94.7 A 1147 94.5 A 1140 94.3 A 1133 94.1 A 1127 93.9 A 1120 93.7 A 1110 93.3 A 1100 93.0 A- 1093 92.7 A- 1087 92.5 A- 1080 92.2 A- 1073 91.9 A- 1067 91.7 A- 1060 91.4 A- 1053 91.1 A- 1047 90.8 A- 1040 90.5 A- 1033 90.2 A- 1027 89.9 B+ 1020 89.6 B+ 1013 89.3 B+ 1007 89.0 B+ 1000 88.7 B+ 993 88.4 B+ 987 88.1 B+ 980 87.8 B+ 973 87.5 B+ 967 87.2 B+ 960 86.9 B 953 86.6 B 947 86.2 B 940 85.9 B 933 85.6 B 927 85.3 B 920 84.9 B 913 84.6 B 907 84.3 B 900 83.9 B 893 83.6 B 887 83.2 B 880 82.9 B- 873 82.5 B- 867 82.1 B- 860 81.7 B- 853 81.3 B- 847 80.9 B- 840 80.4 B- 833 80.0 C+ 827 79.5 C+ 820 79.0 C+ 813 78.5 C+ 807 78.0 C+ 800 77.5 C+ 793 77.0 C 787 76.5 C 780 76.0 C 773 75.5 C 767 75.0 C 760 74.5 C 753 74.0 C 747 73.5 C 740 73.0 C- 733 72.4 C- 727 71.9 C- 720 71.3 C- 713 70.6 C- 707 69.8 D+ 700 69.0 D+ 693 68.1 D+ 687 67.3 D+ 680 66.4 D 673 65.5 D 667 64.6 D 660 63.6 D 653 62.5 D 647 61.2 D 640 59.3 F 633 57.2 F 627 55.2 F 620 53.1 F 613 51.2 F 607 49.2 F 600 47.3 F 593 45.4 F 587 43.5 F 580 41.7 F 573 39.9 F 567 38.1 F 560 36.3 F 553 34.6 F 547 32.8 F 540 31.1 F 533 29.5 F 527 27.9 F 520 26.4 F 513 24.8 F 507 23.4 F 500 21.9 F 493 20.4 F 487 18.9 F 480 17.5 F 473 16.1 F 467 14.7 F 460 13.4 F 453 12.1 F 447 10.9 F 440 9.7 F 433 8.6 F 427 7.7 F 420 6.6 F 413 5.7 F 407 5.0 F 400 3.2 F How can you read this table? Suppose you received a 1000 on the current SAT. You'd want to find this row: New SAT Score Numerical Class Grade Letter Class Grade 1000 88.7 B+ Under Numerical Class Grade, 88.7 means that this SAT score is like getting a class score of 88.7% (or round to 89%) at the end of the year. Imagine getting a 88.7 in history, English, or math. Under Letter Class Grade, the B+ means this SAT score is similar to getting the class letter grade B+. What Does the Conversion Table From SAT Score to Class Grades Really Show You? To put it simply, the conversion table takes your SAT score and tells you how well you're doing in terms of class grades. You're used to class grades because you've seen them since you began school, but this might be the first time you've looked at SAT scores. In the table above, we've taken something you might be unfamiliar with and put it in terms of something you know and understand. To be more precise, the above table matches SAT scores to class grades based on percentiles. The SAT percentile is calculated from a recent group of SAT scores. The class grades percentile is based on a comprehensive academic survey of common grades given out in college (which closely match US high school grades culturally). In other words, to go from a new SAT score of 1000 to 88.7%, we looked at the SAT percentile of 1000 (it happens to be right about 50%), and then we used a comprehensive academic survey which showed that the 50th percentile class grade across many colleges was an 88.7%, or a B+. Imagine getting a B+ in one of your classes. Would you be happy with that grade? Would you consider yourself to know the material well? You can then apply those feelings to your SAT score and use them to plan your next steps, such as if you'd like to retake the exam. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Interesting Notes from the Conversion Table First, you should note that the distribution of SATscores and grades are quite different. There is a lot of resolution at the top end of the SAT scale- a 1250 and a 1600 are 350 points apart, yet they all map to A+. Read that again; it's not a mistake: a 1600 and a 1250 are both A+. Classes oftentimes do not do a good job of distinguishing great students from the truly spectacular. In a class of 20, you might have two people get an A+, which seems like a small number, until you realize that in that same class of 20, if it represented all students in the USA, you would only have two people as well who get 1250 or above. The SAT is useful to colleges, especially very selective ones, because itdistinguishes the 90th percent from the 99th percent. Also, class grades and SAT scoresare equally good at resolving the performance of middle-of-the-pack students. When you go from an SATscore of 680 to a 1110- just a range of 430- you're going from a straight D to an A. For students who are near the median of their class or a bit below, SAT scores and class grades both have decent resolution. Finally, you may noticethat both SAT scores and class grades have non-zero starting points, which makes sense when you apply it to what you know about the kinds of grades that are given out. When was the last time you heard of someone getting a 30 out of 100 as their final grade for a class? Less than 4% of class grades are failing grades. Likewise, when was the last time you heard someone get less than a 680 on the SAT? Even though the SATgoes all the way down to 400, fewer than 2% of people get less than a 680. Just like it's a good idea to think of class grades as starting from a D and not a 0, it's better to think of SATs as starting from 680 and not 400. Can SAT Scores Really Be Mapped to Class Grades? They certainly can! However,I should warn you, such mappings are an inexact science. Some issues you should be aware of include: SATs and classes test very different things. The SAT is a mostly-multiple-choice test given over the course of a few hours on a Saturday morning (usually). Classes consist of hundreds of hours of schoolwork. The SAT is a solitary activity. Classes include working with teachers and classmates. The two measure different things. Getting a B+ in class does NOT mean you'll get a 1000 for sure on the SAT, and vice versa. Class grades are not rigorous. Is an A- a good grade? If your teacher gives half the class a straight A, then an A- is a bad grade. Conversely, if your teacher gives out only one Aa year, you might have the top score. An A in art studies means something very different thangetting an A in computer science. Thus, you can't look atthe conversion too rigidly. With thatcaveat out of the way, you're on the right track if you think of the table above as "lining up" different types of races.For example, you can't compare a 100-meter dash with the marathon, but you can say 10 seconds is an "Olympiclevel" 100-meter dash time, and 2h10min is an "Olympiclevel" marathon time. What’s Next? Wondering what SAT score you should be aiming for? Learn how to developyour target scorebased on the colleges you're interested in. Not happy with where your SAT score places you?We're here to help! We have tons of guides specifically designed to raise your SAT score. To get you started, check out these 21 tips to improving your SAT score. Want to prepare for the SAT? Taking practice tests is one of the best ways to see how you're doing and raise your score.Check out our collection of free and official practice SATs for you to use. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Learning Dates and Days in Mandarin Chinese

Learning Dates and Days in Mandarin Chinese The Mandarin Chinese calendar is relatively easy to learn. The days of the weeks are numbered 1 – 6, so once you’ve learned your Mandarin numbers, weekdays are a snap. The same thing with months – all the months are numbered from 1 – 12, so once you’ve learned these numbers, you simply add the word for â€Å"month† and you have the complete Mandarin calendar under your belt. Throughout this article, audio files are marked with ââ€" º. Number Review 1 ââ€" ºyÄ «2 ââ€" ºÃƒ ¨r3 ââ€" ºsÄ n4 ââ€" ºsi5 ââ€" ºwÃ… ­6 ââ€" ºlià ¹7 ââ€" ºqÄ «8 ââ€" ºbÄ 9 ââ€" ºjià º10 ââ€" ºshà ­11 ââ€" ºshà ­-yÄ «12 ââ€" ºshà ­-à ¨r Days dayââ€" ºtiÄ nÃ¥ ¤ ©todayââ€" ºjÄ «n tiÄ nä »Å Ã¥ ¤ ©yesterdayââ€" ºzuà ³ tiÄ næ˜ ¨Ã¥ ¤ ©tomorrowââ€" ºÃ¢â‚¬â€¹mà ­ng tiÄ n明å ¤ © Weeks weekââ€" ºlÇ  bi / ââ€" ºxÄ «ng qÄ «Ã§ ¦ ®Ã¦â€¹Å" / 星æÅ"Ÿthis weekââ€" ºzhà ¨i gà ¨ xÄ «ng qÄ «Ã©â‚¬â„¢Ã¥â‚¬â€¹Ã¦ËœÅ¸Ã¦Å"Ÿlast weekââ€" ºshng gà ¨ xÄ «ng qÄ «Ã¤ ¸Å Ã¥â‚¬â€¹Ã¦ËœÅ¸Ã¦Å"Ÿnext weekââ€" ºxi gà ¨ xÄ «ng qÄ «Ã¤ ¸â€¹Ã¥â‚¬â€¹Ã¦ËœÅ¸Ã¦Å"Ÿ Months monthââ€" ºyuà ¨Ã¦Å"ˆthis monthââ€" ºzhà ¨i gà ¨ yuà ¨Ã©â‚¬â„¢Ã¥â‚¬â€¹Ã¦Å"ˆlast monthââ€" ºshng gà ¨ yuà ¨Ã¤ ¸Å Ã¥â‚¬â€¹Ã¦Å"ˆnext monthââ€" ºxi gà ¨ yuà ¨Ã¤ ¸â€¹Ã¥â‚¬â€¹Ã¦Å"ˆ Years yearââ€" ºninÃ¥ ¹ ´this yearââ€" ºjÄ «n ninä »Å Ã¥ ¹ ´last yearââ€" ºqà ¹ ninåŽ »Ã¥ ¹ ´next yearââ€" ºmà ­ng nin明å ¹ ´ Weekdays Mondayââ€" ºxÄ «ng qÄ « yÄ «Ã¦ËœÅ¸Ã¦Å"Ÿä ¸â‚¬Tuesdayââ€" ºxÄ «ng qÄ « à ¨r星æÅ"Ÿä ºÅ'Wednesdayââ€" ºxÄ «ng qÄ « sÄ n星æÅ"Ÿä ¸â€°Thursdayââ€" ºxÄ «ng qÄ « sà ¬Ã¦ËœÅ¸Ã¦Å"Ÿå››Fridayââ€" ºxÄ «ng qÄ « wǔ星æÅ"Ÿä ºâ€Saturdayââ€" ºxÄ «ng qÄ « lià ¹Ã¦ËœÅ¸Ã¦Å"Ÿå… ­Sundayââ€" ºlÇ  bi rà ¬ / ââ€" ºlÇ  bi tiÄ n / ââ€" ºxÄ «ng qÄ « rà ¬ / ââ€" ºxÄ «ng qÄ « tiÄ nç ¦ ®Ã¦â€¹Å"æâ€" ¥ / ç ¦ ®Ã¦â€¹Å"Ã¥ ¤ © /星æÅ"Ÿæâ€" ¥ /星æÅ"Ÿå ¤ © Months of the Year Januaryââ€" ºyÄ « yuà ¨Ã¤ ¸â‚¬Ã¦Å"ˆFebruaryââ€" ºÃƒ ¨r yuà ¨Ã¤ ºÅ'æÅ"ˆMarchââ€" ºsÄ n yuà ¨Ã¤ ¸â€°Ã¦Å"ˆAprilââ€" ºsà ¬ yuà ¨Ã¥â€ºâ€ºÃ¦Å"ˆMayââ€" ºwÇ” yuà ¨Ã¤ ºâ€Ã¦Å"ˆJuneââ€" ºlià ¹ yuà ¨Ã¥â€¦ ­Ã¦Å"ˆJulyââ€" ºqÄ « yuà ¨Ã¤ ¸Æ'æÅ"ˆAugustââ€" ºbÄ  yuà ¨Ã¥â€¦ «Ã¦Å"ˆSeptemberââ€" ºjiÇ” yuà ¨Ã¤ ¹ Ã¦Å"ˆOctoberââ€" ºshà ­ yuà ¨Ã¥  Ã¦Å"ˆNovemberââ€" ºshà ­ yÄ « yuà ¨Ã¥  Ã¤ ¸â‚¬Ã¦Å"ˆDecemberââ€" ºshà ­ à ¨r yuà ¨Ã¥  Ã¤ ºÅ'æÅ"ˆ What’s the Date? What’s the date today?ââ€" ºJÄ «n tiÄ n shà ¬ jÄ « yuà ¨ jÄ « ho?ä »Å Ã¥ ¤ ©Ã¦Ëœ ¯Ã¥ ¹ ¾Ã¦Å"ˆå ¹ ¾Ã¨â„¢Å¸?Which day of the week?ââ€" ºLÇ  bi jÄ «?ç ¦ ®Ã¦â€¹Å"Ã¥ ¹ ¾?Which day of the month?ââ€" ºJÄ « ho?Ã¥ ¹ ¾Ã¨â„¢Å¸?What month is it?ââ€" ºJÄ « yuà ¨?Ã¥ ¹ ¾Ã¦Å"ˆ? Practice Dates What’s the date today?ââ€" ºJÄ «n tiÄ n shà ¬ jÄ « yuà ¨ jÄ « ho?ä »Å Ã¥ ¤ ©Ã¦Ëœ ¯Ã¥ ¹ ¾Ã¦Å"ˆå ¹ ¾Ã¨â„¢Å¸?Today is May 10.ââ€" ºJÄ «n tiÄ n shà ¬ wÇ” yuà ¨ shà ­ ho.ä »Å Ã¥ ¤ ©Ã¦Ëœ ¯Ã¤ ºâ€Ã¦Å"ˆå  Ã¨â„¢Å¸Today is June 22.ââ€" ºJÄ «n tiÄ n shà ¬ lià ¹ yuà ¨ à ¨r shà ­ à ¨r ho.ä »Å Ã¥ ¤ ©Ã¦Ëœ ¯Ã¥â€¦ ­Ã¦Å"ˆä ºÅ'Ã¥  Ã¤ ºÅ'號Today is December 24.ââ€" ºShà ­ à ¨r yuà ¨ à ¨r shà ­ sà ¬ ho.Ã¥  Ã¤ ºÅ'æÅ"ˆä ºÅ'Ã¥  Ã¥â€ºâ€ºÃ¨â„¢Å¸

De Beers and US Anti Trust Law Case Study Example | Topics and Well Written Essays - 750 words

De Beers and US Anti Trust Law - Case Study Example With the discovery of large mines in South Africa, the diamond availability in the world market suddenly reached a high. In order to ensure that the prices of the diamond in the market are maintained, the supplies had to be limited. The miners in South Africa which was the lead producer of diamonds, started working together and created a 'cartel' that would discuss and decide the price of diamonds in the world market. This cartel was formed with De Beers in the lead and they coordinated the entire operation of forming this initial syndicate that would canalize and fix the supplies of diamonds in the world market. This also ensured that every body in the trade benefited because it maintained the price of the diamond in the world market without allowing it to fall or rise phenomenally. Once the diamond mines in other locations of the world were discovered, the South African control over the world market with respect to the supplies of the diamond mines came down. More mines in Angola, Russia, Congo and Zaire started to dominate the world market and the South African share in the market came down to 17%. However, De Beers by enforcing clear commercial and economic control on the market could bring these people also under control and ensured that the price of diamonds does not fall and continued to rise or stabilise even when the supplies of diamonds kept rising. This meant that De Beers had to buy out from the market some of the diamonds that was available to bring stability to the pricing. This resulted in a large stock pile for De Beers. The company resorted to both buying as well as selling of diamonds in order to bring down the prices or raise the prices as the need may be. This ensured diamond price was under control and the miners did not suffer. De Beers and the US Government De Beers has been a practising monopoly. They tended to control the price of the diamond market and this meant that they violate the US Antitrust law and its governing principles. De Beers was violating every one of the Anti-trust law principle except for the consumer protection which De Beers says it covers. But then, even that would be under question on analysis. US Diamond Dealers mostly dealt with the buyers of De Beers diamonds. The identity of the diamonds is lost once they reach the coast of US. Though the diamonds are not known to have originated from De Beers, the company as a brand was very well known. The US government and its Department of Justice were also aware of the violations of De Beers and they have taken multitude of steps to bring them under the book but these are yet to materialise. The relationship with the diamond traders in US and that of the government is certainly not one for long and sustained relationship. It has to be direct and legal to be sustainable. In order to do this, either the company should change its method of operation or change the law to accommodate such a change. De Beers, the Illegal trade and the US Market The structure created by the anti-trust law is in line with the thinking of the greatest minds on economics. In addition to that, any violation of the basic principle of capitalist and free economics would only lead to the decay of the structure so carefully erected. De Beers is a violator

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

History - Assignment Example The Palestinian partisans were funded and backed by the Arab neighbors. On May 1967, Nassar (Egypt's President) had the UN withdraw from Egypt. He then sent tanks and troops into the Sinai. Israel responded by moving troops as well. On June 5, 1967 Israel attacked the Egyptian air forces. With Israeli air planes protecting their troops and tanks, they easily took the Sinai. If the UN would not have stopped the war, Israel would have gone further into Egyptian territory. Israel also captured Jerusalem and Golan Heights during this war. Israel won the Six Day War. The Yom Kippur War led to Syria and Egypt to attack Israel again. This time after battles and negotiations, Israel gave back the Sinai and parts of other territory taken in the Six Day War. However this war lead to the Camp David Accords and led to Egypt recognizing Israel as a state. I.D. the following terms in paragraph format. Make sure you include ALL INFORMATION from the book: Do NOT just copy from the book. You must put these in your own words. (worth 5 points each) 1. Palestinian refugees Palestinian refugees are Arabs caught on Israeli land or in the Occupied Territories after the wars between Israel and their Arab neighbors. These individuals are waiting to be given citizenship by Israel or liberated by the country Israel took the land from.

Language Acquisition vs Language Learning Essay

Language Acquisition vs Language Learning - Essay Example This claim, which was motivated by Chomskian UG theory, was interpreted to have implications for classroom language instruction. Krashen argued that because fluency in the target language is acquired-not through formal instruction, but through innate language learning abilities of humans-what language teachers have to do in classrooms is only to provide the students with comprehensible input. This theory gave birth to a teaching methodology called the communicative approach, which is still widely accepted and practiced in language classrooms all over the world today (Krashen 1977, 1985). The expression "learning of languages" encloses two distinct concepts clearly, however rare understood. One of them is to receive information regarding the language, to transform them into knowledge through intellectual effort and to accumulate this knowledge for the exercise of the memory. The other mentions the development to it of the functional ability to interact with foreigners, understanding and saying its language. Language acquisition refers to the process of natural assimilation, involving intuition and subconscious learning, which is the product of real interactions between people where the learner is an active participant. It is similar to the way children learn their native tongue, a process that produces functional skill in the spoken language without theoretical knowledge. It develops familiarity with the phonetic characteristics of the language as well as its structure and vocabulary, and is responsible for oral understanding, the capability for creative communication and for the identification of cultural values. Teaching and learning are viewed as activities that happen in a personal psychological plane. The acquisition approach praises the communicative act and develops self-confidence in the learner. The concept of language learning is linked to the traditional approach to the study of languages and today is still generally practiced in high schools worldwide. Attention is focused on the language in its written form and the objective is for the student to understand the structure and rules of the language through the application of intellect and logical deductive reasoning. The form is of greater importance than communication. In language acquisition, the primary goal is interaction between people, in which one functions as a facilitator and through which the other (learner) selects his own route building his skill in a direction that interests him personally or professionally. Instead of a syllabus, language acquisition programs offer human interaction. Here, the presence of genuine representatives of the language and culture that one hopes to assimilate is fundamental. Native instructors, therefore, have a clear advantage in a communicative approach, inspired by the concept of language acquisition. According to Krashen, language acquisition is more efficient than language learning for attaining functional skill in a foreign language, and that the efficient teaching of languages isn't that tied to a packaged course of structured lessons nor is the one that relies on technological resources. Efficient teaching is personalized, based on the personal skills of the facilitator in creating situations of real communication focusing on the student's interests and taking place in a bicultural environment. However, neuroanatomy provides an interface between learning and acquisition when learning is viewed as declarative knowledge and acquisition is viewed as