Interpersonal Communication And The Self - 1351 Words

Throughout this semester in communications I have learned a lot about myself, how to deal with others, relationships, and more. There were some lessons that stood out to me the most, and that I thought about after class. The first was in chapter 3 about interpersonal communication and the self. During this chapter, we took a piece of paper and put four people that we knew down. We chose someone who we were just getting to know, and then others that we knew very well or that were very close to us. In this lesson, we were discussing the social penetration theory. The first step is the breadth which is a volunteered amount of information that we tell someone as subjects are being discussed. The second step is depth which is when we began to go deeper into personal information. The four people that I chose were a girl I had just met at work, my sister, my dad, and my boyfriend. After completing the circles and filling in the amount of information that I have covered with them, the girl I work with had the least, and my sister had the most filled in to the core. After completing this lesson, I looked at my paper and realized that almost everyone was more filled in to the core than my relationship with my father. This lesson struck a major cord with me because I never realized how surface level my relationship with my dad was until talking about this lesson. I knew that my father and I were not that close to begin with, but I never knew why. After this lesson, I understood that myShow MoreRelatedCommunication Influences On Self Image Affect Interpersonal Communication876 Words   |  4 PagesThis paper explores how my intrapersonal communication impacts on self-image affect interpersonal communication. Erik Erikson, suggests that self-concept are defined as an individual’s conceptualization of his or her self (Potter Perry, 2009, p. 300). I use interpersonal skills every day to communicate and interact with my family, friends and relative. Communication in fluences intrapersonal and interpersonal relationships as well as the quality of lifetime of the individuals. People may recognizeRead MoreSelf Concept Through Interpersonal Communication Essay1340 Words   |  6 PagesI chose the topic of self-concept through interpersonal communication because I had an interest in it. This interest is because I didnt understand that ones self-concept affected the way one is perceived by others. I learned self-concept through class discussions, but I wanted a better understanding of how communication affects ones self-concept and how it affects ones perception Ones self-concept affects ones perception, attitude and behavior, which can be demonstrated during theRead MoreSelf Concept Through Interpersonal Communication Essay1274 Words   |  6 Pages I chose the topic of self-concept through interpersonal communication because I had an interest in it. This interest is because I didn’t understand that one’s self-concept affected the way one is perceived by others. I learned self-concept through class discussions, but I wanted a better understanding of how communication affects one’s self-concept and how it affects one’s perception Ones self-concept affects ones perception, attitude and behavior, which can be demonstrated during the processRead MoreInterpersonal Communication Course I Have Increased Self Awareness1997 Words   |  8 PagesThrough Interpersonal Communication course I took in first semester in school, I have increased self-awareness. Every day, I keep learning more and more about myself. Not only that, but also, practice skills, and integration of knowledge and practice. For years, I have not seen self-awareness important, and also do not know my strengths and weaknesses. Though, I had an idea what my likes and dislikes were but my self-awareness was missing. Self-awareness is important because it can help us to recognizeRead MoreAn Emotional Intelligence Assessment : Measuring The Importance Of Interpersonal Communication And Self Evaluation1166 Words   |  5 PagesAn Emotional Intelligence Assessment: Measuring the Importance of Interpersonal Communication and Self-Evaluation in Business Lea dership I.Introduction: A Emotional Intelligence (EI) assessment will be analyzed to better understand the emotional complexities of managing a car detail business. My own personal experiences as a business leader will be defined through Goleman’s five categories of Self-Awareness, Self-Regulation, Motivation, Empathy, and Social Skills. Goleman’s article, â€Å"What makesRead MoreThe Effects Of Two Journaling Functions On Interpersonal Relationships, Self Awareness, And Communication Skills2046 Words   |  9 Pagesverbal expressive emotions and the other on expressive writing were used to improve interpersonal relationships, self-awareness, and communication skills. I have used journaling and storytelling as a contemplative action plan for emotional suppression. In these journals I kept my deepest thoughts and feelings while sharing personal stories with others during storytelling in pursuit of dealing with my lack of communication skills and anxieties. Due to journaling about personal e xperiences in my everydayRead MoreCommunication Skills And Interpersonal Problem Solving Skills Effect Adolescent s Social Self Efficacy988 Words   |  4 Pageshow communication skills and interpersonal problem solving skills effect adolescent’s social self-efficacy, the belief in one’s own abilities. Before the study begins, Erozkan defines how communication, interpersonal relationships, and self-efficacy relate. Communication is a crucial element in forming long-lasting interpersonal relationships, which is an important aspect in adolescents developing positive self-efficacy (Erozkan, 2013). Adolescents begin to acquire life-long interpersonal relationshipsRead MoreDear Sacramento Chinese Community Service Center,. I Have1409 Words   |  6 PagesDear Sacramento Chinese Community Service Center, I have been recently taking an interpersonal communication course and have discovered a great deal of information that I believe can be extremely beneficial to our agency’s communication effectiveness. I invite you all to think back to one of our previous meetings, do you recall any of the following? A lack of eye contact, a lack of enthusiasm, and frustrated looks on faces? How about an overall sense of discontent so much so that people are disengagedRead MoreA Reflective Report on Interpersonal Management1150 Words   |  5 Pagesï » ¿ A Reflective Report on Interpersonal Management Skills Module Code: 7BSP1010 Course: Interpersonal Management Skills 1 Tutor: Helen MacKinlay Student Name: XU ZHANGYONG Student Number: 13030219 Words: 1046 December 26th 2014 The purposes of this essay is to analyse the improtances of Interpersonal management skills for successful management, and to reflect on a verbal interpersonal cultural based difference people have personally experienced and how develop the cross cultural awarenessRead MoreAnalysis Of Nell And The Wilderness Of North Carolina Essay1442 Words   |  6 PagesNell’s interpersonal communication skills and language abilities are seriously underdeveloped. The young woman soon finds herself in the middle of a power struggle; Dr. Jerome â€Å"Jerry† Lovell believes that Nell should be able to continue her simple life, while Dr. Paula Olsen wants to institutionalize and study Nell (Apted). Nell explores the development of many interpersonal communication concepts, specifically the concept of self, how perception is shaped, and the creation of interpersonal communication

How ICT can improve a business by speed and quality Free Essays

In this project I am going to show how ICT can improve a business by speed and quality. I am going to show this by using a School’s Sports Day as an example. When using ICT to create a booklet for this Sports Day it is improving the time taken to create it as it is much easier to make it by computer. We will write a custom essay sample on How ICT can improve a business by speed and quality or any similar topic only for you Order Now If allows you to move pictures around so you can find the perfect position for them on the different pages. It also allows you print off as many copies as you want, rather than photocopying every page. It will not take as much time because you can insert any piece of information and you will be able to move things around to make everything be in its best position. For the Sports Day this year I will be creating an A5 programme. On the first page there will be the School’s Crest along with two photographs of the school. The day and date of the event will also be on the first page. Two A4 sheets need to be produced and to be used as masters for the inside and outside of the programme. The output this Sports Day Programme will take would be in an A5 booklet. On the middle pages there will be a list of track events with the times. On the back page the will be a half- page advert of Helmcroft Hotel. A list of last year’s record breakers will also be on that page. The information to be output would be the School’s Crest, photographs of the school, an advertisement of Helmcroft Hall and photographs of the new sports hall. The data needed to be output would be record breaking list and the events. The data that would be needed for the programme as an output are as follows: * The events and times that they take place (excel). * Food cost during the day. * What time the actually starts and finishes. * Who’s invited * The people who are running in the races. * Records of previous events. Testing is needed to make sure the data and the information is detailed, precise and specific on the document so that people can fully understand it thoroughly with ease. Although testing is not needed at this stage as you are only writing up information. Analysis for Task 2 For this task I will be using different programs for the different forms. The categories, records list and the list of beverages and food (and prices) would be produced in Excel. The entrance cost would be produced in PowerPoint so it can be created with lots of colours. The price of drinks to make a profit would be the information to be output. The data needed to produce the output would be the model on how many drinks are sold compared to the weather. I would like the best price to result in a profit. Design – Task 1 The problem that has to be solved is how to arrange the front and back page of the brochure for the school’s Sports Day, and the software that might be useful to achieve this. I shall use Microsoft Word to solve this problem. This is because the functions of the features available on Microsoft Word are necessary for solving the problem. Firstly, to set about reaching the problem I will use the functions of Word to make titles and sub-titles bold, italic and using the appropriate font size. The reason for this is so they will stand out, allowing the readers to see them more easily as they would be more clearer and more alluring. Secondly, I will use boxes around the text to make them stand out clearer. The text boxes will also allow me to import, position and resize graphics a lot more easily. The boxes and their borders would have bright colours to make the programme less dull. Word also allows graphics (e.g. the Helmcroft Hall advert) to be kept in the same proportions. These graphics are very easy to import using ‘drag and drop’. Design – Task 2 For Design 1 of the spreadsheet I have shown the basic layout of the: * Fixed Incomes * Fixed Expenditures * Costs of drinks to buy * Costs of drinks to sell My design also shows a different layout to what I will be using to display the various weather conditions. For this design I have only shown COLD and COOL conditions, as the rest will follow in my own design. For my own design of the spreadsheet I will produce the spreadsheet in a horizontal way rather than the original design, provided by the teacher, which was shown vertically. To fit the whole spreadsheet I will make use Arial 10pt font for the main text, the main headline will be Comic Sans MS 18pt font. The sub headlines will be different fonts, two will be Showcard Gothic 14pt font and the others will be Tempus Sans ITC 12pt font. The total headings are produced in bold Arial Narrow 10pt font. The cells with the results of the formulae are formatted to be shown as currency. I varied the widths of the columns to allow the text to fit perfectly; in some parts I merged the cells. The formulae I used were simple, only addition and multiplication sums being used. For the spreadsheets I will produce I will use Microsoft Excel. The following table outlines the software features needed to produce my Price Pledge Model, and for each feature, the suitability of Excel has been examined. Excel has a simple-to-use replicate feature. I can select a cell (that contains text, a number or formulae), highlight a section to the right and copy the contents of the original cell into those selected to the right. It will automatically change the letter for the column being used as it’s replicated across. Excel can carry out simple calculations. How to cite How ICT can improve a business by speed and quality, Papers

The Development of the Chicano Movement in Los Angeles from 1967 to 1969 free essay sample

The article,The Development of the Chicano Movement in Los Angeles from 1967 to 1969 by Gerald Rosen appears in Chicano Studies the Discipline and Journey, a book edited by Anna Ochoa O’Leary. In his article, â€Å"The Development of the Chicano Movement in Los Angeles from 1967 to 1969,† Gerald Rosen depicts the origin of the Chicano movement and provides a timeline leading to the high school walkouts. Rosen examines how the Chicano Movement is related to the â€Å"biased† character of the American political system. We will write a custom essay sample on The Development of the Chicano Movement in Los Angeles from 1967 to 1969 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He explains what the movement consist of and introduces the activists who where involved and why their involvement was so significant. This article defines Chicano movement as important events, central organizations, and ideas/ideology and it provides different perceptions of the chicano movement. According to Rosen, political activism is constructed by resources such as education, control of economic reserves, occupation and related skills or experience. These resources are prominent and are biased towards the American political system. Rosen says that the Chicano movement is related to this characterized political system. The article explains that chicanos in Los Angeles have little politically relevant resources, for example, education for chicanos does not have enough economic resources, and as a result chicano’s educational level is very low. Political support from the Church was also another tactic that was lacking. Rosen states that there is evidence that Chicanos are poorly represented in business and in professions, such as law, and in institutions concerned with the administration of justice. The article provides Paul Sheldon’s opinion, in which he says that opportunities for employment, education, and new experiences that came after World War II caused the creation of the Mexican American middle class. Some in this class kept their community ties and became active in ethnic organizations to help those less fortunate. Rosen’s article introduces the activists and explains why they are very important. The group of activists were high school and college students. The reason they were young were because Rosen thought that the youth were important because of their new ideas and their receptivity to those new ideas. There is more freedom and ability to achieve new ideas and actions when there is no family obligation or job constrains that can interfere with political commitments. In the article activism in interpreted as a sign as acculturation to â€Å"Anglo was and a recognition on their part that organization was necessary,† in making use of their political rights within politics. One of the major differences that Rosen points out between the older and new generation of activists is that there are those that favor â€Å"cultural nationalism,† and there are those that favor direct confrontation. The Chicano movement is composed of individuals and organizations that come together structurally and ideologically.

Research Paper on Americans with Disabilities Act free essay sample

Before starting this class and especially the research paper, I knew very little about the ADA. During the period of research and writing the paper I hope to obtain a better grasp on the ADA in general. But I also hope to learn some things that my current place of employment can improve our standards when it comes to those with disabilities. The ADA was signed into law on July 26, 1990 by then President George H. W. Bush. It prohibits discrimination based on disability and only disability. It is fairly similar to the Civil Rights Act of 1964. We will write a custom essay sample on Research Paper on Americans with Disabilities Act or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Implementing the Americans with Disabilities Act. Blackwell Publishing. General Discussion Analysis The Americans with Disabilities Act of 1990 (ADA) is a civil-rights law that was passed on July 26, 1990 (Acemoglu). Kathryn Moss suggests that the ADA is arguably the most important civil rights law for people with disabilities and the most significant since the Civil Rights Act of 1964. The ADA is a federal legislation that forbids discrimination of various sorts and allows the 43 million Americans with disabilities an equal opportunity for employment and services. It provides fairly similar protections against discrimination to Americans with disabilities as the Civil Rights Act of 1964, which made discrimination based on race, religion, sex, national origin, and other characteristics illegal. The Merriam-Webster dictionary defines being disabled as â€Å"incapacitated by illness or injury; also physically or mentally impaired in a way that substantially limits activity especially in relation to employment or education. The law was written enable people with disabilities to not only enter the job market but to also remain employed. In the late 1980’s, a House of Representatives report came to a conclusion that more than 8. 2 million disabled individuals were unemployed despite their desire to work. Also, those disabled individuals earned 36 to 38 percent less than their counterparts (Faillace). According to Gary Dessler, â€Å"employers with 15 or more workers are prohibited from discriminating against qualified individuals with disabilities with regard to applications, hiring, discharge, compensation, advancement, training, or other terms, conditions, or privileges of employment. It also says that employers must make ‘reasonable accommodations’ for physical or mental limitations unless doing so imposes an ‘undue hardship’ on the business. † It not only prohibits discrimination in employment but also outlaws most physical barriers in public accommodations, transportation, telecommunications, and government services. Although the ADA does not specifically list any disabilities, the Equal Employment Opportunity Commission’s (EEOC) guidelines state that when an individual has a physical or mental impairment that substantially limits one or more major life activity then the individual is in fact disabled. It goes on to state that impairments can include any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of several body systems, or any mental or psychological disorder (Dessler). Among the protected classes are persons with AIDS and substance abusers who are in treatment. Some 50 million current or potential workers are estimated to be covered by the laws provisions (Columbia Encyclopedia). However, the act does list some conditions that are not to be considered as disabilities. These include â€Å"homosexuality, bisexuality, voyeurism, compulsive gambling, pyromania, and certain disorders resulting from the current illegal use of drugs† (Dessler). The act has already been much litigated. In 1999, for instance, the U. S. Supreme Court ruled that correctable conditions like eyesight requiring the use of glasses do not qualify as disabilities under the act, and a 2002 decision established that a disability must limit a persons ability to perform tasks of central importance not just in the workplace but in daily life (Fielder). Studies suggest that the number of disabled persons entering the workforce has not improved significantly, and that a contributing factor may be their reluctance to lose other benefits available to them on the basis of their disabilities (DeLiere). Although the President’s Committee on Employment of People with Disabilities reports that the cost of making an accommodation for an employee with a disability averages around $200 per employee with many costing less than $50. But espite this relatively small cost, many employers are still stereotyping disabled individuals and fear that the accommodations may disrupt the workplace (Blanck). Dale Brown states there are several myths regarding the Americans with Disabilities Act. He says the â€Å"ADA does not give you the right to a job because you have a disability. You must be qualified and compete and you may be rejected from a job just like anyone else. It does not give extra points in getting a job, the ADA is not an affirmativ e action statute. That is, its not intended to make up for past discrimination by requiring the employers hire a certain number of people with disabilities or giving them incentives to do so. It also does not allow any special privileges on the job. Although sometimes reasonable accommodation might look like special privileges to other people, you have the same responsibilities and challenges as your fellow employees. † In essence, you still must be as qualified or more qualified than a fellow prospective job applicant in order to receive the position. There will be no punishment for the employer if the disabled applicant is not hired because of the two applicant’s qualifications. TITLE I-Employment Title I of the ADA contains the law’s employment provisions. This is where the law states that private employers (the exact term in the law is covered entity) with 15 or more employees must not discriminate against qualified individuals with disabilities. A qualified individual is a person that can perform the essential duties and functions of a job or position with reasonable accommodations. One may see a potential loophole with the act based on those two words â€Å"reasonable accommodations. † The definition of reasonable accommodations along with any other possible complaint against a company is taking on a case by case basis. But such accommodations are required only if making them does not place an undue hardship on the employer (Moss). Title I applies to all aspects of one’s job including application procedures, hiring, promotion and discharge, worker’s compensation, job training, and more (Blanck). Another aspect of the job that is covered under the ADA is if a prospective job applicant is related o or associated with a person who has a disability. For example, if an employer will not hire someone because they may think the prospective applicant would be too consumed with taking care of the disabled person, it would be illegal for the employer to not hire the applicant for that reason (Brown). Cases filed against employers regarding Title I te nd to be not cases about fact but rather about personal and social attitudes because they tend to involve the â€Å"states of mind of the various players in the story† (Krieger). Krieger goes on to state that juries and judges are asked to imagine the state of mind of an employer who was faced with hiring an applicant or not hiring an applicant that is, for example, obese. Or to fire an employee who has â€Å"nonsymptomatic AIDS. † In many cases it comes down to the personality and presentation of the person or persons under trial rather than the facts, because there may not be any facts, just allegations. An employee must perform the essential functions, those activities that are intrinsic to a job. The essential functions are determined individually for each job. However, an employee is still considered as a qualified candidate or employee if it only takes reasonable accommodation to meet the functions of the job. According to Dale Brown, making reasonable accommodations usually means â€Å"removing obstacles from the job, the workplace, or the terms and conditions of employment that would otherwise prevent an otherwise qualified person with a disability from doing the job. † He goes on to give an example of what reasonable accommodation may be. He states that computers and calculators are reasonable accommodations that may help many people whom have learning disabilities or dyslexia with routine arithmetic and proofreading functions. Also, in order for an employer to make these reasonable accommodations to the workplace, they must have knowledge of the disability of the applicant or employee. If the employer is not made aware of the disability they may not be held responsible for any discrimination. The discrimination can not take place until the disability is actually disclosed. Even then, the employer is legally allowed to ask for medical documentation and evaluate it before they determine whether or not the request is appropriate (West). Meaning, the burden of proof that the disability substantially limits a major life role lies on the applicant or employee along with their health provider. Not only must the health care provider and applicant or employee prove that a disability is present, but must also prove that the requested accommodation is a necessity to perform their job. If the employer will not make the accommodations, the applicant or employee can pay for the accommodation out of their own pocket. Ruth Colker states that if an applicant or employee offers to pay for the accommodation, the employer can not say no unless it is disruptive. So again, it is up to the jury or judge to determine what is and what is not disruptive. This is again why each ADA case or complaint is handled differently and there is no real precedent in these cases. TITLE II-Public Services Title II has two different sections. One that covers public entities and the other is specific to public transportation provided by public entities. The section that covers public agencies includes local, county, state government and their departments and agencies. Title II covers all activities, services, and programs of the public entities (Americans). The first section includes entities like schools, city governments, and fire stations. Accessibility means that each program is readily accessible to and usable by individuals with disabilities. Program accessibility is necessary not only for individuals with mobility impairments, but also for individuals with vision and hearing impairments (Americans). Meaning leaders of the entities need to consider not only physical obstructions such as doors and restrooms but also visual and hearing barriers such as accessible building signage, public telephones and alarms with visible signals. The second section, which covers the public transportation of the aforementioned public entities, includes services operated by state and local government by regulations of the Department of Transportation. It also includes facilities used for the public transportation systems such as bus stations, railway stations and airports along with vehicles used in public transportation (Americans). Again, the basis for this title is that no qualified individual with a disability will be subjected to any sort of discrimination by a public entity. It also states that the individual not be deprived of any benefits of services or activities of the public entity due to the disability as well. Any sort of accessibility or service that is lacking from any of the public entities can be considered discrimination regardless of who it actually affects. TITLE III- Public Accommodations Title III of the ADA is the title that applies to private entities such as hotels, stores, gas stations, etc. It is very similar to Title II just in regards to the different type of business entity that it covers. It prohibits discrimination on the basis of disability by public accommodations and also in commercial facilities (Brown). It also prohibits the discrimination on the basis of disability by any person who owns or operates a place of public accommodation. However, entities that are controlled by religious organizations, including places of worship, and private clubs are both not covered by Title III. Although private clubs are not covered, their facilities are made available to customers of a place of public accommodation (West). The public accommodations must also provide auxiliary aids and services when they are necessary to ensure effective communication with those with hearing, vision, speech, or similar impairments. TITLE IV- Telecommunications Title IV of the ADA requires that all United States based local or long distance telephone services must provide a relay service for those individuals that are deaf or hard of hearing along with those with speech impediments. Also, people with TDD’s (Telecommunications Device for the Deaf ) and TTY’s (Teletypewriter) who are calling those with out TDD’s or TTY’s and vice versa can make a call through a relay service. The relay service will transmit the call using TDD/TTY or voice depending on the need (Joffee). Today, there are multiple sources of TDD’s and TTY’s available through the internet using broadband connections. TITLE V-Miscellaneous Provisions Title V includes miscellaneous provisions that relate to the application of the ADA. Some of the more notable provisions are: †¢Ã¢â‚¬Å"The ADA shall not be construed to apply a lesser standard than that already in existence under Section 504 of the Rehabilitation Act of 1973 or to invalidate any state or local laws which have stricter provisions. †¢The ADA will not prohibit an insurance company from using sound actuarial data to administer risks, even if the effect is that people with disabilities will be charged more or denied coverage, but it must not be used as a subterfuge to deny coverage. †¢The ADA shall not be construed to require a person to accept an accommodation† (Acemoglu). Conclusion The ADA was instituted to help even the playing field for those with disabilities. But in some ways it has actually discouraged employers from hiring candidates with disabilities due to the perceived extra cost and effort it would take to hire a disabled person. Another reason for criticism is that many lawyers have made a living out of suing non-compliant businesses. There has also been research that concludes the number of disabled employed has actually declined significantly since the passage of the ADA. So while the ADA was instituted for all the right reasons, maybe the plan hasn’t been perfected and it is lacking some effectiveness to date.

How to Approach Identifying Sentence Errors SAT Writing Strategies

How to Approach Identifying Sentence Errors SAT Writing Strategies SAT / ACT Prep Online Guides and Tips Note:The current version of the SAT no longerincludes this type of question. For up-to-date SAT writing tips, check out our top guide here. Identifying Sentence Errors (ISE) questions, which ask you to pick the error in a sentence out of four underlined sections, seem like they should be the easiest part of the SAT Writing section. After all, you only have to find the error, you don't have to fix it. The test writers, however, are extremely adept at camouflagingthe mistake in each sentence- if you don't know what to look for, you can easily find yourselfassuming there's no error in as many ashalf of the sentences. As such, it's vital that you take a systematic approach to the Identifying Sentence Errors questions. If you count on spotting the error by simply glancingover the sentenceor by lookingfor sections that "sound" weird, you'll miss a lot of questions. In this post, I'm going to detail themost effectiveapproach to these questions and the common errorsyou need to look for: Step-by-step Identifying Sentence Errors strategy Full breakdown of errors to check for Walkthrough of real ACT questions Summary of key Identifying Sentence Errors tips General Strategy for ISE Questions As I mentioned above, you absolutely must have a standardized approach to these questions. Following the three steps below will help you efficiently and reliably determine the answer to ISE questions. #1: Read the Sentence All the Way Through The first step to answering an ISE question is always to read the entire sentence- even if you think the error is choice A make sure to read all the way to the end. This approach will help prevent you from falling into traps. Once you've read through the whole sentence, the error may jump out at you, especially on the earlier, easier questions.Before marking anything down, however, make sure you can articulate why the underlined word or phrase is wrong. Many answers may sound odd without being incorrect. It can also help to double check the other choices to ensure that they're all correct. If you don't find the error, then move onto step 2! #2: Check Each Underlined Portion If you don't find a verifiable error the first time through, then you need to check each underlined section individually. Look at each answer and consider what the possible errors are. For example, if you're looking at underlined verb, you'll want to check if there's an issue with tense or agreement. As you may havesurmised, this step requires a solid knowledge of what concepts these questions actually test. I've created a checklistof errors tolook for below, and you can take look at a full breakdown ofwhat the SAT Writing actually tests. Make sure to eliminate the answer that don't have an error. #3: Confirm Why the WordYou Picked is Wrong It's not enough to pick an answer because it sounds weird or because it's not the word you would use. In order to be the answer, it has to be wrong according to the rules of SAT Writing. (The one semi-exception to this rule isidiom questions,which revolve around common usage rules.) As such, you need to be able to explain what error the answer you picked contains. If you can't do so, it's probably not the right choice. What Errors to Look for in EachSection of the Sentence As I noted in step 2 of the general strategy, it's vital that you know what errors to check for. To help you think through the best way to look for these errors, I've created a full breakdown of the questions you'll want to ask yourself bywhat type of wordis underlined. This list is very long and probably seems overwhelming, but don't panic! You don't need to memorize the whole thing- instead it's meant as study aid. First, make sure you're familiar with all the concepts on the list: if anything looks unfamiliar, just click the link. Then, use this printable version to work through a few ISEsections, to help you get the hang of what errors to look for. When you first try this, it will probably take a really long time. With practice, you'll get much faster though. Finally, keep the list handy for when you review your answers- use the list to go back through the questions and find the error you missed. If nothing else, keep in mind these twokey points: Check each underlined section independently Start with verbs and pronouns Full Error Checklist This checklist outlines the questions you need to ask about each part of speechor common category of word. I've also marked when a specific issue is especially rare (though these topics do still appear). The word types are arranged in the order you should check them, though not every question will be relevant in a given sentence. Keep in mind that some underlined sections may contain more than one type of word: the most common such pairs are pronoun/verb, adverb/adjective, and verb/pronoun combos. When you see these, just check each part. #1: Verbs Is the verb in the correct form and tense? Does itagree with the subject? #2: Pronouns Does the pronounagree with the noun it's replacing? Is it in the correct case? #3: Gerunds (-ing verbs) Is the gerund replacing a main verb and creating a sentence fragment? Is it part of a list that isn't parallel? Has it been incorrectly switched with an infintive? #4: Prepositions Is the preposition idiomatically correct? Does it incorrectly complete a word pair? #5:Adjectives and Adverbs Is themodifier of the correct type? Are -er and -est used appropriately? (Rare) #6: Conjunctions Is the conjunction creating a sentence fragment? Does it logicallyconnectideas? #7:Nouns Is the noun part of a faulty comparison? Is the sentence consistent in its use of plural andsingular nouns? (Rare) #8:Relative pronouns (who, which, that, etc.) Is the correct pronoun used for the context? Does the pronoun have a clear noun antecedent? Other issues to watch out for "Any" underlined often indicates an illogical comparison The presence of comparison words like "than," "like," and "as" also tends to indicate illogical comparisons A sentence with a list often hasa parallelism issue Make sure to watch for redundancy: the use of different two words Concepts thatWon'tBe Tested on the Identifying Sentence Errors There are a number of grammar concepts that students are often concerned or uncertain about that aren't actually tested by the ISE questions. Let's go over these, so that you can have fewerthings to worry about as you prepare! Writing style One of the most challenging aspects of the ISE questions is that the sentences are often phrased in unusual ways that sounds like they could be wrong but usually aren't. Once again, remember that an choice is only correct if you can articulate the error it includes. I've collected some of the common words and phrases that often trip students up but are perfectly acceptable below: a means of long since alike that, whether, and what + a noun (e.g. "That book was boring" or "Whether he likes it or not isn't the question." Who vs. whom Although many students are concerned about the difference between "who" and "whom," the SAT doesn't test that concept: you will never see "who" where you need "whom" or vice versa.Instead of worrying about swapping one for the other, focus on whether the pronoun is correctly referring to a person. Pronoun order Because of the way pronouns are taught in school, it's very common for students to be concerned about the order of pronouns connected by "and" or "or" (e.g. "me and him" vs. "him and me"), but the SAT doesn't test this concept. As long as thepronouns are in the correct case and agree with the words they're replacing, it doesn't matter what order they're in. Reflexive Pronouns Reflexive pronouns, the weird words like "herself" and "myself," tend toseem wrong, since many students don't know much about them. However, on SAT Writing, these words are usually used correctly. If you see one that's underlined, just make sure that the pronoun agrees with the noun it's replacing (e.g. the sentence doesn't use "himself" when talking about a woman). Practice is the key to success on SAT Writing. SAT Examples: Putting the Strategies into Practice I've collected some Identifying Sentence Errors questions from real SATs. For each, I'll walk through the process one step at a time so you can get a sense of how best to approach these questions. Because there are so many different concepts involved in answering these questions, I don't go into very much depth with any of them. If you're uncertain about the details of a specific topic, check out the links above. Example 1 Step 1: Read the whole sentence When going through this sentence, you mightnotice that it'sactually a fragment.If so, the next step would beto determine which underlined part could be changed to fix that issue- that's the correct choice. (Hint: the sentence is currently missing a verb.) However, let's assume you're not sure what the problem is and move onto step two. Step 2: Check each answer choice As I noted above, it's quickest to go through the answers by starting with the types of words most likely to have an error. There aren't any verbs or nouns underlined, so we'll look at B, "containing," which is a gerund, first. The three main gerund issues are parallelism, idiomatic usage, and fragments. Let's go through them one at a time. Is the gerundpart of a list or comparison? No. Therefore, it can't have a parallelismerror. Would the sentence be clearer if you switched the gerund (-ing verb) for an infinitive(to + verb)? Let's check: Formed by volcanic eruptions over the last five million years, the Hawaiian Islandsto containan incredibly wide variety of species- many found nowhere else on Earth. That version doesn't seem obviously clearer, so it's probably not an idiom error. Does the gerund create a fragment?Let's look at just the main clauseof the sentence: the Hawaiian Islandscontainingan incredibly wide variety of species This is clearly a fragment. The gerund "containing" should be replaced with the conjugated verb "contain." As such, B is the correct answer choice. Step 3: Confirm what the error in your answer is Choice B is the answer because it creates a fragment rather than a complete sentence. Moreover, a quick look over the other answer choices confirms that none of them contain an error: A and D are idiomatically correct prepositions andC is an appropriately used adjective/adverb combo. Example 2 Step 1: Read the whole sentence Reading this sentence, I don't notice anything jump out, although D sounds kind of weird. Even if that answer seems tempting we can't pick it until we determine what the error is. Step 2: Check each answer choice First let's check B for errors, since it includes both a pronoun and verb. In general, if you see a pronoun/verb combo underlined, any errors will be with the pronoun (since the verb's conjugation is dependent on the subject pronoun), but make sure to confirm that the verb works. Let's go through the possible errorsfor choice B one at a time. Is the pronoun in the correct case? Yes. "It" is acting as subject for the verb "makes," which is perfectly acceptable. Does the pronoun agree with its antecedent? Yes. "It" is standing in for "the common cold," which is a singular non-gendered noun. Is the verb correctly conjugated?Yes. "It" is a singular pronoun and "makes" is a singular verb. Is the verb in the correct tense? Yes. It's in the present tense, which is consistent with the rest of the sentence and the fact that it is making a general true statement about the common cold. We can now officially declare choice B error free and rule it out. Written out in detail, that process was a complicated, time-consuming one, but with practice you'll be able to do it much more quickly. Let's move on to choice D, "you and me," which also includes pronouns. This section sounds a little weird, but remember that pronoun order doesn't matter- we only need to check agreement and case, like we did above. Do the pronouns agree with theirantecedents?There's no agreement issue, since the pronouns are referring to the person who is saying the sentence and the person he or she is peaking to (even though both of them are abstract). Are the pronouns in the correct case?This question is a bit trickier. It would sound just fine to replace "me" with "I"- "it makes no distinction between you and I"- but "between" is a preposition, so the object case "me" is correct. Although D sounds odd, it doesn't contain an error. We can eliminate it and move onto C, which includes a noun and preposition. We'll check the preposition first since it's more likely to include an error. Is the preposition idiomatically correct?Yes. "Distinction between" is a common expression. Does it incorrectly complete a word pair?No. "Between" is correctly followed by two prepositions connected by "and." Is the noun part of a faulty comparison? No. "Distinction" isn't being compared to anything. Is the sentence consistent in its use of plural andsingular nouns?Yes. There's no issue with agreement. Since we didn't find any issues with C, we'll move onto checking the last answer, A, "one of our most." Given the many different types of words in this phrase, it doesn't make sense to check them all individually (the pronoun, for example, is clearly correct), so we'll just consider some of the bigger potential issues. Is the phraseidiomatically correct?Yes. "One of our most indiscriminate diseases" is a clear and acceptable phrase. Is the superlative/comparative correct? Yes. The common cold is being compared toall of the other diseases, so "most" is the correct word choice. We can conclude that there is no error in A, so we've ruled out all the choices, leaving only E, "no error." Step 3: Confirm what the error in your answer is This sentence doesn't have an error, so the correct answer is E. Image: Allan Foster/Flickr Example 3 Step 1: Read the whole sentence The first time through, this sentence probably seems fine. Ideally, you wouldnoticethe "any" in choice D, since that word is often a clue for an illogical comparison, but it's perfectly fine if you don't. Step 2: Check each answer choice We'll start with A, which is a verb. Is the verb correctly conjugated?Yes. The subject "builders" is pluraland "construct" is a pluralverb. Is the verb in the correct tense?Yes. The present tense is consistent throughout the sentence. Next let's move on to the preposition/noun combo in choice B. Is the preposition idiomatically correct?Yes. "Houses of stone" is a completely acceptable construction. Does it incorrectly complete a word pair?"Of"isn't part of a pair here, so we can just skip this one and go straight to the noun. Is the noun part of a faulty comparison? No. "Stone" isn't being compared to anything. Is the sentence consistent in its use of plural andsingular nouns? No other noun in the sentence refers to the same thing, so there's no issue with agreement. There's no error in choice B, so we can rule it out and move onto choice C, which is the adverb "still." Is themodifier of the correct type? "Still" is describing when the builders use the hammer, so it's correct as an adverb. Are -er and -est used appropriately? There's no superlative or comparison used, so we can skip this question. Finally, let's check choice D. "Tool" is a noun and "any" often indicates a comparison error so let's start by checking for that. Is the noun part of a faulty comparison? The underlined phrase comes immediately after "than," which indicates a comparison. We need to determine what "any tool" is being compared to: it's "the hammer." That comparison seem fine, but it actually includes an error. A hammer is a tool, so it must be compared with anyother tool, rather than just "any tool." D is the answer. Step 3: Confirm what the error in your answer is Choice D is the answer because it creates an illogical comparison. We've also definitely ruled out the otherchoices (except no error). Example 4 Step 1: Read the whole sentence It's possible to spot the error in this sentence right away, but most students don't. Let's go straight to step 2. Step 2: Check each answer choice Once again we start with the verbs, which are in choices A and C. When there are two portions that seem equally likely to contain an error, I generallycheck them in order. Let's look at A, "are truly," first. Is the verb in the correct tense?Yes. The present tense is used consistently throughout the passage. Is the verb conjugated correctly?To determine whether the subject and verb agree, we need to figure out what the subject is. It's tempting to assume that it's "goby fish and striped shrimp" but the compound noun is actually part of the prepositional phrase "betweengoby fish and striped shrimp."(Besides, fishcan't be symbiotic.) Instead, the correct subject is "the relationship." This noun is singular, so the plural verb "are" doesn't agree. A has an error. Step 3: Confirm what the error in your answer is Choice A is the answer because the verb doesn't agree with its subject. A quick review of the other three choices shows that there are no errors in the other options: they sound slightly odd, but the verb is conjugated correctly and the prepositions make sense. Image: Anne Worner/Flickr Round-Up of Strategies and Tips for ISE Questions Now that we've gone through the best ISE approach in detail and put it into practice on some examples, let's review some of the mainpoints that you'll want to keep in mind for your SAT study. As complicated as the process may seem, it will get much easier with practice. But if you're really struggling, even just keeping a few of the simple rules in mind will boost your score. KeyIdentifying Sentence Errors Strategies Always read the entire sentence When looking for the error, examine each choice individually Check verbs and pronouns first, since they're the most likely to include errors When an answer choice contains more than one type of word, check both Don't be afraid to pick E, "no error," if you've ruled out all the other choices Always make sure you can explain what errorthe answer contains Even if you think you know the answer, quickly check the other choicesto confirm HelpfulIdentifying Sentence Errors Tips Watch for comparisons and lists as you readthe sentence; both oftencreate errors when they appear "Any" often indicates a faulty comparison Longer phrases are less likely to contain an error What's Next? Make sure you know how to approach the other types of SAT Writing questions- Improving Sentences and Improving Paragraphs- as well. Don't forget the essay!Here are some tips for boosting your score, a step-by-step guide, and strategies for getting a perfect 12. Finally, check out some key big-picture strategies, like these4secrets to acing SAT Writing and these tipsfrom a perfect scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

How to Speak English As a Native Speaker

How to Speak English As a Native Speaker When you learn to speak English as a second language, it often seems that no matter how hard you study or how much you practice you still don’t get it quite right! There is a simple reason for this – the way we learn to speak English in an academic setting is not how native speakers actually talk! There are subtle nuances such as accent, vocabulary and grammar which make a world of difference between a native English speaker and someone who has learned English as a second language. However, there are a few helpful tricks that you can use if you want to know how to speak English fluently if you are not a native speaker! Why Put The Effort Into Perfecting Your English Before we get started with learning how to speak English fluently if you are not a native speaker let’s talk about why it is worth making the effort. For some people, knowing that you can speak the language well is enough, so why put in more time trying to sound like you have always spoken English? There are a number of benefits that come from being fluent in English. Native speakers will find it easier to understand you. If you use the same colloquialisms and accent as the local people it is going to make it much easier for them to understand you and there will be less likelihood of misunderstandings. You will feel more confident at work. If you need to speak English in a professional environment you will feel more confident if you know that you sound just like a native speaker. Get access to additional job opportunities. While we are on the topic of work, there are many jobs which require native-level English, so if you are able to master this skill you will find a whole new set of opportunities open to you. Often these jobs pay a little more too! How to Speak English Fluently If You Are Not a Native Speaker Now that we know some of the reasons why you might want to become as fluent as a native speaker, let’s get into how to achieve your goal. There are a number of great tips and tricks that you can use in your quest for how to speak English fluently if you are not a native speaker. #1: Familiarize Yourself with a Variety of English Accents There are so many different variations of English all over the world. In America, if you listen to a native New Yorker and someone from Texas they will sound completely different! In fact, you could be forgiven for thinking that they are speaking a different language! In the United Kingdom, the most well know accent is known as ‘Queen’s English’, but in reality, few native speakers actually sound like that! If you want to sound like a native English speaker you are going to need to choose an accent to work on! Listen to as many English accents as you can and think about what one is going to be more suitable. You probably won’t want to choose one of the extremes, instead opt for something neutral. Think about where you are likely to work or travel to narrow down your options. #2: Imitate Native Pronunciation Once you have chosen the accent that you prefer the next step in learning how to speak English fluently if you are not a native speaker is mastering native pronunciation. Start by watching videos and television programs featuring native English speakers. This will not only allow you to listen and mimic the pronunciation, but you can also study the mouth and lip movements of the speakers since this can also impact your pronunciation. Look on YouTube for videos which teach the lip and tongue positions for every letter and sound combination in the English language and practice in front of a mirror. We need to be honest here – this is a long and tedious process! However, it will be worth it! You need to practice repeatedly until it become muscle memory. Pay attention to sounds that don’t exist in your native tongue! #3: Use Slang Phrases When Speaking English Slang is the name given to informal words and phrases also known as colloquialisms. Native English speakers will use slang in speech, but not usually when writing. The type of slang used is going to vary by area, so think back to when choosing your accent – which area is it from? You will want to learn slang that matches your chosen accent. There are some types of slang that are universal and will be used in any area, others are more localized. Here are a few examples of common slang phrases that are quite universal: â€Å"Do you wanna hang out?† – Means ‘do you want to spend time together?’ â€Å"We had a blast at the carnival!† – Means ‘we had a great time at the carnival’ These are phrases you would not learn from formal language lessons, but rather from listening to how native speakers talk to one another. If you can master using slang you will immediately sound more like a native English speaker! #4: Learn How to Use Idioms As well as slang phrases, when listening to native English speakers you will also hear them use idioms. These are funny little phrases that probably don’t much sense to a non-native speaker. Some examples of commonly used idioms would be things like ‘in the blink of an eye’ meaning very fast or ‘it’s a piece of cake’ meaning its easy! These phrases should not be taken literally and like slang it takes learning the phrases and their meanings. It can be a good idea to keep a list of these in a notebook, so you can memorize them. Using idioms will make you sound much more natural and more like a native English speaker. These tips will help you to learn how to speak English fluently if you are not a native speaker. You should first learn the language and then apply these tricks to master an appropriate accent, pronunciation and use of informal language to make your speech blend in with native speakers.

Fast 5 movie review Essay Example | Topics and Well Written Essays - 1000 words

Fast 5 movie review - Essay Example This paper analyzes the film’s plot, the observed character personalities, the mood and emotions identified, and the outstanding thematic issues, among other film elements. The film begins with Dominic Toretto (Vin Diesel) being moved to Lompoc penitentiary in a prison bus. Mia (Jordana Brewster), that is, Dom’s sister, with the help of his friend Brian (Paul Walker) attacks the bus and free Dom. Following the prison break, the authorities in the US begin an intensive search for Dom, Mia and Brian prompting the fugitives to seek refuge in Brazil’s capital of Rio de Janeiro. The three collaborate with Vince (Matt Schulze) an ally of theirs and formulate a plan to steal cars from a moving train. Even though they successfully steal the cars, they engage in an altercation with DEA agents in the train since they previously did not know that the train was transporting seized cars. The death of DEA agents in the train heist instigates the dispatch of a U.S. Diplomatic Security Service (DSS) team led by agent Hobbs (Dwayne Johnson) to Rio with the principal aim of capturing Dom’s team and extraditing them to face murder charges in the US. Hobbs’ team successfully tracks Dom and his accomplices in the former’s safe house, but they manage to escape since the place is under attack by Reyes’ (a drug lord) men (Fast Five). After realizing that they are running not just from gangsters, but the law as well, and when Mia tells Brian that she is pregnant with his child, Dom’s team decides to stay united and plan a final heist to start a comfortable new life. They decide to steal from Reyes, having acquired proof of where his money was in the prior train heist. The assembled heist team comprises of Roman Pearce (Tyrese Gibson), Tej Parker (Ludacris), Han Lue (Sung Kang), and Vince (Matt Schulze) among others. However, before their plans materialize, Dom,

Information System for Lawrence Dental Clinic Essay

Information System for Lawrence Dental Clinic - Essay Example Also weekly charts will be created so every dentist can see how many appointments he or she will have this week. Information about previous appointments and treatment also will be stored in Information System. So when returning patient comes dentist will have information about his or her problems even if patient has forgotten it. A data flow diagram (DFD) for the Information System for Lawrence Dental Clinic is a graphical representation of the "flow" of data through an information system. A data flow diagram can also be used for the visualization of data processing (structured design). It is common practice for a designer to draw a context-level DFD first which shows the interaction between the system and outside entities. This context-level DFD is then "exploded" to show more detail of the system being modeled. Data flow diagrams (DFDs) are one of the three essential perspectives of SSADM. Structured Systems Analysis and Design Method (SSADM) is a method used in the Information System for Lawrence Dental Clinic for analysis and design of system development. The method was launched in 1981 and is open standard. (Wikipedia, 2006) The sponsor of a project of the Information System for Lawrence Dental Clinic and the end users will need to be briefed and consulted throughout all stages of a systems evolution. With a dataflow diagram, users are able to visualize how the system will operate, what the system will accomplish and how the system will be implemented. Old system dataflow diagrams can be drawn up and compared with the new systems dataflow diagrams to draw comparisons to implement a more efficient system. Dataflow diagrams can be used to provide the end user with a physical idea of where the data they input, ultimately has an effect upon the structure of the whole system from order to dispatch to restock how any system is developed can be determined through a dataflow diagram. (Wikipedia, 2006) A data flow diagram of the Information System for Lawrence Dental Clinic illustrates the processes, data stores, and external entities in a business or other system and the connecting data flows. The four components of a data flow diagram (DFD) are: External Entities/Terminators/Sources/Sinks (represented by a square or oval) Processes (represented by a circle or rounded rectangle) Data Flows (represented by an arrow) Data Stores (represented by two parallel lines, sometimes

Childcare and Education Essay Example for Free

Childcare and Education Essay E1- Summarise the factors which may influence the health and development of babies in the first year of their lives Environmental factors such as not having enough space in the garden for babies to move around to play and explore will influence their development as they maynot be able to expand their fine and gross motor skills. The environment can affect babies health and development as people around the baby who may smoke can transfer that smoke to the baby even if the smoke isnt directly infront of them. By having a ward and consistant home this can help the baby feel safe and secure therefore maintaining their health and development. Parents may not be able to afford toys and equipment for their child to play with, this may affect the child as the child may not get to experience different experiences. A stimulating environment for a baby is important as they will learn according to the opportunities they get, objects such as rattles, musical toys will encourage movement and interaction. Physical- This is important as babies development can be affected by this. The mother may not be able to take the baby for walks outside or carry the baby around or upstairs/downstairs due to disabilities that the mother or parents may have in general. Genetics is another factor which may influence health and development of the child as some illnessess are inherited. An example is Downs Syndrome, this is a genetic condition that causes physical and intellectual impariments. The mothers health plays a vital role in the development of a baby as women who are in good health during pregnancy are more likely of having a healthy baby, as the baby will be getting all the nurtition it needs to develop. If the mother is not healthy the baby will be affected by this. Emotional- After having a baby some mothers suffer or develop from post natal depression and this can affect how the mother and babys bond in the first few months. After a difficult birth post natal depression may develop, some women suffer generally from depression, if it has taken a mother a while to fall pregant and have children, and some women may develop this for some unkown reason. During the first month, some babies may develop faster or slower than average; this is only rarely a sign of a medical condition. Preterm babies born before the 37th week of pregnancy are physically younger than their full-term peers, so they may show signs of cognitive or physical delays. However, most preterm infants catch up to their peers during the first or second year of life. Other factors that influence a newborns development include genetics, environment and the caregivers levels of interaction. E2/C1- Describe how indoor and outdoor environments can be made safe, reassuring and stimulating Indoor and outdoor environments can be made safe by making sure children are looked after and cared for properly and never left alone, so there must be correct ratios in the setting, ratios are stated under Ofsted and the EYFS to make sure the children have the right amount of care attention they need. If theres not correct ratios the children can be put at risk, and this may cause accidents. By following all the correct policies and procedures and checking all eqiupment is safe for the child to use. Risk assessments must be done before the children can go into the environment and the environment must be adapted for all childrens individual needs so they are able to learn and achieve. From providing the correct equipment this will help develop the childrens individual skills. By having a safe and secure environment children will feel comfortable and safe which is important. The indoor environment should feel homely so the children will feel settled and comfortable in the environment. It is important to let children to give their input in the indoor areas, such as allowing them to do a display. The indoor area must have space and room for the children can move around safely, the cupboards,draws and tables must all be at the childrens level and not high up as this could cause an accident as something could fall down from above and hit the child. Radiator guards must be in setting to protect the children. Ensuring children have new experiences helps them develop in many ways, new experiences allows babies too use their imagination and copy what they see or experience in another situation. New experiences stimulate babies into wanting to learn and do more that challenges them to see what happens. The outdoor environment must provide children to have freedom and able to run around and have independance. The outdoor environment must suit all ranges of weather so the children can go outside in all weathers. All equiptment must be suitable and age appropriate, before children can go outside risk assessments must be done, if there is any unnessesary objects outdoors such as glass, litter or waste can be removed so it is safe for the children to play. The outdoor area should provide challenge as a risk is a challenge what a child can see, and are able to undertake it or not. Free flow must be introduced so children can move freely from outdoors to indoors easily. Learning activities must be provided outdoors also. Daily outdoor play is an important part of children’s learning and is required by the EYFS. It offers many new learning experiences, and boosts mental and physical wellbeing and confidence. Free-flow play adds further benefits, giving children more space and freedom to explore the world around them, letting them make decisions and assess risks while reducing the feeling of being rushed from one activity to the other. Children all have different learning styles and needs; some prefer to play and learn outside, and should be offered this opportunity wherever possible. Some may not have outdoor space at home, in which case it’s even more important. http://www. teachnursery. com/nursery-management/view/qa-free-flow-play It is important that practitoners know if children have any allergies, as children under 12 months cannot talk or communicate very well so practitioners must ask parent/carers this informaation. Having allergies on recored or on view in the setting will help anyone unfamililar coming into the setting. If practitioners do not know this information then the child/baby will be at risk. There are different things that helps reassure babies in settings which could be stability and consistancy, familar staff and practitioners, good positive relationships and things which comfort the child such as a blankets and dummies. E3- Describe the expected stage of development of babies at the chosen age and how they may be expected to develop in the next two, three months of their lives At six months babies will develop gross motor skills. When a baby is lying on their back they can roll over onto their stomach. If lyin on their stomach the child will be able to llift their head and chest, supporting themselves on their arms and hands. Babies at this age can use their shoulders to pull themselves into a sittingn position. At 6 months a baby can almost handle all their own weight. They are able to move their arms purposefully and hold them up, indicating a wish to be lifted. Babies at six months are able to kick vigersously with their legs altertaning, the baby can also lift their legs into a vertical position and grasp one or both feet with their hands. Babies at this age also have social skills as they can sime and babble when given attention and enjoy social play. Also babies will be able to mimic facial expressions and repete them. In the next couple months of the babies live their emotional skills will develop more and will be able to express pleasure and displeasure also will be able to distinguish emotions by a tone of voice. Their language will also improve as the child will be able to reconigise th ecare givers voice, and is able to respond to their name also aswell as being able to respond to other words such as mummy bye bye. Babies will be able to thurn their head in direction when spoken to. In the next few months the baby will explore more with their hands and mouth as is able to find partially hidden objects. A baby at this age will also spend longer studying and taking more interest in toys. E4- Explain how TWO different play activities/experiences can support the overall development of the baby described in E3 Treasure baskets is a good way to get babies to explore different objects and toys. From the basket having toys which are sensory this will encourage the child to use all senses. Such as having musical things in the basket which will encourage to child to listen, having toys which are colourful, and other objects in the basket which are different shapes, sizes, different textures such as a fluffy, hard, soft etc. Introducing new things will support overall experiences and have a variety of objects in basket will give the child a range of new things they can play will and learn from, having mirrors and shinny bits on the basket will attract the baby’s attention, it can help the development of fine motor skills. The child will discover that not all things are the same. This will encourage hand and eye coordination and is allowing the baby to explore and use their own imaginaton. From using treasure baskets babies will be curious and will discover that some objects feel different, look different and may be harder to hold than others, they will be curious and may try banging the toys either on the floor, the basket on against another toy. Messy play. This stimulates the senses and babies are able to use their imagination. The experience gained during messy play helps children experience a variety of textures. During messy play, babies are developing eye hand coordination and fine motor skills and is a learning experience for the child. Children can do body paint and use their bodies to do a picture or objects can be introduced such as a sponge so the child can use different materials throught the activity. This will encourage the child to see different colours and use a variety of materials. E5- Describe the role of the practitioner in meeting the particualr needs of babies in the chosen type of setting (group care or home based care) In group based care such as pre-school, Private day nursery or schools the practitioner had an inportant role. This is to ensure that all individual needs of children are met. This is so the children will develop and grow. Communication with parents/carers is important as it gives the practitoner a chance to understand what the childs rountine is at home and make sure it is as stress free and possible, as using as much as the childs routine at home as possible. This routine may include feeding and sleeping. The practitioner must be aware of the childs routine as the child will be used to certain times they have a nap and sleep, what time they have meals etc so it is important that the pracftitioner must let the child sleep and eat at what times they are used to. Routines are important for babies as it helps them know what they are doing, without routines babies can be unsettled and not sleep well. Ensuring good relationships with both parents and baby will make sure information is passed between the parents and the practitioners so that both are aware of anything that could affect the care of the child. The practitioner needs to ensure that they have an honest and professional relationship with children and parents as this is vital. Practitioners and settings also must ensure that they have stimulating activities for babies to get involved in, such as an activity which will help develop the babies senses, their sight, touch, taste, and hearing, this will help babies develop and meet important milestones. Planning is very important in settings and practitooners must be able to adapt planning when needed or if needed to suuit individual needs, babies need stimulation to keep them engaged and to ensure they develop and make progress to ensure they meet milestones in the future. The environment in the setting must be open to adaptation, indoors and outdoors. Baies must have opportunities to help their development and growth. When babies start to crawl, walk they need to have a safe environment. The safety and welfare of the children should still be the main priority of the practitioner, making sure toys are age and stage ppropriate and planning to meet the needs of all the children in the practitioners care. E6- Show how the child proctection policies and procedures in the setting protect and safeguard the babies Health and safety- This ensures all equipement and resources are safe to use and clean, sterrile for babies to use. Risk assessments must be made so all environments are safe for all children. Confidentiality This reassures parents/carers as it ensures that all the childrens information is secure and kept away, so only people who need to access it can do. Confidentiality means that all the childrens personal information must be kept in a locked cupboard or in a computter with a password to protect all the details and information. Practitioners within the setting should have up to date training to ensure they are fully aware of confidentiality and be aware if any policies and procedures have changed. Child protection policies and procedures in the settings are there to protect all children and babies. Babies cannot protect themselves so policies and procedures are to ensure children do not come to any unnessearyy harm and are cared for correctly. All babies and children must be protected from any discrimination such as gender, disability,race etc. Children must be safe and protected so practiononers must reconise abuse if they see any signs which are neglect, physical, sexual and emotional. Practitoners must know what to do if they see any of theses signs to protect the child. Child protection policies will cover all staff and those working in at setting have CRB checks, and trainign they need. Safe guarding procedures involve making sure all children are picked up from the setting by carers and not sent home with anyone without the parent/carers permission. Sharing information and team work is important when it comes to protecting babies as communication is key. If a parent tells a practitoner that another person is coming to pick their child up this must be passed on so the staff/practioners are aware of this. From working in a team this can help protect children, different professionals have different exeperiences and knowledge with children, so working together is important. It ensures a childs welfare through having knowledge from all different areas. An example is practitioners will know the childs day to day behaviour is, and will know the child well, as a GP will not know the child that well but will know medical knowledge which the practitoner wouldnt know, therefore for the childs welfare it is important for all professionals to work together. E7/D1- Explaing the importance of well planned care rountines and the key worker system Care rountines are very important for babies as by meeting babies needs carers are encouraging self-eteem and the sense of feeling valued. Care rountines are benficial as they involve identifying the needs of children so they can meet them. This can be done by observation, oberving children in groups and alsone to see how they behave. When needs of babies have been identified then you are able to move forward, planning can be done to meet these needs. If childrens needs are not met this will affect the child as the child will not be able to develop, learn and meet important milestones as they should. Care routines give babies stabiltity as having a good care routine reassures the child and gives them constiancy. By having practioners around will make the children feel more secure and safe, as the practitioner adn child will develop a relatioship and bond. This will help the baby feel settled and comfortable with a bond and may not feel safe without this bond and the babies may feel unsettled, disstressed and unhappy so a good relationship will encourage the child to develop trust and overall all will be happier and learn to develop better. Relatioships with practitoners and parents is also important as the parent knows the child best. Meal times is apart of a care routine, and the practioners must ensure children are getting the nurtition they need, and help to encourage the child to eat. Aswell as giving babies food and drink, meal times can be very enjoyable and stimualte the social and emotional development as children are able to communicate with each other during meal time and interact which is good for the babies social skills. Care routines are important for babies safety as policies will identify procedures which will ensure the children are safe and exaple is safety gates, gates must be kept shut at all times so the children cannot get out. Good hygiene is also beneficial to a good care routine as this will prevent babies and practitioners from becoming ill and prevents the spread of infection. Hygiene is a big part of a care routine for babies so practitoners must was hands after using the toilet, deadling with bodily fluids, before preparing foods and bottles. From having similar care routines at home and in settings is important as this will give children security and will understand whats happening around them and be more comfortable and confident. In every early years setting children have a key worker. Key Workers are resbonsible for their child and form good realtionships. Key worker will observe their child regualy and keep a record of how the child is developing. Planning is the key workers job and must plan to what the childs needs are. Key workers are close to their group of children and respoonsible for them, therefore will know their child more than other practitioners in the setting so key workers role is also to communicate with other professionals. The key person plays an essential role in supporting the emotional well-being of the children in their care. In doing so they take responsibility for those aspects of the child’s day which have the greatest impact on their well-being. These include personal care routines – nappy changing, toileting, rest times and meal times.

My Favorite Horse Show Essays -- Personal Narrative, descriptive essay

As the first rays of the sun peak over the horizon, penetrating the dark, soft light illuminates the mist rising up from the ground, forming an eerie, almost surreal landscape. The ground sparkles, wet with dew, and while walking from the truck to the barn, my riding boots soak it in. The crickets still chirp, only slower now. They know that daytime fast approaches. Sounds, the soft rustling of hooves, a snort, and from far down the aisle a sharp whinny that begs for breakfast, inform me that the crickets are not the only ones preparing for the day. Sliding the barn doors open, I step into a warm, comforting environment. Musty straw mingles with the sharp aroma of pine shavings, complementing each other. A warm glow from sporadically placed incandescent lightbulbs richens the leather tack, all cleaned and hanging ready for the day's use. From it wafts the smell of a new pair of shoes. The fruity essence of "Show Sheen", applied after yesterday's baths, still lingers in the air. Even the harsh stinging scent of urine and manure is welcome at this early morning hour. Breaking open a bale of hay, I sense the sweetness of the dried timothy as it engulfs my olfactory system, making me wish my queasy stomach had not made me skip breakfast. I am nervous, as are many others. I know that the day ahead will bring excitement, dread, triumph, and defeat. The unpredictable nature of horse shows causes frenzied questions, like salmon spawning, to run constantly though my mind. Will the judge like my own particular style? What if t he red flowers bordering the first jump spook my horse? What if a piece of paper on the ground blows into the ring? Will this horse show be a success? The outcome depends not just on me; but a... ... to the barn, friends and family echo "congratulations" and "good for you". The feeling of accomplishment as I dismount amidst all of Hartwood's magic erases any doubts of earlier. Now we must pack. Our gear slowly fills the trucks, until finally, only the tack trunks remain. As I hold my ribbons, my gaze shifts to the showgrounds, almost deserted now, a forgotten battlefield with only the last stragglers searching for forgotten treasures, until I close my eyes and all of Hartwood's splendor flashes before me. Silently I say good bye. Laying my ribbons gingerly into my tack trunk, I straighten every wrinkle, smoothing them with my fingertips, almost caressing. Lowering the lid, I see their bright colors fade into the deep black darkness. Blues, reds, greens, soak in the smell of the neighboring leather, all tucked in, prepared for the long ride home.

What is J.B. Priestly trying to say about Social reform through An Inspector Calls

The play by J. B. Priestley was written in 1945 and was performed in 1946. It was just after WWII so people really got the message about change. He also gave them a message that if they don't change it will happen all over again. Mr Birling plays a main part in the play he is the strong businessman who only cares about his family and his profits. He considers his workers just as cheap labour and nothing more. He sacks Eva Smith after she asks for a pay raise he sacks her with no regard for her well-being (Quotation 6). Priestley has Mr Birling in the play to show why job security and benefits are so important in our lives. Priestley also gets across (Quotation 7) that this happens everywhere. Also it is morally wrong as Priestley shows through Sheila in (Quotation 8). This played a part in Eva Smiths death because she was sacked wrongly and this needs to change that is the message Priestley gets across by using Mr Birling. Sheila is involved in the death of Eva Smith she is trying on a dress and she sees a young girl smiling at her. She storms out and complains to the manager she threatens the manager with cancelling her family account with Millards. Priestley tries to get across in this part that using your family name and your class is wrong. Sheila misuses her power and Priestley wants to stamp this out he believes it to be wrong. Gerald is involved with Eva Smith but this is when she has changed her name to Daisy Renton. He meets her at the palace variety bar and takes her away from a man who is scaring her. He asks her if she would like to stay in some rooms he temporarily has (Quotation 10) he and Daisy start to become close and get intimate but Gerald breaks it off a few weeks later (Quotation 11). Priestley tries to get across through Gerald that you must be responsible for your actions. Gerald just drops Daisy Renton when it suits him and it leaves her distraught and sad. Priestley shows us that taking responsibility for what you have done is extremely important. Mrs Birling is head of an organization that helps poor distraught women get back to their lives. Eva Smith/Daisy Renton comes here under the name of Miss Birling. Mrs Birling takes an instant dislike to Eva/Daisy (Quotation 12). Mrs Birling doesn't believe Eva Smith/Daisy Renton's story and dismisses her that the husband should take full responsibility (Quotation 13). Priestley again shows misuse of power, she could make or break this young girls life but Mrs Birling doesn't do the right thing. Eric also plays a part in the death of Eva Smith/Daisy Renton. He is drunk one evening and started to talk to Eva Smith/Daisy Renton. He takes her home and pesters her to get inside (Quotation 14). He hen got her pregnant (Quotation 15). Eric is used to show us why responsibility is needed in the community he does what he does without thinking about the consequences. Eric then steals money from his fathers business to help Eva Smith/Daisy Renton. Priestley says that if people do not take responsibility for their action bad things will happen. The inspector in the play is used to convey Priestley's views and concerns. He explains how they all contributed to her death (Quotation 16). He explains about how Eric must take responsibility for what he did (Quotation 17). Priestley gets across everything through the inspector and explains how this young girl Eva Smith/Daisy Renton could be anyone, anywhere (Quotation 19). He gets across that not just money is needed things like job security is needed (quotation 18). The inspector in the play voices Priestley's concerns about social reform. Priestley uses an array of ways to convey his views on social reform. He shows it in every character Mr Birling, Mrs Birling, Sheila, Gerald, Eric, they all helped to kill Eva Smith/Daisy Renton. With a lack of responsibility or misuse of power. The inspector gets across Priestley's views in the play by voicing them for him. Also Priestley uses the trick of repeating at he end of the play to show that if you haven't learnt your lesson then it will happen all over again.

Delegation Essay

Burnout†Even the most talented, ambltlous, and energetic entrepreneurs are apt to run out of gas If they nsist on tackling all major aspects of a company’s operation. Some small business Indeed, some small businesses†especially single-person enterprises like freelance graphics design or editorial services†may be able to handle all significant aspects of a company’s operation for years on end. But for the vast majority of small and mid- sized businesses enjoying a measure of growth, owners sooner or later must face the reality that they cannot undertake all duties and responsibilities. Misallocation of Personal Resources†Small business owners and entrepreneurs who do not delegate ften run the risk of using too much of their time on routine tasks and not enough time on vital aspects of the company’s future, such as strategic planning, long-range budgeting, and marketing campaigns. Damage to Company Image†Business owners who do not empower their employees, insisting instead on attending to all relevant aspects of his or her business themselves, run the risk of inadvertently suggesting to customers and vendors that the company’s workforce is not competent and/or trustworthy. Damage to Company Health†this should be the bottom-line consideration of all entrepreneurs running their own business. If micromanagement s slowing processing of work orders, hindering development of new marketing efforts, or otherwise causing bottlenecks in any areas of a company’s operation, then it may be eating away at the company’s fundamental financial well-being. Small business owners are encouraged to evaluate whether they are perhaps falling into the trap of micromanagement. Consultants and entrepreneurs cite the following as major warning signs: Taking work home in the evening or working long hours of overtime Failure to give important tasks the amount of attention that they warrant Basic company documents (like business plans) are not updated for long periods

Legalization Oof Marijuana

Legalization Oof Marijuana Legalization of Marijuana The use of marijuana is legal today for medicine purposes. However, when California Proposition 215 was proposed in 1996, it caught the attention of the general public and became a major issue. There were supporters and, of course, opponents of this Proposition.Many doctors said that marijuana is helpful in treatment of AIDS, glaucoma, arthritis, migraine headaches, multiple sclerosis and spasticity. Besides the above, use of marijuana also relieves the pain that cancer causes and relieves the nausea that is associated with chemotherapy that the patients have to undergo. Supporters of the proposition know that marijuana is not a risk free drug. However, they believe the doctors would weigh the benefits and risks against each other before prescribing it to patients. The main argument favoring this proposition is that marijuana relieves the pain of patients suffering from cancer and AIDS. Supporters believe that it is a humane act in passing proposition 215 to help these patients that are in great pain.English: Man holding a California state-issued car...

Application of Organisational Behaviour in Management

Application of Organisational Behaviour in Management In this paper I am going to describe the theme about organisational behaviour and to analyze and explore the aspects of organisational behaviour theory and its application in practice. The background of organisational behaviour The term originated in the early of 60’s (20th century), when several lines of scientific disciplines involved in explaining the processes that occur in the organisation, between organisations, as well as between the external and internal environment combined into a single entity. In spite of the increasing theorisation of organisational behaviour, it is actively used in practice. Businessmen mocked the concepts such as a group work or enrichment work for decades, as long as the consultants began to sell these ideas under the guise of a new tendency called â€Å"compressed production.† In the beginning they mocked â€Å"discussion of organisational culture†, but accepted these theories when consultants began to submit them under the label â€Å"organisational advantage, organisational skills.† Sometimes, the practitioners faced to different problems and became â€Å"the gullible victims† of the organisational fashion, the same ideas and researches. For example, the enthusiasm for â€Å"organisational excellence† mostly meant that people had never tried to assimilate and apply the standard concepts of organisational behaviour, which were known by at least thirty years before. Organisational behaviour is a systematic and scientific analysis of individuals, groups and organisations in order to understand, predict and improve the individual performance and functioning of the organisation (i.e., based on personality). Organisational behaviour is a study of people and groups in the organisation. This is an academic discipline, which helps managers to make effective decisions when working with people in a complex dynamic environment. It combines concepts and theories related to individuals, groups, org anisations in general. In accordance with the latter definition I can distinguish three levels of behaviour problems: Personal Group and Organisational Richard Pettinger proves the fact that organisational behaviour is concerned with: â€Å"the purposes for which organisations are created; the behaviour of individuals, and an understanding of the pressures and influences that cause them to act and react in particular ways; the qualities that individuals bring to particular situations; the creation of groups, collections of people brought together for given purposes; the background and context within which activities take place; relationships and interactions with the wider environment with other organisations and groups; the management and ordering of the whole and its parts into productive and effective work relationships.† (Pettinger (2000) page 4). Organisational behaviour is a systematic study and practical application of knowledge about how people (individuals an d groups) interact within the organisation. According to Simms, Price & Ervin the main purposes of organisational theorists are â€Å"to revitalize organisational theory and develop a better conceptualisation of organisational life.† (Simms, Price and Ervin (1994) page 121). Jablin and Putnam admit that â€Å"an organisational theorist should carefully consider levels assumptions being made in theory, and is concerned to help managers and administrators.† (Jablin and Putnam (2000) page 146). The main approaches to the study of organisational behaviour There are two basic approaches: Trial and error method, based on the accumulation of life experiences to find effective behaviours. Using special techniques and methods of related disciplines. This approach involves the mastery of theoretical knowledge and practical skills. It is important for a manager to combine both approaches. There are the following techniques in the study of organisational behaviour: surveys, including interviews, questionnaires, testing. Collection and analysis of information (based on the study of documents). Observation and experiment.

The Consequences of Chernobyl's Disaster and the New Policy of Social Dissertation

The Consequences of Chernobyl's Disaster and the New Policy of Social Defense - Dissertation Example he Chernobyl Disaster 31 Social Defence in the EU following the Chernobyl Disaster 34 Social Defence in the UK following the Chernobyl Disaster 37 Part IV 42 Conclusion 42 Strengths of the Research 44 Limitations of the Research 44 Suggestions for Further Research 45 Bibliography 45 Part I Introduction The Chernobyl accident and its resulting disaster in 1986 illustrates that even the most careful planning on a domestic level will not minimize or remove the risks attending all states with respect to nuclear power plants. The risks associated with nuclear power plants are far more serious than the specific risks revealed by the Chernobyl accident. Essentially, the Chernobyl accident revealed that an innocent accident lacking malicious intent can bring about disaster that goes far beyond the vicinity of the accident itself.4 Separate and apart from accidental damages, even the ordinary functioning of nuclear power plants can create disasters. After all, workers are managing and handlin g dangerous material such as plutonium and uranium which can be deliberately transferred to rogue nations or terrorist for â€Å"non-peaceful use†.5 Moreover, there is always the possibility of military assaults on power plants and deliberate sabotage. Consequences of any of these actions were brought to the fore by the Chernobyl accident.6 The Chernobyl disaster essentially resurrected the debate over nuclear power and managing nuclear power. These controversies drew attention to the risk associated with the proliferation of nuclear weapons, nuclear power plant accidents, repositories for nuclear waste, and environmental and health issues attending radiation fallout.7 More importantly, the Chernobyl symbolized a â€Å"high risk society† in which no one can escape â€Å"man-made disasters† and... The objective of this research is to acquire a better insight the Chernobyl accident and its resulting disaster in 1986. It illustrates that even the most careful planning on a domestic level will not minimize or remove the risks attending all states with respect to nuclear power plants. The risks associated with nuclear power plants are far more serious than the specific risks revealed by the Chernobyl accident. Essentially, the Chernobyl accident revealed that an innocent accident lacking malicious intent can bring about disaster that goes far beyond the vicinity of the accident itself. Separate and apart from accidental damages, even the ordinary functioning of nuclear power plants can create disasters. After all, workers are managing and handling dangerous material such as plutonium and uranium which can be deliberately transferred to rogue nations or terrorist for â€Å"non-peaceful use†. Moreover, there is always the possibility of military assaults on power plants and d eliberate sabotage. Consequences of any of these actions were brought to the fore by the Chernobyl accident. The Chernobyl disaster essentially resurrected the debate over nuclear power and managing nuclear power. These controversies drew attention to the risk associated with the proliferation of nuclear weapons, nuclear power plant accidents, repositories for nuclear waste, and environmental and health issues attending radiation fallout. More importantly, the Chernobyl symbolized a â€Å"high risk society† in which no one can escape â€Å"man-made disasters† and that these disasters are not confined to time and space.