The High School English Classes You Should Take

The High School English Classes You Should Take SAT / ACT Prep Online Guides and Tips It's no secret that colleges want you to take English class each year of high school. But what exactly are you supposed to be learning? What options do you have to exceed expectations and show off your stuff? And what if you're such a book-loving reader that in the dictionary under "bibliophile" there's a picture of you- how can you really max out your high school English experience? Read on to learn about the common core, honors and AP classes, and going beyond what the standard curriculum offers! What Do Colleges Expect? You'll be hard-pressed to find a college that doesn't expect you to have taken 4 years of English or Language Arts classes. Likewise, the vast majority of high schools require 4 years of English in order for you to graduate. These 4 years are cumulative, meaning each year builds on what you learned before, and now each year is most likely based on the common core standards. So, colleges assume that when you start freshman year, you've been learning all of this: 9th Grade is the setup year you practice basic essay-writing skills you study different literary genres you analyze narrative voice, characters, and plot 10th Grade is the building year you practice the outlining, drafting, and revising process you focus on themes and literary devices like imagery and voice 11th Grade focuses on American literature your writing gets more complex, as you do your own research and use outside sources you now start reading not just for content but also for historical context, period, setting, and point of view this is a good year to take American history as well 12th Grade looks out at the world you read British literature and sometimes world literature, depending on your high school you put all your skills together, analyzing complex literature and nonfiction you produce research papers, presentations, and maybe even multimedia projects this may be a good year to also take European or world history Common Core Reading Standards There's... a lot of choice. Having a guide helps. Want to know the type of books colleges assume you will have read by the time you get in? Here are some examples of what the common core standards want you to be reading in high school, broken down by year: Literature: Stories, Drama, Poetry Informational Texts: Literary Nonfiction and Historical, Scientific, and Technical Texts 9th - 10th Grade The Tragedy of Macbeth by William Shakespeare (1592) "Speech to the Second Virginia Convention" by Patrick Henry (1775) "Ozymandias" by Percy Bysshe Shelley (1817) "Farewell Address" by George Washington (1796) "The Raven" by Edgar Allen Poe (1845) "Gettysburg Address" by Abraham Lincoln (1863) "The Gift of the Magi" by O. Henry (1906) "State of the Union Address" by Franklin Delano Roosevelt (1941) The Grapes of Wrath by John Steinbeck (1939) "Letter from Birmingham Jail" by Martin Luther King, Jr. (1964) Fahrenheit 451 by Ray Bradbury (1953) "Hope, Despair and Memory" by Elie Wiesel (1997) The Killer Angels by Michael Shaara (1975) 11th - 12th Grade "Ode on a Grecian Urn" by John Keats (1820) Common Sense by Thomas Paine (1776) Jane Eyre by Charlotte Brontà « (1848) Walden by Henry David Thoreau (1854) "Because I Could Not Stop for Death" by Emily Dickinson (1890) "Society and Solitude" by Ralph Waldo Emerson (1857) The Great Gatsby by F. Scott Fitzgerald (1925) "The Fallacy of Success" by G. K. Chesterton (1909) Their Eyes Were Watching God by Zora Neale Hurston (1937) Black Boy by Richard Wright (1945) A Raisin in the Sun by Lorraine Hansberry (1959) "Politics and the English Language" by George Orwell (1946) The Namesake by Jhumpa Lahiri (2003) "Take the Tortillas Out of Your Poetry" by Rudolfo Anaya (1995) If you want a very long breakdown of what the common core recommends you study, check out their year-by-year guide. How Can I Exceed Expectations? Honors Classes These will most likely be similar to the standard classes your school offers, but the works you read will be more challenging and the assignments more complex and demanding. In other words, you'll do more work and put in more effort, but you'll be better prepared for college-level writing! Pro tip: in your school, honors classes may be a prerequisite for AP classes. AP English Classes There are two AP English options: AP English Language and Composition if your school offers both AP English classes, this is the one you'll take Junior year this class and exam are all about how writers do what they do: how they use rhetoric, genre, style, and how they play with audience expectations AP English Literature and Composition if your school offers both AP English classes, this is the one you'll take senior year this class and exam have to do with critical analysis, close reading, literary structure, themes, as well as imagery IB Diploma Classes There are three IB literature options: Language A: Literature this course focuses on the analysis of literary texts Language A: Language and Literature this class takes the analysis further by looking at both literary and non literary genres, and by considering how the context of writing or reading something affects its meaning Literature and Performance this class is all about the relationship between literature and theater, focusing on close reading, critical writing and the aesthetic and symbolic elements of performance Both Language A classes are offered in a variety of languages, and Literature and Performance can be taken in French or Spanish by special request, so these may be great options for non-native speakers or bilingual students. Some IB diploma classes can be taken online, but the closest you'll come to English online is the Film SL class, which is all about the history, formal elements, technical production, and of course critical analysis of film. What If I'm an English Class Junkie? Is There More? Please, sir, may I have some more... English class? In this bowl, for some reason? Check Out Your School's Electives This is the time to think just a little bit outside the box! For example, classes in creative writing offer a great window into later being able to see how someone else did it. Electives in the humanities can often offer what is basically a modified literature class. And there are many other subjects that focus on reading, analyzing, and writing about texts- subjects like philosophy, theater studies, world religions, psychology, or anthropology. Design Your Own Course Your school is your resource, so don't be afraid to get creative. Consider asking a teacher to help you set up an independent project or independent study to explore your interests! For example, in my senior year, on top of my coursework, with the help of my favorite English teacher I designed an independent study of reading and writing poetry. It was incredibly rewarding! Take High School Classes Online For instance, Stanford University has an online high school which features 7 English courses and lets you enroll to take as many of them as you want. Brown University also offers a set of online pre-college courses. They have 4 related classes on nonfiction, travel writing, formal college writing, and a humanities seminar on evolutionary thought. Take Summer Classes on College Campuses You can check out our guide to the Summer Institute for the Gifted or all the info we have collected about Stanford's two summer programs. Take Some Online College-Level Classes Are you super confident in your abilities or interested in something specific you can't find anywhere else? Maybe the best thing for you to do is prove yourself on a whole another level! Just think, doing well on a college-level course will look great on your transcript, and you might even get college credit for it! What's Next? Need to improve your acquaintance with key literary terms? Use our articles on personification, imagery, rhetorical devices, point of view, literary elements, assonance, and iambic pentameter to aid you in your quest. Still wrestling over whether AP or IB is better? Check out our guide to deciding between them. Curious how your writing skills will apply to the SAT? Read about how to improve your SAT writing score, or better yet, how to get a perfect 800 and how to get a 12 on the SAT essay. And don't forget to read about the ACT Writing test and SAT essay. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Definition and Examples of Etymology in English

Definition and Examples of Etymology in English Definitions (1) Etymology refers to the origin or derivation of a word (also known as lexical change). Adjective: etymological. (2) Etymology is the branch of linguistics concerned with the history of the forms and meanings of words. See Examples and Observations below. Also see: Etymology Exercise: Exploring Word OriginsIntroduction to EtymologyWord FormationDoublets and TripletsEtymological FallacyEtymonFolk EtymologyKey Dates in the History of the English LanguageLanguage ChangeNeil Postmans Exercise in EtymologySemantic Change and the Etymological FallacyWhere Does Language Come From?Where Do New Words Come From? How Words Are Made AmeliorationBack FormationBackronymBlendBorrowingClippingCompoundingConversionDerivationGenerificationHybridPejorationSemantic ChangeSemantic Narrowing EtymologyFrom the Greek, true sense of a word Examples and Observations Ours is a mongrel language which started with a childs vocabulary of 300 words, and now consists of 225,000; the whole lot, with the exception of the original and legitimate 300, borrowed, stolen, smooched from every unwatched language under the sun, the spelling of each individual word of the lot locating the source of the theft and preserving the memory of the revered crime.(Mark Twain, Autobiography)As early as the 15th century, scribes and early printers performed cosmetic surgery on the lexicon. Their goal was to highlight the roots of words, whether for aesthetic pizzazz, homage to etymology, or both. The result was a slew of new silent letters. Whereas debt was spelled det, dett, or dette in the Middle Ages, the tamperers, as one writer calls them, added the b as a nod to the words Latin origin, debitum. The same goes for changes like the b in doubt (dubium), the o in people (populous), the c in victuals (victus), and the ch in school (scholar).(David Wolman, Righting the Moth er Tongue: From Olde English to Email, the Tangled Story of English Spelling. Harper, 2010) The origin of words that reproduce natural sounds is self-explanatory. French or English, cockoo and miaow are unquestionably onomatopoeias. If we assume that growl belongs with gaggle, cackle, croak, and creak and reproduces the sound it designates, we will be able to go a bit further. Quite a few words in the languages in the world begin with gr- and refer to things threatening or discordant. From Scandanavian, English has grue, the root of gruesome (an adjective popularized by Walter Scott), but Old Engl. gryre (horror) existed long before the emergence of grue-. The epic hero Beowulf fought Grendel, an almost invincible monster. Whatever the origin of the name, it must have been frightening even to pronounce it.(Anatoly Liberman, Word Origins And How We Know Them: Etymology for Everyone. Oxford University Press, 2005)Etymology of the Word GodThe root-meaning of the name (from Gothic root gheu; Sanskrit hub or emu, to invoke or to sacrifice to) is either the one invoked or the one sacrificed to. From different Indo-Germanic roots (div, to shine or give light; thes in thessasthai to implore) come the Indo-Iranian deva, Sanskrit dyaus (gen. divas), Latin deus, Greek theos, Irish and Gaelic dia, all of which are generic names; also Greek Zeus (gen. Dios, Latin Jupiter (jovpater), Old Teutonic Tiu or Tiw (surviving in Tuesday), Latin Janus, Diana, and other proper names of pagan deities. The common name most widely used in Semitic occurs as el in Hebrew, ilu in Babylonian, ilah in Arabic, etc.; and though scholars are not agreed on the point, the root-meaning most probably is the strong or mighty one.(The New Advent Catholic Encyclopedia) The Etymological Fallacy[T]he term etymology . . . is derived from from the Greek etumos, true, and referred to a words primary, or true, meaning. But, if we were to apply such a concept to the majority of common English words today, this would result in considerable confusion; the word silly is first recorded in the sense pious, nice meant foolish, and buxom meant obedient.Dr. Johnson was attracted by the logic of such an approach when he embarked on his dictionary, referring to etymology as the natural and primitive signification  of a word. But experience led him to recognize the fallacy of this approach, as is apparent from the illustration he included in the entry for etymology: When words are restrained, by common usage, to a particular sense, to run up to etymology, and construe them by Dictionaries, is wretchedly ridiculous.(Simon Horobin,  How English Became English. Oxford University Press, 2016)Etymology and Spelling- Rote learning is better swallowed when mixed with l essons in etymology and the history of the language.Learning about etymology can help with learning other languages, too. Take a simple word like justice. You’ve probably known how to spell it for so long that you’ve forgotten that the ending (spelling the sound iss as ice) is counterintuitive to a lot of children. Explaining that the word is borrowed from French, however, might make it clearer. Sounded out in French, the sound at the end makes a bit more sense (by analogy to a place like Nice). A very brief explanation of this kind is a chance for a short history lesson (French was spoken at the medieval court in England) and a reminder that children already know a lot more French than they realise.Teaching spelling in this way may make learning it more interesting but also encourage creativity.(Josephine Livingstone, Spelling It Out: Is It Time English Speakers Loosened Up? The Guardian [UK], October 28, 2014)- There are hundreds of difficult words where an awareness of the etymology can help us predict whether they will contain a double consonant or not. Why irresistible, with two rs? Becomes it comes from ir resister  [in Latin]. Why occurrence with two cs? Because it is from oc (earlier ob) currere. And why is there no double c in recommend and necessary? Because there was no duplication in the Latin: re commendare, ne cedere. I find it hard to resist the conclusion that if children were introduced to some basic etymology, many of the famous spelling errors would be avoided.(David Crystal, Spell It Out. Picador, 2014) Pronunciation: ET-i-MOL-ah-gee

Marketing Planning and Strategy (The buying process)1 Assignment

Marketing Planning and Strategy (The buying process)1 - Assignment Example d to be more efficient and transparent if portrayed in the best stages possible, since it reaches every person with an interest in the commodity through a series of websites. Critically, the following research shall evaluate the buying process of an eBook from the Kindle Store, an online computer application in order to have an advantage in the selling process. Buyers in the contemporary society are likely to seek different solutions including the purchase of books through the online media. Since the business world is expanding, and a very demanding environment is being created for a more improved mechanism of controlling stocks, movement of sales, purchases, and coordination of the petty transactions, businesses have opted for online marketing (Davis, 2011). The Kindle Store management should be strategic to ensure that buyers perceive the presented eBooks as the most appropriate products to solve their problems. The practice is common in online retail stores where the technological need is for the entity to be efficient and effective in terms of performance. Critically, the online Kindle model of selling should clearly indicate the need that can only be met by facilitation of Kindle computer applications in order to create attractiveness and influence decision-making by consumers to the product (Zoltners et al. 2004). The online customers need a lot of information about the Kindle products, in order to make decisions in buying the available eBooks. The process entails the evaluation of the positive advantages of the eBook products, which will enable the customer to decide on whether to buy the products or not to buy while still comparing the eBooks to the available alternatives. However, when a marketer is using a online marketing strategy to enhance the buying process, he should disclose all the information pertaining the effects of using computerized approaches as a way of ensuring efficiency, transparency, and accuracy (Sabri, Gupta, & Beitler, 2007).

Effectiveness of Risk Assessment in Preventing Pressure Ulcer Research Paper

Effectiveness of Risk Assessment in Preventing Pressure Ulcer - Research Paper Example The objective of the study will be as follows: To assess whether incorporating risk assessment in nursing practice can reduce the prevalence of pressure ulcers; Establish whether risk assessment can reduce the overall preventive measures used on a patient Investigate whether the detection of pressure ulcers in its early stages could reduce its severity and prevent other illnesses from developing. Background Pressure ulcers are local injuries to skin and/or underlying tissues due to pressure from an object pressing and/or rubbing against the skin. Pressure usually leads in insufficient blood flow and occurs mostly in bony areas such as the sacrum, coccyx, hips, and heels. Insufficient blood supply can lead to death of skin cells leading to the formation of an ulcer. In the US, the prevalence of pressure ulcers varies among states widely, with some states such as Ontario recording incidence rates of 53% in poorly managed healthcare institutions (Clarke, Bradley, & Whytock, 2005).... The staff will also be trained on early detection of the injuries. c) Comparison Data on patients at risk from developing pressure ulcer will be collected before and after training. The data will also include the number of patients who will develop ulcers over a four-week period before and after the training intervention. Data collected after nursing staff have undergone training will be compared to that collected before the training using various statistical analyses to determine whether there was a significant decline in the number of patients at risk of developing ulcers. d) Outcome Results of the analysis will also indicate whether training of nursing personnel in the assessment of pressure ulcer risk is effective in reducing the number of patients developing pressure ulcers. e) Time The study will run for a period of three months. Data on the number of patients developing ulcers and those at risk will be collected for a period of four weeks followed by training of personnel. Dat a will be collected again after training for a period of four weeks. Critique of Literature Clinical studies have shown that development of pressure ulcer during hospitalization can be alleviated by adopting appropriate mitigation measures (Severens, Hobraken, Duivenvoorden, & Frederiks, 2002; Vanderwee, Clark, Dealey, Gunningberg, & Defloor, 2007). These measures can include the development of methods and ways of determining risk factors. Early action can alleviate pain and improve quality of life among persons at risk or those already affected. Healthcare institutions can also benefit from early detection of pressure ulcers by reducing fiscal and time expenditure on the care and treatment of patients. Clarke et al. (2005) mention that pressure ulcers directly kill at least

The Angry American by Toby Keith Essay Example for Free

The Angry American by Toby Keith Essay Tragedy is one of the most influential inspirations for art, including songwriting. In recent times, many artists responded to their feelings toward the destruction of the Twin Towers on September 11th, 2001, with an abundance of artwork, poetry, and songs. One of the songs, Toby Keiths The Angry American, may conceivably be portrayed as a summation of the artists patriotic values in a reaction to the event. Although in initial observation it may seem as though the song attempts to also inspire patriotism in its audience, it does quite the contrary, inspiring revenge against acts that hurt or threaten the USA, namely September 11th. Patriotism is defined as positive acts of nationalistic feeling: Keith suggests, however, that vengeance or at least violence defines nationalistic feeling. Before performing this piece, Toby Keith gave a speech about his reasons for creating the song. Although Keith states in his speech that he wrote the song following September 11th, as if for the victims of that tragedy, he in fact wrote it not as an emotional reaction toward the victims, but for his own personal feelings, including those of his father and his sacrifices in the line of duty. In dedicating the song to his father, Keith furthers the idea that the song was written for personal reasons and not just as a response for the victims of September 11th. Although Keith may be conceivably trying to express the idea of the USA prevailing over any evil, he conveys this idea in a violent, vengeful way. He clearly suggests the idea of America as being a country that any enemy will be sorry that they messed with, basically saying that if you harm the USA, theyll put a boot in your ass, its the American way. By stating this about the USA, Keith suggests that Americans will violently take revenge against any threat made upon them, and to such a great degree that it will cause the enemy to never be able to threaten the USA again. Keith characterizes the USA almost as if it was the school bully, who no one can take the top spot from, or hurt without being hurt in return. This dominating ideology of the USA, which Keith seems to use to try to boost the morale of the songs listeners, in fact weakens the song by suggesting violent acts as an acceptable means to substantiate any feelings of anger or hatred toward past events harmful to the US. The roots of hatred sprout from many different feelings: fear, ignorance, competing beliefs, sadness, frustration, helplessness. Through the use of certain terms in both his speech and song, Keith portrays this hatred, in many forms. Keith presents feelings of helplessness when he expresses the idea of the US in a cage. The use of the term cage may be due to the fact that Keith feels frustrated and vulnerable from the attacks on September 11th, in that the perpetrators of the attacks are either already dead or too difficult to find, and if revenge were to be taken, it would not bring the victims back, or make the pain and grief of the attacks any easier to bear. Therefore one might say that Keiths patriotic ideals are caged, as he feels that someone has stricken his country and all he believes in, and there is not a way to avenge this entrapment. Keith expresses further feelings of frustration in his ignorance as to who his enemies actually are. As he states in his song, a mighty sucker punch came flying in from somewhere in the back, Keith conveys the USAs ignorance as to who really gave it its big black eye, and his hatred for not being able to determine who his enemies are and who to retaliate against, or more specifically, which ass to put his boot in first. These feelings of uncertainty can be seen in Keiths mentioning of his father in both the speech and song. He states that his father lost his eye in a training combat mission while serving his country, and it can be inferred from this mentioning in the speech, the song, and his dedication of the song to his father, that Keith feels angry that he does not know specifically how his father lost his eye, who (if anyone) caused him to lose it, or why no one could help him. As stated previously, feelings of sadness, ignorance, and helplessness can lead to hatred, and those feelings, mixed with those surfaced after September 11th, could plausibly have lead Keith to express the need for violent vengeance to be taken towards those responsible for that hatred. Keiths sense of vulnerability is also seen in the rhyme scheme of the song. His haphazard rhyme scheme suggests Keiths feelings of confusion, not knowing where to turn, who to go to, who to avenge. Keiths use of patriotic and familial terms, such as Statue of Liberty, Mother Freedom, mother, brother, sister, are emphasized in order to convey the idea of America as a giant family, all striving to protect their country and its history. Keiths word choice helps to further illustrate the idea of the need for Americans to stand together to seek out and avenge their enemies, namely those of the September 11th attacks. Throughout The Angry American, Toby Keith uses many techniques to stress the need for revenge to be taken for the pains our country has had to endure from attacks by enemies, specifically those enemies of September 11th. Keith is emphatic that America will prevail over any evil, and that the attacks on September 11th give Americans a chance to fight for their country, and stand on what our fathers and forefathers did for us, and make sure we dont let em down.

Epogen :: Science Biology Papers

Epogen Epogen is produced by the company Amgen. Amgen located atThousand Oaks, California, is a global biotechnology company. It discovers, develops, manufactures, and markets human therapeutics based on advanced cellular and molecular biology. Amgen, founded in 1980, is now the largest biotechnology company in the world. It has 4,200 employers around the world and 2,700 of the 4,200 workers, work at the headquarters in Thousand Oaks. Amgen has centers of research in "Boulder, Colorado and Toronto, Canada; clinical research centers in Cambridge, England and Melbourne, Australia; the international distribution center in Louisville, Kentucky, fill and finish facility in Junco, Puerto Rico; and European regional headquarters in Lucerne, Switzerland. Amgen has other international offices that are located in Austria, Australin, Belgium, Canada, China, France, Germany, Italy, Japan, the Netherlands, Hong Kong, Portugal, Spain, and the United Kingdom." (Amgen 1996) Amgen's first product, Epogen was approved in June 1989 for use in the United States. Neupogen (filgrastim) Amgen's second product, received approval for use in February 1991, is used for preventing infections in cancer patients that receive chemotherapy for bone marrow and peripheral blood progenitor cell transplantation patients and treatment for chronic neutropenia, which is a rare blood disorder. Amgen has research in the areas of hematopoiesis, neurobiology, inflammation/autoimmunity, and soft tissue repair and regeneration. Products from the research, in the four areas mentioned from above, may, sometime in the future, be used in treating conditions characterized by disorders of blood and bone marrow, neurodegenerative diseases such as ALS, Parkinson's, Alzheimer's, or traumatic nerve injury. Epogen Epoetin Alfa recombinant Epogen, or Epogen, has 3,000 units of recombinant Epoetin Alfa, 2.5 mg Albumin (Human) in sterile buffered solution (pH 6.9 +/- 0.3) of sodium citrate (5.8mg), sodium chloride (5.8mg), citric acid (0.06mg), in Water for injection. Its uses are stimulating the body to make red blood cells, treatments of anemia (loss or reduction of red blood cells) associated with chronic renal failure or anemia caused by AZT (zidovudine) in HIV-infected persons. Before Epogen was produced or used, blood transfusions and male hormone therapy was used in treating anemia, which was caused by chronic renal failure. Epogen Studies Studies on Epogen are available from Amgen, Food and Drug Administration (FDA), and the Journal of the American Society of Nephrology. One study by Amgen was "to establish the safety and efficacy of EPOGEN in pediatric patients" (Amgen 89), the second study from FDA, was about erythropoietin, which is

Astonomy

Small tutorial groups for Individual discussions each eek (â€Å"Questions of the Week†) Welcome to Astronomy/Origins 2803 Your instructor: Dry. Christine Wilson – astrophysics, relativity, cosmology – Keep an individual Journal on the Avenue to learn site -Respond with your thoughts and questions (through the Avenue site) to the weekly topics Jeremy Webb (Head TA) Special guest lecturers & a team of excellent Task! Your tutorial group meetings start Swept. 10th! A bit about me – Professionally I am an â€Å"observational astronomer†. My main interests are gas and star formation in galaxies.I work primarily with radio and far-infrared data. A bit about the course – Vie been a professor at Master for 22 years. – Focus on big questions in physical sciences (with no math!! ): – Last year I was on sabbatical working with the Tacoma Large Millimeter Array (ALMA) in Santiago, Chile and in Charlottesville, Virginia. – The chance to discuss the big, fundamental questions of science – space and time, the universe on large scales, the big bang, dark matter Marking Scheme more details provided on Avenue Site 35% Final exam 15% 4% Clicker questions 22% Project 14% Participation in tutorials (not Just attendance!Individual Journal First Mark in the course comes from logging into Avenue to Learn â€Å"Tutorials† are a key component of the course tutorials start in the first full week of classes (10th) make sure you have signed up for one! ** account for a significant portion of your final mark switching of tutorial sections can only be done with Solar Log onto Venezuelan and introduce yourself to the rest of your tutorial section and introducing yourself to the rest of your tutorial group! Deadline – September 1 5th Avenue to Learn Astronomy 2803 / ORIGINS 2803 Tutorial groups start Swept 10th.Here's how they work: – The discussion â€Å"question of the week† will be announced b eforehand on Avenue – Think about it overnight and come to your tutorial group ready to discuss it – thoughts, reflections, conclusions, further questions. – Your TA will set up the question and divide you up into smaller discussion groups for half the period. Then, each subgroup summarizes its conclusions – final round for general discussion. What you'll find on the avenue page: – Course Materials (outline, detailed marking scheme, project lists) A discussion area for your tutorial group – Place to write your Journals (only your TA can see your entries! (more details to come) – Calendar of important dates – Place to ask questions Click on Content ‘-Clickers -Register using your MAGIC!!! (not student #) -Write down your clicker serial number somewhere, it will wear off! Discussion topic for next weeks tutorial meeting (tutorial groups start next week! ) What are the ethical implications of colonizing Mars or other places in the Solar System? Should we do it? What do you think about the Mars One Idea?

Children and Young People’s Workforce Essay

001.1.1-What are the different reasons people communicate? There are many reasons for people to communicate these could include, giving or receiving information in my setting with co workers for daily activites.This also could be used for receiving instructions. I would also need communication if I had concerns over a child or if I was unsure how to do a certain task. Communication is also vital for giving feedback to parents about what their child has done during their time in the nursery. This could be face to face or by the telephone, either way my communication must be positive. Non-verbal communication is sometimes greater than the spoken word. We use non verbal 65% of the time can be effective when communicating with any individual or persons in the child setting.Non-verbal communication can be effective if trying to explain shapes,directions,inner feelings and personality’s. Eye contact plays a big part when communicating with anyone. Its part of your facial expressions and body movements. eyes can be trusting and never lie; Children and co workers will need eye contact for good communication. Read more:  Identify the different reasons people communicate  essay Communicating with children in my setting could involve giving instructions, reading books, engaging with the children. Listening to what the children have to say. Facial expressions, tone of voice and posture will project how you are engaging in the conversation with the child. Using signs/pictures with children can be a form of communication, Talking at the child’s level will encourage them to feel confident and develop trust, which will lead to a healthy, happy relationship between us. Having the ability to sometimes use non verbal communication alongside verbal can help connect with children and co workers or parents. Sometimes bad behaviour will need good communication skills. Shouting should always be a LAST resort. Having time out or withdrawal from a activity may help. Sometimes we may need to ignore bad behaviour, This could be to get control back if a child is being disruptive and distracting other children. I think overall communication is vital in any setting. 001.2.3- Give some examples of when you might need to seek advice about communication. How would you go about this? Seeking advice is sometimes needed for support. If we didn’t seek advice then how would we know what to do? We should always ask for advice and help if needed.  This would cover a number of scenarios in the childcare setting some could include: Noticing if a child is acting differently or seems not their selves, I would have to seek advice with my co workers about how to look after the child or if they have noticed the child is behaving differently. I would ask questions about the child’s behaviour the day before to confirm that they are not themselves I’d possibly have to inform the child’s parents, if the child is unwell or has a injury at nursery. Also I may need advice if a child has a disability and I’m unsure how to look after the child, they may need special care and I may not know how to give it. I f we know all the things we need to know about the children we can work better together in the setting. This could be something simple as to if the child has an allergy to a certain food, or is on medication and needs it at specific times. I will need to seek advice on what to give and when and what foods they cannot have. Incase of an emergency I would need to seek advice regarding first aid and find the appropriate first aider in the setting. The more information we know the better we can be in our roles. It will increase confidence and your co workers will feel they can rely on you to do the task in hand. 001.3.1 What are the possible barriers to effective communication? I think there are many possible barriers that could affect communication some include: * Language. speaking in different languages or were a English is not a first language it can cause communication breakdown as its difficult to understand one another. To overcome the barriers we could speak slowly  and politely. We could try and get a translator in the setting, if there isn’t a translator then we would have to see what we can understand with the limited vocabulary. * Hearing difficulties. If a person is deaf or hard of hearing. The communication can be difficult. This is when seeking advice would come into play with co workers. Bringing in a signer would help; this would put you and the other individual at ease and make communicating a lot easier. * Noise. If the setting is noisy if someone or something is making loud noises when you’re trying to talk, then communication will fail. We could go into a quieter environment or if not ask the persons to possibly be abit quieter so you can speak, so the communication between myself and another person won’t be broken or interrupted. * Personality/interests .Personal likes and dislikes can cause barriers in conversation, people may have selective hearing if they think a certain subject is boring. It could make people feel ignored or not welcome if they don’t seem interested. Trying to reason with disagreements or different points of view and if not agree to disagree. Sometimes aggression can make people not want to communicate and push them out. They would not want to be in the same environment and would feel uncomfortable so I doubt they would want to have a conversation with any angry person. * Culture. Different cultures regulate the display of their emotions differently, some people display emotions in a debate, eg cry shout get angry or frustrated. They can show fear. Others may hide their emotions. To overcome any barriers or issues I would try to listen and understand and reason with the other person, and treat them how I would like to be treated. 001.3.4 What support and information services are available to enable more effective communication? I have had a look on the web for information services and support groups for effective communication. These are the ones I have found which would probably be more beneficial. * Braille. It is used by those who have visual impairments or blind. Braille is read by fingers touching raised dots containing two columns each with three dots. There are two types of Braille- grade 1 and grade 2. Grade 1 is letter by letter, which takes a lot of time to read. Grade 2 is faster as it combines letters commonly used together. The Braille system is a method that is widely used. It helps people to communicate, read and write. It is seen as a  alternative form of communication.(www.wikipedia.org 12/05/12)www.RNIB.org.uk 12/05/12 * BSL is another form of alternative communication. British sign language is a form of communication used by people who are hard of hearing or deaf. Sign language involves movement of the hands, body and head. It helps the deaf to communicate and connect with others around them. It is a visual mean of communication which uses gestures, facial expression and body language.(www.britishsignlanguage.com 12/05/12)www.asli.org.uk12/05/12 * Lip reading. Is used as communication. It is a technique of understanding speech by visually interpreting the movements of the lips, face and tongue. Lip readers who have grown up deaf may never have heard the spoken language and are unlikely to be fluent users of it. (www.lipreading.org.uk/lipreading 12/05/12) 001.4.1 What is meant by the term confidentiality? Confidentiality is a term used widely in a childcare setting. It means secret, private. It can be a meaning of trust. It can be any information regarding a child’s development. All the information about the children will be kept in a child’s record which will be kept in a secure place. All staff must be aware of the confidentiality policy and it must be enforced in the workplace. The nursery retains a copy of the information and the parents always keep originals. Confidentiality within a child setting means at no time must staff speak about outside of school. I could use a child’s information as part of proof for my college work but would have to use a different name and use them as a case study to help my studies. I would have to seek permission from school to gain access to this information 001.4.3 Describe situations where information normally considered to be confidential, might need to be passed on. Confidential information must remain confidential unless a child’ safety is a t risk or for development purposes. By keeping things confidential you will gain a bond of trust between yourselves and parents and co workers. It protects staff aswell as children and their families. Another reason for sharing information could be to support learning, to check what level a child is at, also offering support from transition from pre-school to school, may need to speak to teacher regarding behaviour and also to ask previous staff about the child’s  behaviour so you can be in the know if any behavioural problems or background problem have been apparent. There could be something happening at home that possibly affecting a child at school†¦ ‘new baby, just moved house, mum and dad not getting on’ can all affect a child’s behaviour and may go un noticed to the parent but become noticeable in the childcare setting. This would be when confidentiality would be broken, as we would have to put the child’s interest first by speaking about it to a co worker for advice or support in dealing with the information you have found out. Everyone will be working together in best interest for the child. Sharing information maybe needed incase of emergency, for the welfare of the children. I may need to ask another teacher about a child’s medical condition or possibly a disability. The I am made aware of the procedures if a accident should occur and medical help or any other assistance is need from me. Research to prepare for verbal questions 001.1.2 Explain how effective communication affects all aspects of your work. If you have effective communication in your work it will give your more confidence to ask for help/support. More confidence in your job, towards looking after children and it will put more confidence in your co workers as you will be punctual and competent at your job. You will know what is in place in your setting, which means you will know what’s safe and what’s not. 001.1.3 Why is it important to observe reactions when communicating? It is important to observe people when speaking to them to see if they are understanding and taking interest in what you are saying, you can do this by watching facial impressions, eye contact body language. These all play apart in communication.

Earn a Doctorate Degree Online

Earn a Doctorate Degree Online Earning a doctorate degree online can improve your earning potential and qualify you for a variety of prestigious career options, all while learning from the comfort of your own home. As the highest degree attainable in the United States, a doctorate degree can prepare you to work in leadership positions, university-level professorships, or other highly skilled professions. But, how do you choose a doctorate degree online program? How much work does an online Ph.D. require? And, what payment options are available for online doctorate students? Read on. Who Should Earn a Doctorate Degree Online? Earning a doctorate degree online requires a significant commitment of time and money. The best students are those who are able to set aside study time each day and balance their studies with family and work responsibilities. Because most online doctorate degree programs are reading and writing focused, doctorate students should be highly literate. They should have advanced research skills, be articulate, and have the ability to comprehend complex texts. Additionally, students should be self-motivated and able to work independently. Keep in mind that earning a doctorate degree online may not automatically improve your salary. Most jobs requiring a doctorate degree offer a decent salary and a certain amount of prestige. However, many academic jobs such as professorships may pay less than jobs in the non-academic sector. When contemplating earning a doctorate degree online, research your future employment options to determine whether a new degree in your field will be worth it. Online Doctorate Degree Program Accreditation Many diploma mill schools offer the promise of â€Å"quick and easy† online doctorate degrees. Don’t fall for their tricks. Earning a doctorate degree online from an unaccredited school will be worthless. Many former diploma mill â€Å"students† have lost their jobs and their reputations by listing a diploma mill school on their resumes. Because the doctorate is a culminating degree, proper accreditation is especially important. When selecting an online doctorate degree program, your best bet is to choose a school accredited by one of the six regional accreditation organizations. These are the same organizations that accredit reputable brick-and-motor schools. If your school is accredited by one of the regional organizations, your degree should be accepted by most employers and your credits should be transferable to most other schools. What Else to Look for in an Online Doctorate Degree In addition to selecting an accredited program, study potential online doctorate programs to determine which suit your needs. How are classes held? Are there multimedia components? Must the degree be completed in a certain amount of time? Will you be assigned a mentor to help you through the difficult years ahead? Create a list of questions and interview a representative from each online doctorate program. In addition to completing courses, doctorate programs generally require students to pass in-depth subject-matter exams, write a dissertation, and defend their dissertation in a meeting with university faculty. Before enrolling in an online doctorate program, ask for a list detailing the college’s specific graduation requirements. Types of Doctorate Degrees Online Not all doctorate degrees can be earned through the internet. Some training, such as that received by medical doctors, must be highly supervised. However, many other doctorate degrees can be earned virtually. Some of the most popular online doctoral degrees include Doctor of Education (EdD), Doctor of Public Health (DPH), Doctor of Psychology (Ph.D.), and Doctor of Business Administration (DBA). Online Doctorate Degree Residency Requirements Most online doctorate degree programs require students to spend time taking classes or attending lectures on an actual campus. Some online programs require only a limited residency, asking students to attend a few weekend lectures or meetings. Other programs, however, may require a year or more of on-campus residency. Residency requirements are generally non-negotiable, so be sure that the online Ph.D. program you select has requirements that fit your schedule. Paying for a Doctorate Degree Online Earning a doctorate degree online can cost tens of thousands. While many brick-and-mortar schools offer doctorate students paid teaching fellowships, online students are not afforded this luxury. If your new doctorate degree will help you be a better employee, you may ask your employer to pay for a portion of your doctorate degree costs. Many graduate students qualify to take out government-subsidized student loans with lower-than-average interest rates. Additionally, private student loans are available from banks and lending institutions. Your online school’s financial aid advisor can help you determine which options are right for you. Don’t Give Up Earning a doctorate degree online can be a challenge. But, for the right student, the rewards are definitely worth it.

Ice on Fire Chemistry Demonstration

Ice on Fire Chemistry Demonstration Set real water ice on fire using a simple chemical reaction. This easy chemistry demonstration is sure to please! Ice on Fire Project Materials calcium carbide chips or granulesice2-liter beaker Set Ice on Fire Pour about a teaspoon of calcium carbide in the bottom of the beaker.Fill the beaker with ice.Use a long handled lighter to ignite the ice. Alternately, you could secretly place a bit of calcium carbide in a large bowl, fill it with ice, and toss a burning match onto the bowl of ice. How It Works As the ice melts, the water reacts with calcium carbide to produce acetylene gas, which is flammable, and calcium hydroxide. The reaction proceeds according to this chemical equation: CaC2(s) 2 H2O(l) → C2H2(g) Ca(OH)2(s) The acetylene produces a burst of flame when it is ignited. More acetylene is produced as the ice melts and reacts with the remaining calcium carbide. Safety Dont add the ice or expose the calcium carbide to water/humidity until you are ready to perform the demonstration. You dont need a build-up of acetylene.Its fire this demonstration should only be performed by an adult.Its advisable to place a plexiglass blast shield between the container and the audience, in case the beaker shatters from thermal stress or the fire expands outward too much. These are not expected to occur, but are reasonable safety precautions.As always, its good to wear safety goggles, gloves and protective clothing, plus it looks cool for the demonstration.Perform this demonstration away from other sources of flame or from flammable materials. Related Chemistry Demonstrations Fire and Flames Chem DemosSelf-Carving Jack-o-LanternColored Fire Spray Bottles

Compensation and Benefits Essay Example | Topics and Well Written Essays - 750 words - 1

Compensation and Benefits - Essay Example Second is the assessment that the prospect that an individual’s exertion will lead to the expected performance outcome (expectancy). Third, is the belief that the resulting performance can result to a reward or benefit based on the individual’s performance (instrumentality) (Noe et al., 2014). In reference to Noe et al. (2014), expectancy or performance expectancy is faith and trust that good individual efforts will lead to better work performance. It denotes the relation of "effort-performance". It is heavily weighted by an individuals personality, past experiences, emotional state, and self-confidence. Instrumentality, according to Thomsen (1980), denotes the "performance-reward" or â€Å"reward-expectancy† relation. The individual appraises the probability or likelihood, according to Noe et al. (2014), which achieving the expected level of performance will result to the realization of the performance reward. Valence, on the other hand, is the value that the employee associated with the result or outcome (reward). It denotes the significance an individual associated with the expected outcome (Thomsen, 1980). A motivational force (MF) is thus the multiplication of instrumentality with expectancy and the valence. The proposers of the theory believe that it best explains an individual’s decision-making process (Thomsen, 1980). On the other hand, critics believe that it does not consider emotional state of individuals during decision making. It can also be challenging to implement in a situation of the group environment (Noe et al., 2014). According to Noe et al. (2014), individual and group incentive plans have and strive for a similar goal. They strive to offer an employee incentive that will result to the right performance for the success of the company. For a company or firm to decide on the best incentive options, it is important to the first know their actual goals. Again