Philosophy of Death Essay Example | Topics and Well Written Essays - 1750 words

Philosophy of Death - Essay Example However, he contradicts with Aristotle by determining exuberance with pleasure. Epicurus explains this with two reasons. The major reason is that pleasure is the only affair of amusement, and practically, value for its intrinsic benefit. Moreover, it resembles Epicurus' ethical hedonism, which is significantly planted upon his intellectual hedonism. Epicurus explains it further by claiming that everything we do, is eventually for the sake of advancing to the state of pleasure for ourselves. Nevertheless, the above-mentioned fact can be apparently justified with the thorough observation of the behavior of infants, who, characteristically adheres pleasure and avoids pain. As of Epicurus, this is true in case of adults as well, but the priorities and beliefs of adults are much more sophisticated in relevancy of the matter that what will bring them pleasure. Hence, when it comes to the adults, it is more difficult to see that this is true. Epicurus states that not all pleasures are exqui site to opt for or not all pains can be prevented, although all pleasures are considered good and all pains are acknowledged as evil. Alternatively, one should determine what lies in one's deep-rooted presumption in terms of pleasure. Moreover, what will compel pleasure in the short-term if doing so will conclusively influence an advance state pleasure, which will last long. (Mitsis Phillip 1988)1 The no subject of harm argument - Epicurus mentions that if death is the phenomenon with its outcome as eradication, then it is nothing to us. Epicurus' main argument for why death is not bad is contained in the Letter to Menoeceus. In that letter, Epicurus summarizes his ethical doctrines and he depicts death as no subject of harm argument. Epicurus questions that if death is bad, for whom would it be bad. Neither for the living things, since they are not dead, and nor for the dead, as they do not exist. The expression of is argument as follows: - If At All, death is annihilation, then the living things are not yet annihilated, as they are alive. Hence, we can conclude that death does not influence the living things. So, death cannot be considered as bad for the living things. Subsequently for something to be bad for someone, that person should be in existence, at least. However, as mentioned earlier the dead do not exist. Therefore, death cannot be considered bad for the dead. Neve rtheless, the conclusion can be computed that death is bad neither for the living nor for the dead. Epicurus supports the no subject of harm argument of his by asserting that if death does not cause pain to somebody when he or she is dead, then it is mere foolishness to allow the fear of it to cause you pain now. The symmetry argument -Another Epicurean argument against the fear of death is symmetry argument, which is recorded by the Epicurean poet Lucretius. He claims that anybody who fears death should think of the time before he or she was born. The past immensity of pre-natal non-existence can be conceived as the subsequent infinity of post-mortem non-existence. However, nature has set up a mirror so that a person can think over his or her future non-existence. Nobody considers eternity of non-existence before his or her birth as a terrible thing. Therefore, should

Owning a Small Business Essay Example for Free

Owning a Small Business Essay 1.Sole proprietorship – Provide an example of a sole proprietorship in your town or community. What might be some advantages to owning this business? What are some of the biggest challenges that the owner likely faces? †¢Subway is the business that is a sole proprietorship in my town. The advantages of owning this business would be I is a low cost to start the business up and it is continually ranked the number one Franchise. The owner likely faces running out of the topping they use to make the sandwiches with or not having enough dough for the bread. 2.Partnership – Provide an example of a partnership in your town or community. What are the advantages to this form of business organization? What might be some challenges of being a partner in a partnership? †¢Keller Williams is the business that is the partnership that is in my town. The advantages of owning a real estate business like Keller Williams would be the business could be one of the largest real estate franchise companies in the United States. The company will also keep growing with the more houses you sell and rent to people. The company also provides specialized agents in luxury homes and commercial real estate properties. Some challenges could be that your partner isn’t a good partner and hides things from you or that they just want to do things on their own and ruin the business that you guys own together. 3.Corporation – Provide an example of a corporation. What are the advantages and disadvantages of this form of business? How do the challenges compare to those of sole proprietorships and partnerships? †¢Summit Mountain is the corporation that is located in the town that I live in. The advantages of owning a business like this is that you get to live in the snow and you also get the snowboard ski and mountain bike for free. You also get the most beautiful views in Big Bear. You also get the chance to meet all kinds of people from all around the world. All the states and different cultures. The advantages of owning a business like this is that you get offered self-employment tax savings have a continuous life, limited liability, more money for investment and it also makes raising money easier. The disadvantages are extensive paperwork, double taxation, two tax returns, the size of the business, possible conflict with stockholders and board of directors. References †¢http://www.subway.com/subwayroot/Own_a_Franchise/default.aspx †¢http://www.kw.com/kw/aboutus.html †¢http://www.pe.com/local-news/local-news-headlines/20130705-big-bear-snow-summit-is-on-the-market.ece †¢http://www.legalzoom.com/incorporation-guide/reasons-to-form-corporation.html †¢http://faculty.valenciacollege.edu/srusso/ch5.htm

A Place to Remember Essay -- Personal Narrative Descent Essays

A Place to Remember When I was sixteen years of age, my Gram, Aunt Jamie, and I went to Scotland. We visited many places, such as Edinburgh, Sterling, and Dumfries. We also visited Arundel, Windsor, and London in England. The most exciting part of our trip was when we went and saw the house my Grandad born in and the family house. As I looked at those houses, I felt like I was home, I had found the place I was supposed to be. All my life I have known who I was and where I was from, I am Scottish, my Grandad was born in Scotland, so in a way, I am from Scotland as well. The flight to London felt like it took forever, we were all so tired and just wanted to take a shower and go to bed, but we had to get off that plane and get on another going to Scotland. When we finally landed in Scotland, I couldn’t believe I was actually in a foreign country, I was so excited. The first thing I did when we landed in Scotland was to look through the window, of course what I saw were other airplanes and men running around getting luggage and showing planes to the terminal. After we got all of our luggage and the rental car, we walked outside, as I looked around, I could see so much green in the distance; so many different colors of green. I had never seen so much beauty in one place. The first night we were there, we got lost looking for the bed and breakfast we were staying at that night. We kept driving by it, but we couldn’t find a way to get to it so we kept driving right by it and then get lost looking for it again. After forty five minutes of looking for the bed and breakfast we finally found it. We were finally able to take showers and then we went out to dinner, we found this cute little pizza place where ... ...cause they all looked the same; they were all painted the same color. When we found it I just stood there in amazement, knowing that my Grandad who was also one of my best friends lived in that house that was right in front of me. I had always dreamed to go to Scotland to see my Grandad’s house, and when my dream came true, I was amazed. Knowing that I was where I felt I belonged, was the best feeling in the world. All of the scenery, the important places we saw, the beautiful buildings and animals, was a site I will never forget. Being Scottish used to just be cool to me knowing that my Grandad was born in Scotland and that I had Scottish blood in my veins. After I saw the house he was born in, it changed my viewpoints, I felt that Scotland was one of the most beautiful places I knew about, and being apart of that wasn’t something I should take lightly.

Unitized Cargo

Unitized cargo can be defined as the grouped cargo that is carried aboard a ship in pallets, containers, wheeled vehicles, and barges or lighters. In other words, unitization of cargo is the process of grouping products and loading them onto a pallet once the products are properly packed. In other words, the whole process starts with packaging of products into individual packages before being put into an outer pack before they’re shrink wrapped and loaded onto a pallet. The advantage of unitization of cargo is that it allows larger product quantities to be grouped into large units, which means that there will be fewer units to be loaded on to the ship. This saves time and effort which increases efficiency and it lowers the chances of late deliveries. There are different variations of unitized cargo but the most common forms are palletizing and containerization. Palletizing Palletizing is â€Å"the assembly of one or more packages on a pallet base and securing the load to the pallet. † Palletizing consists of placing a cargo over a platform or pallets created from different materials. One of the advantages palletizing cargo has is that the probability of the cargo reaching its destination without damages or loss is a lot higher and the freight costs can be lowered significantly. Palletizing consists of the packaged cargo being stacked on a pallet by the ocean freight carrier without exceeding 1,50 meters. On some occasions, some ocean freight carriers offer the possibility of shrink wrapping the whole thing with a plastic film which lowers the probability of partial loss (either by theft or by other means). Containerization Containerization can be defined as â€Å"a system of intermodal freight transport using standard intermodal containers that are standardized by the International Organization for Standardization (ISO). These can be loaded and sealed intact onto container ships, railroad cars, planes, and trucks. † Christine Graham, from Fordham University, defines containerization as â€Å"containerization is the packaging of goods into shipping containers that fit into the cargo holds of boats and can be easily transferred to trucks, railroad cars or even commercial jets. A container is essentially a ectangular, 20- to 40-foot long, 8-foot wide, and 8 to 8 1/2 half-foot high truck trailer. † In other words, it can be said that containerization is an intermodal system of transporting cargo in standardized containers for proficient shipping and handling. Containerization consists of transporting general cargo that is considered too small for the traditional bulk transport system and packaging them in containers in a way so the goods can be easily moved from one location to another; these containers are then loaded onto the container ships, trucks, planes, etc. Thanks to containerization, cargo shipping has completely been revolutionized and transformed. It has become so important that nowadays, â€Å"approximately 90% of non-bulk cargo worldwide moves by containers stacked on transport ships; 26% of all containers originate from China. † Another important benefit containerization has brought is the improvement of cargo security, mainly because the cargo is not visible which means that it is less likely be stolen.

The Krashens Input Hypothesis Education Essay

Stephen Krashen ‘s input hypothesis seeks to explicate how persons get linguistic communication, and how this apprehension of linguistic communication acquisition applies to 2nd linguistic communication scholars ( 1982, p. 20 ) . Krashen states the input hypothesis stresses â€Å" intending first † in linguistic communication acquisition. On learning a 2nd linguistic communication, the input hypothesis compares how persons learn their first linguistic communication to propose how instructors should interact with pupils seeking to larn their 2nd linguistic communication. Sing Krashen ‘s input hypothesis and its critics ; this paper will research some ways to use the input hypothesis in the schoolroom. Krashen ‘s input hypothesis consists of four parts. The first portion distinguishes between intending and signifier and acquisition and acquisition ( 1982, p. 21 ) . Since linguistic communication scholars need to pass on to work in society, linguistic communication scholars will seek to listen to understand significance and will subsequently derive the proper signifier from guided input. Krashen explains the input hypothesis as a patterned advance through phases. The linguistic communication scholar, by seeking to understand the significance in a communicative vocalization, progresss through these phases when the communicative vocalizations are somewhat more complicated than the scholar ‘s current phase of apprehension. The 2nd portion of the input hypothesis concerns how it is that linguistic communication scholars can seek to understand somewhat more in intending than they have presently learned. Krashen claims that by utilizing the information that exists in the universe around them, an person can tie in the right significance to a communicative vocalization. In other words, degrees of promotion in linguistic communication acquisition occur through bit by bit deriving greater degrees of significance from the input they receive. The input ( I ) plus the figure of the degree ( # ) explains the relationship between the input and the usage of what Krashen calls â€Å" extralinguistic information † to make ( one + 1 ) ( 1982, p.22 ) . Krashen recognises that cognizing what is the suited sum of input to bring forth ( i +1 ) is hard, if non impossible to make up one's mind. This brings about the 3rd portion of the input hypothesis, which states, â€Å" When communicating is successful, when the input is understood and there is adequate of it, i + 1 will be provided automatically † ( 1982, p. 22 ) . While kids do non larn linguistic communication by lessons of signifier that follow what Krashen calls a â€Å" course of study † or â€Å" construction of the twenty-four hours, † typically the opposite occurs in the schoolroom ( 1982, p. 22 ) . In a 2nd linguistic communication schoolroom scene, instructors frequently use text editions that follow a set construction. Teachers who must prove a pupil ‘s cognition of a linguistic communication are frequently required to follow a construction in their schoolroom to measure any benchmarks set for their schoolroom. In a given schoolroom, one pupil m ight happen the class stuff determined in progress by the instructor to be excessively easy, while for another pupil the degree might be suiting for them to larn new stuff. Another pupil might hold fallen behind in the class stuff covered and hence has trouble in catching up with the remainder of the category. Krashen ‘s 4th portion concerns eloquence achieved by the linguistic communication scholar after sing patterned advance through suited ( one + 1 ) degrees. Aidss from the environment aid an person in measuring the significance in a given communicative act. The more communicating that connects to existent life state of affairss, the more likely an person will win in finally accomplishing some eloquence in their mark linguistic communication. Krashen supports the input hypothesis with grounds from both first and 2nd linguistic communication acquisition. When a kid learns a first linguistic communication, they learn from what Krashen refers to as â€Å" caretaker address. † When a caretaker aids a kid in larning a first linguistic communication, they do non follow a construction as a instructor in a schoolroom scene. But this is non to propose a free-for-all in linguistic communication scholar support by the caretaker. To guarantee that a kid and grownup can pass on with one another, the grownup changes the manner they speak to the kid ( simplification of signifier, carefully choosing enunciation ) . Many caretakers would non pass on in the same manner with a kid as they would with an grownup. This does non intend that how a kid and a caretaker interact in linguistic communication larning support does n't alter in clip. Krashen ( 1982 ) writes, â€Å" Caretaker address is non exactly adjusted to the degree of each kid, but tends to acquire more complex as the kid progresses † ( p. 22 ) . In add-on, Krashen argues that, when analyzing foremost linguistic communication support, caretakers cover subjects about what occurs in the present instead than in the hereafter. Subjects about the present aid the scholar understand significance through the lens of non merely linguistic communication, but besides the universe around them ( Krashen, 1982, p. 23 ) . Krashen besides argues that 2nd acquisition ( SLA ) supports the input hypothesis ( 1982, p. 24 ) . SLA provides three countries of grounds for the input hypothesis in â€Å" simple codifications † . Krashen claims that merely because the linguistic communication scholar is an grownup, does non intend the mark ( acquisition ) is different from a kid ( Krashen, 1980 ) . Second, Krashen states that ( one + 1 ) can be used for both FLA and SLA. For the 3rd support of the input hypothesis in SLA, the input itself is examined. Krashen believes that much like interactions in FLA with caretakers, 2nd linguistic communication scholars experience certain interactions with their instructors, with native talkers of the mark linguistic communication, and their schoolmates ( 1982, p. 24 ) . Yet another cogent evidence Krashen uses for the input hypothesis in 2nd linguistic communication acquisition is the â€Å" soundless period † ( p. 26 ) . This soundless period refers to minimal speech production when larning a 2nd linguistic communication. The single finally does talk after some cognition in the linguistic communication has been acquired and the single feels comfy to talk the mark linguistic communication. But non everyone is allowed a soundless period. Krashen ( 1982 ) writes, â€Å" Adults, and kids in formal linguistic communication categories, are normally non allowed a soundless period. They are frequently asked to bring forth really early in a 2nd linguistic communication, before they have acquired adequate syntactic competency to show their thoughts † ( p. 27 ) . Finally, Krashen mentions the impact of a linguistic communication scholar ‘s first linguistic communication on their 2nd linguistic communication. A specific linguistic communication characteristic ( such as sentence order ) may be different in the scholar ‘s first linguistic communication and their mark linguistic communication. A scholar might non hold a appreciation of their mark linguistic communications ‘ characteristics, ensuing in the scholar blending regulations from the first linguistic communication to the 2nd. A scholar may confront communicating jobs with a talker of their mark linguistic communication because of regulations from the scholar ‘s first linguistic communication that do non suit into the construction of the mark linguistic communication ( Krashen, 1982, pp. 28-29 ) . Krashen ‘s input hypothesis has non gone without unfavorable judgment ( Mason, 2002 ) . Criticisms of the input hypothesis include the struggle between caretaker address and extralinguistic information, and the grade of input and grade of end product that should be used between instructor and pupil in a 2nd linguistic communication scene. Mason ( 2002 ) addresses the struggle between caretaker address and extralinguistic information as a affair of what must be altered for a linguistic communication scholar in order to get linguistic communication. Forming caretaker address requires a alteration in input. Leting for extralinguistic information to assistance in linguistic communication acquisition requires a alteration in environment ( pp. 2-3 ) . Mason identifies two major jobs when trusting on a alteration in input. The first concerns sociological factors ( whether consistence exists across civilizations and economic conditions and whether altering the input produces the sort o f positive consequences Krashen claims it does ) . In other words, how a caretaker interacts with a kid in one civilization for linguistic communication support may differ in another civilization. Besides, altering input ( such as a linguistic communication scholar and native talker interaction ) could be counterproductive ( cementing a regulation in the scholar ‘s head because of the alteration the native talker makes to pass on with the linguistic communication scholar ( Mason, 2002, p. 3 ) . The 2nd concerns extralinguistic information. Mason writes, â€Å" The 2nd reading, modifying the context, may take to the scholar acquiring such rich extralinguistic hints that she does non hold to trouble oneself to get the hang the linguistic communication. The learner gets by-by behaving as if they have understood the linguistic communication, whereas in fact they have read the environment † ( 2002, pp. 3-4 ) . For illustration, an teacher inquiring inquiries to a big group of scholars with multimedia ( picture, images, music ) , may have end product from many scholars. Some of these scholars, nevertheless, may piggyback their responses on other scholars in the group. Particularly with a big group, the instructor may be unable to place which pupils responded to the inquiry in full, which did non. Another struggle in Krashen ‘s input hypothesis that Mason discusses relates to input and end product. Mason ( 2002 ) argues that Krashen places a greater accent on input and what sort of input should happen than he does on what sort of end product would happen. Too much accent on input can be counterproductive for the instructor, because the instructor can non cognize a pupil ‘s linguistic communication ability without first leting the pupil to talk. Mason besides argues the instructor should supply some rectification to the scholar ‘s address. Krashen ( 1982 ) states that excessively much rectification can impede eventual end product, but Mason ( 2002 ) believes that without rectification a scholar may do certain errors continuously. He writes, â€Å" It is merely through the pupil ‘s production that we can look into whether she has to the full understood the input or non, and that without this confirmation, there are a figure of mistakes, peculiarly Ã¢â‚¬Ë œavoidance ‘ mistakes, that are ne'er cleared up † ( Mason, 2002, p. 7 ) . For its application in the schoolroom, Krashen ‘s input hypothesis provides some penetration into the teacher-student relationship. More frequently than non, each pupil larning a 2nd linguistic communication will hold a different degree of acquisition than another pupil in the schoolroom. Some pupils might hold an easier clip reading and composing than speech production, while other pupils might hold an easier clip speech production and battle with reading and authorship. Besides, every pupil will larn otherwise. Some pupils may profit from a conversation-based course of study, while other pupils may profit from a course of study based on rote memorisation. Krashen ‘s input hypothesis attempts to turn to how teachers can pass on with pupils while utilizing the environment around them to direct their direction. For illustration, a instructor could utilize assorted multimedia to implement the input to pupils. Using multimedia is one manner to work with assorted persons larning manners. Multimedia usage, combined with teacher-talk, can let pupils entree to the class stuff while maintaining the pupil ‘s involvement. Ideally, nevertheless, modified input in the signifier of teacher-talk would work best in a little group puting. The larger the group the instructor must turn to, the more likely a wider fluctuation in pupil acquisition. Even within a little group some fluctuation will happen, which is ineluctable. Some alteration of teacher-talk would include velocity, enunciation pick, and content. These three points could be controlled for pupil input, while learning direct grammatical signifiers is avoided. As pupils become more comfy with this attack, the instructor can increase velocity while besides including a wider vocabulary after the vocabulary has been reinforced through multimedia attach toing a lesson. Addressing the pick of content can do the greater trouble for a instructor. Most linguistic communication text editions follow a patterned advance of learning salutations, waies, shopping, assignments, conditions and other daily subjects. If the pupil lives in the community where they will talk the mark linguistic communication, the subjects above could turn out practical because the scholar must utilize these subjects in most societal state of affairss. For those pupils who learn their 2nd linguistic communication outside the community of their mark linguistic communication, these daily subjects may non use to Krashen ‘s reference of the â€Å" here and now † rule. Teachers may so promote pupils to organize survey groups and conversation pattern times where they can talk the mark linguistic communication as if they were in the mark linguistic communication state. If this is the instance, the instructor should sometimes go to to supply some input to pupils so the subject s they discuss have practical, day-to-day application. Possibly the greatest trouble for the instructor would affect supplying regular lessons that help steer pupils without overtly learning signifier. Conversation-based direction frequently takes on this manner if the school does non desire a native talker to utilize a text edition. But how does the instructor cognize how to direct pupils without some course of study, even if that course of study is an unreal patterned advance through phases of linguistic communication acquisition? A danger in taking an unreal course of study would be maintaining track, as an teacher, of the trouble of stuff presented to the pupils. Just how much reappraisal is suited? Should the teacher vary reappraisal stuff to include accommodation to rush and enunciation usage? For practicality in the schoolroom, it seems the input hypothesis works best for little groups or with an person. Working with an person or little group allows the teacher to look into the pupil ‘s advancement so â€Å" teacher talk † can alter to suit a pupil ‘s patterned advance through ( one + 1 ) phases. In add-on, Krashen ‘s suggestion of the â€Å" here and now † rule can work non merely for the acquirer in the mark linguistic communication community, but besides through survey groups that include guided input from the teacher. As Krashen ( 1982 ) emphasiss, guided input accompanied by contextual elements from the environment ( such as usage in the mark linguistic communication community or multimedia in the schoolroom ) can steer acquirers through ( one + 1 ) phases. Though Krashen ‘s input hypothesis does non stipulate what instructors must show their pupils at specific phases, the hypothesis can assist steer an teacher in planing a 2nd l inguistic communication class that guides pupils through the procedure of linguistic communication acquisition.( 2200 WORDS )Mentions Krashen, S. ( 1980 ) . The theoretical and practical relevancy of simple codifications in 2nd linguistic communication acquisition ‘ . In Scarcella, R. & A ; Krashen, S. ( explosive detection systems. ) A Research in 2nd linguistic communication acquisition, Rowley, Mass. ; Newbury House, 7-18 Krashen, S. ( 1982 ) . Second linguistic communication acquisition theory. InA Principles and pattern in 2nd linguistic communication acquisition and acquisitionA ( pp. 9-32 ) . New York: Prentice Hall International. Krashen, S. ( 1985 ) .A The Input Hypothesis: issues and implications.A Longman, New York Mason, T. ( 2002 ) . Critique of Krashen V: The Input Hypothesis. Retrieved May 10, 2010, from hypertext transfer protocol: //www.timothyjpmason.com/WebPages/LangTeach/Licence/ CM/OldLectures/L9_Input.htm Schuh, R. ( DK ) . The human linguistic communication series # 2: Geting the human linguistic communication: â€Å" Playing the linguistic communication game † . InA Introduction to linguistic communication – talk notes 5BA ( pp. 1-8 ) . Retrieved from hypertext transfer protocol: //www.linguistics.ucla.edu/people/schlenker/LING1-LN-5B.pdf. Part B: Question 1, 2, 4 How can knowledge of cognitive or learning manners of single scholars help a schoolroom instructor be more effectual in category? ( QUESTION # 1 ) Every linguistic communication scholar enters the schoolroom with his or her ain alone positions, demands, and grounds for larning a peculiar linguistic communication. This requires the instructor to understand and utilize the many attacks available in 2nd linguistic communication acquisition research to turn to single acquisition manners. A instructor ‘s cognition of larning manners can help the pupil in happening what methods work best to develop their linguistic communication accomplishments. This paper will discourse how pedagogues can use the cognition of single acquisition manners in the schoolroom, pulling on theories presented by Robinson ( 2001 ) and larning manner penchants reviewed by Cohen ( 2003 ) . Robinson ( 2001 ) argues that single difference ( or ID ) research and the Aptitude Complex/Ability Differentiation Hypothesis, and the Fundamental Difference/Fundamental Similarity Hypothesis aid explicate how persons approach larning their mark linguistic communication ( pp. 381-382 ) . Robinson ( 2001 ) makes four chief differentiations from these theories. The first concerns a learning manner difference between an grownup and a kid. He writes, â€Å" There are child-adult differences in linguistic communication acquisition ; grownups rely to a great extent on general problem-solving abilities and exhibit much greater fluctuation in degrees of attainment † ( Robinson, 2001, p. 386 ) . Robinson claims that differences between an grownup and a kid, every bit good as differences in aptitude, can assist explicate differences in larning manners. Sing the position of the linguistic communication scholar, Cohen ( 2003 ) discusses assorted manners of linguistic communication scholars. Cohen defines larning manners as â€Å" general attacks to linguistic communication acquisition † that include attacks to category direction ( audile, ocular, and tactile ) , one ‘s manner of thought, and one ‘s personality ( 2003, pp. 279-280 ) . Cohen places larning manner penchants into two groups. The first group includes â€Å" visual/auditory, abstract-intuitive, planetary, synthesising, unprompted, unfastened and extroverted † ( 2003, p. 282 ) . The 2nd group includes â€Å" hands-on, concrete-sequential, peculiar, analysing, brooding, closing oriented and introverted † ( 2003, p. 282 ) . Cohen goes on to province the consequence of what an single learns depends their alone learning manner penchants. So, how can a teacher benefit from the cognition of single acquisition manner penchants? Gardner ( 1983 ) identifies eight intelligences that help place the types of scholars instructors face in the schoolroom. These intelligences expand on other larning manner theories that suggest penchants towards reading, composing or talking to include inter- and intra-personal intelligences ( Gardner, 1983 ) . Gardner suggests that cognition of one ‘s ego and the people around them provides penetration into the person. In footings of acquisition manners, inter- and intra-personal intelligences impact how a pupil interacts with schoolmates and with the instructor. Knowledge of how one ‘s self learns successfully ( for illustration, cognizing what one ‘s acquisition manners are ) can assist steer the scholar in footings of self-study. Knowledge of how those people around them make determinations impact societal kineticss that influence group undertakings, schoolroom treatments a nd even teacher entree ( for extra larning support ) . Gardner ‘s theory of multiple intelligences besides has strong effects for the instructor. Teachers should seek out ways to intermix acquisition manners so that many different scholars have entree to the mark lesson. Not merely should instructors seek to integrate multimedia such as images, picture, and music to turn to changing larning manners in the schoolroom, but besides take into consideration how good the pupils might manage group work versus self-study, category treatment versus talk, game-based direction versus worksheet activities. Whereas some pupils might bask group work, self-study may be more helpful for eventual trial mark consequences. On the other manus, group work may promote originative work out of some pupils while besides constructing squad cooperation that helps in the societal development of pupils. With the cognition of larning manners and the multiple intelligences found among different scholars, is how civilization influences what acquisition manners are most effectual for a peculiar group of pupils. Students who see rote memorisation as the most effectual manner to better trial mark consequences may see game-based or other group activities as a waste of clip. Even if those pupils would, in theory, benefit from group work, they might reject group work on rule depending on what signifier acquisition manners tend to take in their civilization. The consideration of differing larning manners challenges instructors to supply pupils with more advanced ways of interaction with class stuffs. In every schoolroom, different pupils will be more receptive to a peculiar acquisition manner than another. An effectual lesson in one schoolroom may flop in another if the instructor is non sensitive to the changing acquisition manners of his or her ain pupils.( 726 WORDS )Mentions Cohen, A. D. ( 2003 ) . The scholar ‘s side of foreign linguistic communication acquisition: where do manners, schemes and undertakings run into? A IRA L: International Review of Applied Linguistics in Language Teaching, A 41A ( 4 ) , 279-292. Retrieved from Communication & A ; Mass Media Complete database. Gardner, H. ( 1983 ) .A Frames of Mind: The theory of multiple intelligences.A New York: Basic Books.A Robinson, P. ( 2001 ) . Individual differences, cognitive abilities, aptitude composites and larning conditions in 2nd linguistic communication acquisition.A Second Language Research, A 17A ( 4 ) , 368-392. Retrieved from Communication & A ; Mass Media Complete database. To which larning schemes would you seek to expose your pupils? Why? ( QUESTION # 2 ) Through the survey and application of larning schemes, instructors can assist linguistic communication scholars achieve their 2nd linguistic communication ends. Though research workers differ in how they define larning schemes ( see Chamot, 2005 ; Seliger, 1984 ; Tarone, 1980b ) , research workers do hold that cognition and application of larning schemes help pupils larn their mark linguistic communication and pedagogues know how to show their course of study to the pupil. This paper will discourse which linguistic communication schemes could turn out most helpful in the schoolroom, and why those linguistic communication schemes help accomplish certain schoolroom ends. Ellis ( 1994 ) identifies a scholar ‘s single penchants and situational factors as two primary determiners of using larning schemes ( p. 529 ) . Ellis ( 1994 ) , mentioning Tarone ( 1980b ) , farther examines three fluctuations of larning schemes. The three sorts of schemes are production, communicating, and acquisition ( Ellis, 1994, p. 530 ) . Ellis ( 1994 ) breaks down the 3rd fluctuation, larning schemes, into two parts, â€Å" The former, as defined by Tarone, are concerned with the scholars ‘ efforts to get the hang new lingual and sociolinguistic information about the mark linguistic communication. The latter are concerned with the scholars ‘ efforts to go skilled hearers, talkers, and readers, or authors † ( p. 530 ) . I teach 600 Korean high school pupils each hebdomad in 50-minute periods. Though these pupils are divided by gender, they are non divided by degree. These pupils have studied English by rote memorisation for more than 10 old ages in school. Most pupils attend private academies to better their trial tonss. There are three chief types of pupils. The first group wants to analyze English and is unfastened to using many different larning schemes to better their English. The 2nd group is non interested in English, and is receptive to merely a few acquisition schemes. The 3rd group consists of those who merely wish to better English for the national university entryway scrutiny. The 3rd group prefers larning by rote memorisation, while the 2nd group works best in group scenes. With group one any figure of schemes could assist their acquisition. These three groups classify most pupils. In every category, pupils from each group are present. So how does a instructor employ acquisition schemes that can assist fluctuation among pupils? Cohen ( 1998 ) discusses schemes on communicating, called â€Å" usage schemes. † As a conversation-based linguistic communication teacher, these communication-based schemes I find most utile for my schoolroom. Cohen ( as cited in Oxford, 2003 ) notes four acquisition usage scheme types: utilizing antecedently learned cognition, methods of practising end product, preclass readying, and end product use a when the linguistic communication has non yet been acquired ( p. 275 ) . Using a pupils ‘ anterior cognition of English proves critical in the schoolroom. As a instructor I should seek to entree my pupil ‘s collected cognition from over 10 old ages of vocabulary memorisation. Showing a picture cartridge holder that suits the lesson and so inquiring pupils to depict what they saw in the picture helps pupils remember antecedently memorized class stuff. This method relates to Cohen ‘s â€Å" imagination † ( 1987 ) . To do this scheme more effectual, I find video cartridge holders that do non include any speech production in English or Korean. The pupils have no pick but to utilize the cognition of English learned in anterior old ages to explicate to me what they watched. Cohen ‘s 2nd usage scheme concerns supplying the scholar with helpful agencies to practising end product. Whereas some instructors prefer to follow a course of study that covers certain grammatical constructs throughout the semester, I do non. At the beginning of each category I begin by inquiring pupils basic inquiries about school events, nutrient, or conditions. Some pupils do non talk at this clip, while others are enthusiastic. To measure the end product of the quiet pupils, I ask inquiries that require the pupils who may non cognize how to react in English to utilize organic structure gestures. Students use what Cohen ( 1987 ) refers to as â€Å" directed physical response. † This is frequently an effectual method because, one time pupils have performed the physical gesture, they can remember plenty to bring forth end product to explicate their response. Besides sing the usage of larning schemes with the three groups of pupils I have mentioned above, gender and age besides form which larning schemes work best in my schoolroom. Because my categories are divided by gender, the schemes I employ for male pupils differ from schemes I use with female pupils. For illustration, my female pupils tend to profit best from a mix of reading, authorship, and talking activities. The combination of different activities in reading, authorship, and talking tends to bring forth better callback later than merely utilizing talking activities. With the male pupils, nevertheless, utilizing merely talking activities tends to bring forth the best callback. Reading and composing activities with male pupils frequently cut down motive unless some wages system is in topographic point that encourages competition among the male pupils. In my schoolroom, larning schemes that promote pattern of communicating that reinforces bing cognition and uses competition tends to work best for male pupils. Learning schemes that pattern communicating and present new stuff ( particularly when combined with multiple types of activities such as reading and composing ) work best for female pupils. Knowledge of the pupil ‘s terminal end for linguistic communication acquisition combined with seting methods within those groups ( depending on category size or gender ) , helps advance effectual schoolroom larning schemes. ( 856 WORDS ) Mentions Chamot, A. U. ( 2005 ) . Language larning scheme direction: current issues and research.A Annual Review of Applied Linguistics, A 25A ( 1 ) , 112-130. Retrieved from EJS database. Cohen, A. D. ( 1987 ) .A Analyzing linguistic communication larning schemes: How do we acquire the Information? In A. L. Wenden & A ; J. Rubin ( Eds. ) , A Learner schemes in linguistic communication learningA ( pp. 31-40 ) . Englewood Cliffs, NJ: Prentice-Hall International. Cohen, A. D. ( 1998 ) .A Strategies in larning and utilizing a 2nd linguistic communication. Harlow, Essex: Longman. Cohen, A. D. ( 2003 ) . The scholar ‘s side of foreign linguistic communication acquisition: where do manners, schemes and undertakings run into? A IRA L: International Review of Applied Linguistics in Language Teaching, A 41A ( 4 ) , 279-292. Retrieved from Communication & A ; Mass Media Complete database. Ellis, R. ( 1994 ) . Learning schemes. InA The survey of 2nd linguistic communication acquisitionA ( pp. 529- 560 ) . Oxford: Oxford University Press. Oxford, R. L. ( 2003 ) . Language learning manners and schemes: constructs and relationships.A IRAL: International Review of Applied Linguistics in Language Teaching, A 41A ( 4 ) , 271-278. Retrieved from Communication & A ; Mass Media Complete database. Seliger, H. ( 1984 ) . Processing universals in 2nd linguistic communication acquisition. In F. Eckman, L. Bell, & A ; D. Nelson ( Eds. ) .A Universals of Second Language Acquisition.A Rowley, MA: Newbury House. Tarone, E. ( 1980b ) . Communication schemes, alien talk and fix in lingua franca. Language Learning, 30, 417-431. Is motive the best reply for explicating the success or failure of 2nd linguistic communication acquisition? ( QUESTION # 4 ) A major challenge for instructors and research workers in the survey of 2nd linguistic communication acquisition is the extent that motive plays into the learning procedure. Even more ambitious is happening how to mensurate a scholar ‘s motive. If motive can be measured, can the findings aid instructors motivate pupils in the schoolroom? This paper will research how, and to what extent, motive influences successful or unsuccessful linguistic communication acquisition, researching the recent research in motive and 2nd linguistic communication acquisition ( Csizer & A ; Dornyei, 2005 ; Dornyei & A ; Otto, 1998 ; Dornyei, 2001 ) . Csizer & A ; Dornyei ( 2005 ) explore the relationship between motive and acquisition, and suggest methods of motive in the schoolroom utilizing a method of analysis called â€Å" structural equation mold. † Structural equation mold, or SEM, allows research workers to measure multiple points in a individual theory. The writers province, â€Å" The technique is appropriate for proving â€Å" expansive † theories, that is, comprehensive theoretical accounts made up of complex, interconnected variables, which is precisely the instance with most factors involved in explicating issues in L2 acquisition † ( Csizer & A ; Dornyei, 2005, p. 19 ) . In their research, they identify two issues of learner behavior: linguistic communication pick and sum of work invested in linguistic communication survey ( p. 20 ) . Csizer and Dornyei ( 2005 ) claim that make up one's minding one ‘s 2nd linguistic communication reflects the civilization they choose to link themselves to. An person ‘s involvement in the specifics of a certain civilization and the involvement in going a member of the mark linguistic communication community, suggests that an person will be motivated to work towards larning the mark linguistic communication. Equally good as involvement, the ability to utilize the linguistic communication for a given intent ( carry throughing some want or finishing some undertaking ) promotes motive in linguistic communication acquisition ( Gardner, 2001, as cited in Csizer and Dornyei, 2005 ) . The writers assert that involvement and want fulfillment aid make what they term â€Å" the Ideal L2 Self. † This â€Å" Ideal L2 Self † could explicate why an person who admires a peculiar civilization surveies the linguistic communication of a civilization even if the person has ne 'er personally experienced that civilization. Their â€Å" Ideal L2 Self † motivates them so one twenty-four hours their involvement in the mark civilization can be realized. Csizer & A ; Dornyei ‘s nomenclature differs from Gardner ( 2001 ) , who used described, â€Å" integrativeness, † which is similar to â€Å" involvement † mentioned above. Csizer and Dornyei ( 2005 ) write, â€Å" Integrativeness seen as the Ideal L2 Self can be used to explicate the motivational set-up in diverse acquisition contexts, even if they offer small or no contact with L2 talkers † ( p. 30 ) . Does Csizer and Dornyei ‘s â€Å" Ideal L2 Self † aid explicate success and failure in 2nd linguistic communication larning? What is non clear is when a linguistic communication scholar develops the Ideal L2 Self. Does an person, for illustration one that wants to go abroad, make a Ideal L2 Self that they invariably strive for to obtain their end of analyzing abroad? If this is the instance, how does the person remain motivated ( particularly in instances where old ages of survey are required to obtain the end ) ? How can motivation in the short-run be explained? Possibly persons who aim for intensive survey to accomplish their Ideal L2 Self have, besides involvement and want fulfillment, a felt demand to get a 2nd linguistic communication. Without a felt demand, such as short-run academic accomplishment, contractual duty, or some other immediate demand that should be addressed, it is possible an Ideal L2 Self may ne'er be to the full realized. Even if an teacher tries to actuate their pupils, if the pupil does non experience a felt demand that fulfils short-run ends, it may be impossible to actuate pupils in a manner that promotes linguistic communication direction. Dornyei ( 2001 ) addresses this short-run demand ( termed extrinsic motive ) , the mentioning Self-Determination Theory ( Deci & A ; Ryan, 1985 ; Vallerand, 1997 ) , which precedes his theory of the Ideal L2 Self. He writes: â€Å" The theory places the assorted types of ordinances on a continuum between self-determined ( intrinsic ) and controlled ( extrinsic ) signifiers of motive, depending on how internalized they are, that is, how much the ordinance has been transferred from outside to inside the person † ( Dornyei, 2001, p. 47 ) . The continuum helps explicate for what grounds persons are motivated, whether these grounds involve short-run or long-run extrinsic or intrinsic factors ( Deci & A ; Ryan, 1985 ; Vallerand, 1997 ) . Though factors such as aptitude, larning manners and larning schemes can assist measure success and failure in 2nd linguistic communication acquisition, understanding motive helps best explain where jobs might originate in both the short and long-run ends of the linguistic communication scholar. Vallerand ‘s ( 1997 ) account of the intrinsic and extrinsic motive continuum in add-on to Csizer and Dornyei ‘s ( 2005 ) construct of the Ideal L2 Self aid step a scholar ‘s motive so that, by cognizing how motive impacts an person ‘s ability to get a 2nd linguistic communication, teachers can break aid scholars through the acquisition procedure.

Sample Character Reference Letter for a Friend

Sample Character Reference Letter for a Friend SAT / ACT Prep Online Guides and Tips This final recommendation letter example represents a character reference. A character reference might come from a friend, neighbor, or even relative. It tends to be more personal than professional and speaks to the subject's personality and character. In this guide, we'll explain what character references letters are and when they are needed, as well as how to write one and what to include in your letter. We also include a sample character reference letter so you can see what a complete one looks like, and we end with tips to help you write your own letter of recommendation for a friend. When Are Character Reference Letters Needed? There are two main situations when character reference letters are most needed. The first is for legal reasons, such as a background check or for a court case. In this case, your character reference is used to provide evidence that the person you're writing the letter about is overall a good person and should be found innocent/given a reduced sentence/be paroled, etc. You may also be asked to write a character reference for a friend who is applying for a job but doesn't have much work experience or who has been out of the workforce for an extended period of time but still needs references in order to apply to a job. Some clubs, programs, or schools may also require character reference letters, or they may be needed to sign a lease, but these reasons are less common. How Do You Write a Character Reference Letter? What Should It Include? Writing a character reference letter for a friend can seem intimidating, but it's actually quite straightforward. All you need to focus on is telling the truth about what you like about your friend and why you think they're a good person. This is the template your letter should follow: Introduction: You should always include the date at the top of your letter so people reading it can see how recently it was written. Also, be sure to use the proper honorific, such as "Ms." "Mrs." "Mr. or "Dr." Judges should be referred to as "Your Honor or "The Honorable Judge." How you know your friend: In the first paragraph, give a little background on yourself, how long you've known the person you're writing about, and what your relationship to them is. For example, "I've been Emily's next door neighbor for ten years, and we grew up spending every afternoon playing in my backyard." Your friend's character: In the next paragraph(s), discuss what your friend's character is like and what makes them so great. You can mention ways they have helped you, goals they have achieved, volunteering they've done, donations they've made, causes they're committed to, and/or ways they've helped others. Like the previous paragraph, be specific and use examples in order to make your letter as effective as possible.Writing "Emily has shown her generosity by volunteering at our local senior center every weekend for the past year" is much more effective than just saying "Emily is a generous person." If possible, tailor your examples to the reason you're writing the letter (such as examples of how a person is a great parent for a custody case). Remorse/improvement you've seen (optional):This isn't needed for all character references, but if you're writing a letter because your friend made a bad decision (such as drinking while driving), you can also include examples you've seen of remorse or steps they've taken to make better choices in the future, such as abstaining from drinking and attending AA meetings. This shows that they take their mistake seriously and are committed to being a better person. Conclusion: End your letter by thanking the person reading it for their time and offering to answer any additional questions they may have. Include your full name and contact information at the bottom of the letter. Want to provide a strong recommendation for your employee, but don't have the time to craft the perfect letter? PrepScholar's new recommendation tool, SimpleRec, takes you from good intentions and a blank page to a fully written and formatted letter of recommendation in under 5 minutes. All you need to do is give us some simple pieces of information about your employee and your experience working with them, and we'll do the rest. Try out SimpleRec risk-free today: Sample Letter #9: Written by a Friend as a Character Reference Lara Turner60 Main St.Midtown, NH 03031 April 15th, 2019 To the Honorable Judge Eva Miller, I'm writing on behalf of Rose Davidson in regards to her gaining custody of her two children. I know Rose to be an exceptional parent, and I fully support her having full custody of her daughters.Rose and I have been neighbors for eight years, and our children play together at least once a week. I see her nearly every day, either in the neighborhood or while dropping off or picking up our children from school, andI can attest to her strength of character and devotion to her daughters. I first met Rose when she and her daughters moved into the house next door to mine. We quickly found our paths crossing not just as neighbors, but also as fellow parents involved in the PTA. We and our families have become close friends, and over the years, we've frequently spent time together and set up play dates for our children. Rose and I also regularly babysit for each other, and I always feel confident that my children are safe and well taken care of when she is watching them. I have always been impressed by how dedicated Rose is to being an outstanding mother. She shifts her work schedule and completes her work late at night after her daughters have gone to bed so that she can pick them up from school and be present in the evenings with them. She encourages her daughters to pursue classes and activities they enjoy and is always willing to help with homework and drive them to their weekly soccer practice and art classes. She even goes above and beyond by regularly providing snacks to teammates and classmates during these events. She always listens to her daughters and makes them feel cared for, and I know from my own children that Rose's daughters feel secure and well-loved by her. Rose's daughters are thriving academically and passionate about many extracurricular activities, and I know that with Rose as their mother, they'll grow up to be upstanding members of society. I feel incredibly lucky to know Rose as both a friend and as an inspiration for what a great mother looks like. Ihope that my letter will help Rose gain full custody of her daughters so they can continue to lead full and happy lives. Please feel free to contact me for any further information. Thank you for your consideration. Sincerely, Lara Turnerlara.turner@gmail.com508-726-6245 Recommendation Letter #9: The Breakdown This recommendation letter sample represents a specific type, that of a character reference. A character reference may come from a friend, neighbor, relative, or other person close to the recommendee. While some jobs ask for character references, other circumstances when they might be called for court, as in the above example, buying a house or condo, or for acceptance into a group or committee. Reference letters for a friend tend to be much more personal than a typical professional letter. If you’re asked to provide a character reference, you can describe the person’s personal qualities and character. Just as with any other letter, you should strive to give specific examples to back up your characterization of the subject of your letter. In the above sample character reference letter, Lara Turner attests to the strong character of her friend and neighbor, Rose, to help Rose with her custody arrangement of her daughters. Lara talks about her close relationship with Rose and describes some of Rose’s personal strengths. Since a custody case is specifically concerned with creating the best arrangement for the children, Lara focuses especially on Rose's dedication to her daughters and the effort and care she puts into being an exceptional mother. She states her support and gives specific examples to back up her words. Overall, her letter stands as a strong statement of support for Rose and fulfills its purpose as a character reference for Rose's custody hearing. Tips for Writing a Character Reference Letter Keep the following tips in mind to write the strongest character referenceand letter of recommendation for a friend possible. Know who you're writing to so you can address the letter properly. Know why you're writing the letter so you can better customize your writing. Keep the letter short (generally a page or less). Use specific examples to show your friend's character. Keep things positive. Focus on the positive aspects of your friend's character, and don't disparage them or anyone else in your letter. Maintain a professional tone (no slang or overly familiar language). Proofread your letter before sending it to make sure it is clear and free of errors. What's Next? Are you looking for a more professionally-oriented letter of recommendation example? Check out this job reference sample written by a manager for a full-time employee. Want to learn more? Head over to our full guide on recommendation letters for eight more samples, along with suggestions for how to write your reference. Want to provide a strong recommendation for your employee, but don't have the time to craft the perfect letter? PrepScholar's new recommendation tool, SimpleRec, takes you from good intentions and a blank page to a fully written and formatted letter of recommendation in under 5 minutes. All you need to do is give us some simple pieces of information about your employee and your experience working with them, and we'll do the rest. Try out SimpleRec risk-free today:

The eNotes Blog Nine Movies You Didn’t Know Had LiteraryOrigins

Nine Movies You Didn’t Know Had LiteraryOrigins 1. The Lion King (and its sequels) Don’t be fooled by the fur- Disney only superficially disguised Shakespeare’s Hamlet with adorable lion cubs. Scar, a.k.a. Claudius, murders his brother on the sly and takes his throne, leaving young Hamlet- er, Simba- to travel the circle of life alone and conflicted. Fortunately for Simba, Walt apparently didn’t make it to the end of Shakespeare’s masterpiece. The tensions lingering on Pride Rock in The Lion King 2 make an excellent stage for a furry version of Romeo and Juliet. And in the oddly delightful Lion King 1 ½, Timon and Pumbaa star in something a lot like Tom Stoppard’s absurd existentialist play, Rosencrantz and Guildenstern Are Dead (minus the dead part). 2. The Exorcist Did you know the scariest movie of all time was first the scariest book? The 1971 horror novel was adapted for the screen by its own author, William Peter Blatty. True to horror-writer form, Blatty says he based his famous story on real events and people. Father Merrin was a British archaeologist, and Regan was actually a boy living in DC in 1949. For details check out Blatty’s book on†¦well, his book: William Peter Blatty On The Exorcist From Novel To Film. 3. Forrest Gump This star-studded, award-winning 1994 movie was first a semi-popular 1986 novel by Winston Groom. The first Forrest wrote with grammatical errors, typos, and not infrequent (though generally goodnatured) swearwords. He also fit in a trip to space and a few years of forced residence with South American cannibals that Forrest 2.0 missed out on. 4. Pitch Perfect There are few movies that seem less likely to have been based on a book than Pitch Perfect, and fewer still you would bet were based on real events. You would have lost money, though, because the movie was inspired by GQ senior editor Mickey Rapkin’s Pitch Perfect: The Quest for Collegiate A Cappella Glory. True and hilarious story. 5. Mrs. Doubtfire Before Robin Williams brought the role to life in 1993, Mrs. Doubtfire was Madame Doubtfire, 1987 creation of British YA author Anne Fine. Unlike Mrs. Doubtfire, Madame Doubtfire never actually fooled any but the youngest child and Miranda; apparently makeup improved a lot in five years. 6. V for Vendetta The popular 2006 movie featuring a bald Natalie Portman and no visible part of Hugo Weaving was originally a graphic novel written by Alan Moore in the 1980s. Moore’s series was darker (yes, it’s possible) and favored an anarchist hero over a freedom-fighting one. 7. Clueless Beverly Hills doesn’t look anything like the English countryside, and plaid-miniskirted Alicia Silverstone looks even less like an early nineteenth century miss. But that’s exactly who she is: Jane Austen’s beloved Emma. Wealthy, spoiled schemers with hearts of gold, Cher and Emma both use their social cache to help others- and learn a thing or two in the process. 8. Die Hard What? John McClane is Bruce Willis. Bruce Willis is John McClane. One cannot exist without the other. Or can they? Apparently Die Hard isn’t even Die Hard, or at least it wasn’t in 1979 when author Roderick Thorp titled his thriller novel Nothing Lasts Forever picturing Frank Sinatra in the leading role. When Sinatra and Schwarzenegger both declined, Bruce Willis became Joe Leland- who in turn became John McClane. 9. Howl’s Moving Castle Hayao Miyazaki’s gorgeous film about Sophie, a shy young hat-maker pitched by a curse into the vain, charismatic Howl’s magical and chaotic world, was one of the most successful movies in Japanese history. But did you know it was first a popular fantasy novel written by British author Diana Wynne Jones? Novel and movie are a little different (Sophie goes to Wales!?)- but both are classics in their own right. *All images via Amazon.com

2018 2019 Full Review of Every ACT Test Date

2018 2019 Full Review of Every ACT Test Date SAT / ACT Prep Online Guides and Tips Figuring out the best ACT test date for you isn’t always easy, especially if you’re stuck debating between two or more upcoming ACTs. Before you choose a date, ask yourself:which date will work best with your schedule? Will you have any obligations or extracurriculars around that time? When are your college application deadlines? This guide introduces all upcoming ACT test dates for the 2018-19 testing year and also offers specific advice on the best possible dates for sophomores, juniors, and seniors. 2018 ACT Test Dates These fall and early winter ACTs are some of the best dates for juniors looking totake their first ACT. They’re also good for seniors who want to take the ACT a final time before their college applications are due. As for sophomores, most of these dates are too early and should be avoided. September 8, 2018 Registration Deadline: August 10, 2018 Late Registration Deadline: August 26, 2018 Sophomores This test date is at the start of the school year and is therefore too early for sophomores. As a sophomore, you won’t yet have studied the bulk of concepts tested on the ACT, so there won’t be much point in taking it this early. In addition, because most sophomores don’t know for sure where they’ll be applying to college just yet, you probably won’t have a concrete list of schools or a specific ACT goal score in mind. If you’d really like to get a head start on your ACT prep, you can use this time to begin some light studying: try out some official ACT practice questions, get familiar with the test format, and take a look at a few official practice tests. Juniors This is a great date for juniors to take their first ACT. By this time, you should be familiar with most ACT content. This date also gives you plenty of time to retake the ACT in the spring, summer, and/or fall of your senior year, if needed. (We recommend taking the ACT at least twice since you’re more likely to get a higher score on your second try!) Finally, this test date gives you the whole summer to prep for the ACT, which can be helpful if you're not a fan of studying during the school year and having to juggle classes and test prep. Seniors Seniors can use this test date to take their final ACT before college application deadlines. If you’re applying early decision or early action, this date easily allows you to get your ACT scores to your colleges in time. (Most early decision/early action deadlines are around November.) Furthermore, since you’ll have the whole summer to prep for the ACT, you won’t have to worry about balancing test prep with college applications. Who said Halloween candy can't be brain food for the ACT? October 27, 2018 Registration Deadline: September 28, 2018 Late Registration Deadline: October 14, 2018 Sophomores Again, this test date is still early for sophomores. However, if you really want to get exposure to the ACT, you have three main options at this point: Option 1:Take a full-length ACT practice test.Doing this can help you learn more about the format and content of the exam. Just note that you won’t have studied all the concepts being tested on it yet. Option 2:Take the PreACT,which is a practice ACT for sophomores. This test is similar to the PSAT (a practice SAT), only it's not associated with a scholarship competition. The PreACT may be administered any time during the school year between September and June. Schools choose whether (and when) they want to administer it. To learn more about the PreACT and your high school's plans for it, speak with your guidance counselor. Option 3: Take the PSAT,which will be administered on October 10, 2018. Even though the PSAT is a practice test for the SAT and not the ACT, taking it can be a smart way to get in some general test-taking practice and help you determine whether you should take the SAT or ACT. It can also help prepare you to take the PSAT again as a junior when you'll be eligible for the National Merit Scholarship Program! Juniors This October test date is another great date for juniors, especially if you missed the earlier one in September. This ACT date gives you ample time to see your scores and then prepare for a retake in the spring or summer. If you’ve decided to take the PSAT, however, I don’t advise taking the ACT at this time. Studying for both tests could easily overwhelm you- and might even confuse you, too, sincethe PSAT/SAT and ACT, albeit similar, are not identical in content or form. Seniors Seniors can choose this test date and still get their ACT scores to colleges in time. Since most regular application deadlines are January 1, this is a good time to take the ACT one last time should you want to. If you'reapplying early action/early decision, this date should work for most schools- but be aware that it'll likely be the last possible ACT you can take. Don't forget that you’ll be pretty busy around this time as you prepare your college applications, so I highly recommend opting for an earlier test date if possible. If only this adorable Arctic fox administered this wintry ACT. December 8, 2018 Registration Deadline: November 2, 2018 Late Registration Deadline: November 19, 2018 Sophomores Although this test date is still early for 10th graders,if you’re really curious about what the ACT is like, go ahead and give it a shot. Remember not to put too much pressure on yourself to get a high score; you still haven’t learned all the ins and outs of the concepts tested on the ACT, after all! Ultimately, it's still a better idea to just focus on taking ACT practice tests instead of taking the actual ACT. (Plus, you’ll save money!) Juniors While you can definitely take the ACT on this date, it might overlap with your finals, so I suggest taking it on one of the earlier test dates if possible. If you haven’t taken the ACT at all and really want to get your first one over with before spring, this is a solid date to choose. Just make sure you have a plan for balancing your finals with your ACT prep. Seniors This is the last possible ACT test date for most seniors. If you're applying regular decision, most colleges should be able to accept ACT scores from this date; some won't, though, so make sure to check with your colleges directly before you register for this test. As is the case for juniors, since this test date might overlap with your prep for finals, it's important to strike a healthy balance in your schedule so that you don’t overwhelm yourself. C'mon, Frank, you had one job- to drag in the 2019 statue and get out of the frame! *sighs* 2019 ACT Test Dates Although seniors likely won’t be able to take the ACT after early winter, these test dates should work well for sophomores and juniors. February 9, 2019 Registration Deadline: January , 2019 Late Registration Deadline: January 18, 2019 This test date is not available in New York. Sophomores You can take the test on this date if you really want to, but just know that it’s still pretty early for sophomores. You’ll likely struggle the most with the Math section, especially if you’re in Geometry class. If you’re in Algebra II or higher, however, you should know most of the math concepts being tested and could give it a shot if you're truly interested. Juniors Juniors can opt for this test date if they wish, but it’s most likely better to wait to take the ACT until spring, especially if it’s your second ACT and you took your first test back in the fall. Waiting for a spring test date will give you more time between tests to prep and hone your weaknesses so you can ultimately achieve a bigger score increase. Moreover, if you choose this winter test date, you’ll likely have to do a significant amount of ACT prep over your winter break. Seniors This is the final test date seniors can choose if applying regular decision at select colleges. Though most colleges won’t accept ACT scores from the February test date, some will, especially those with late application deadlines. If you’re thinking of taking the ACT one final time, make sure to check whether the schools you’re applying to will accept scores from this test date or not. Ah, spring. When you can finally study for the ACT in the same field Edward Cullen sparkled in. April 13, 2019 Registration Deadline: March 8, 2019 Late Registration Deadline: March 25, 2019 Sophomores This is a good date for high-achieving sophomores to try out the ACT. By this time, you should have learned most of the concepts on the test (though there might be some math ones you’ve yet to master). I suggest using this test to get a baseline score and to figure out what your biggest weaknesses are so you can start to think about what you'll need to concentrate on in your future prep. After you get your scores, you can take the ACT again in the fall of your junior year, and if you hit your goal score then, that's it- no more ACT! This gives you a huge advantage, as it lets you get the test out of the way early and gives you extra time to work on your college applications. Juniors This April test date is an excellent time for juniors to take the ACT for the first or second time, as it shouldn’t conflict with finals. Plus, by this point, you’ll have learned all the major concepts that are tested on the ACT. If this is your second ACT, you’re doing a great job of organizing your time. If you're able to hit your goal score on this date, you won’t have to retake the ACT and can instead use the summer to relax and focus on getting a head start on your college applications. If you still haven’t taken the ACT, however, I recommend doing so by this test date. This way, you’ll still have the whole summer to study and retake it at the end of summer or in the fall of your senior year should you need to raise your scores. Seniors Unfortunately, this test date is too late for seniors, as nearly all college application deadlines will have passed by this time. Be sure to get in your final ACT by December (or possibly February, depending on your colleges’ deadlines). June 8, 2019 Registration Deadline: May 3, 2019 Late Registration Deadline: May 20, 2019 Sophomores This is another great date for sophomores to take the ACT. With this date, you’ll get your ACT scores back by mid-summer and can use the rest of the summer to start prepping for a retake at the beginning of your junior year. The only big disadvantage is that this date might conflict with finals, which can make it tricky to prioritize your prep time wisely. Juniors This is another solid option for juniors, especially if you want to get the ACT over with before summer vacation. As I mentioned above, however, this test date could conflict with your finals, so make sure you’re using your time smartly and aren't overwhelming yourself with too many study sessions. Ideally, you’ll check your schedule before you register for this date so you can know exactly when all your tests are and when you can dedicate time to studying for each of them. If possible, I recommend opting for the April test date instead of this one, as that one is a lot less likely to coincide with finals and other important school tests. Summer challenge: eat your ice cream before it melts while taking an ACT practice test! Bonus points if you don't get any ice cream on your test. Triple bonus points if you don't care and just lick it off. July 13, 2019 Registration Deadline: June 14, 2019 Late Registration Deadline: June 24, 2019 This test date is not available in New York or California. Sophomores This is a good date for sophomores who want to get their first ACT done before junior year. By this time you’ll have learned nearly all the big concepts on the test. Therefore, you can use this ACT to get a more accurate feel as to what your biggest strengths and weaknesses are. One big plus is that you won’t have to deal with any classes or homework as you prepare for this test, since it’s in the middle of summer.Unfortunately, this means that you’ll be spending about half the summer studying, so think deeply about whether this is OK before you sign up for it. You’ll get your scores in August, which doesn’t give you a ton of time to assess your performance and prepare for a retake in September. That being said, you should have enough time to prep for a retake in either October or December. Juniors This is an excellent test date for juniors who don’t want to prep during the school year and don’t mind studying over the summer. You also won’t have to worry about college applications at this time, so feel free to channelallyour energy into getting a great ACT score! Review: The Best ACT Test Dates for 2018-19 In total, there are seven ACT test dates for the 2018-19 testing year, which are as follows: September 8, 2018 October 27, 2018 December 8, 2018 February 9, 2019 (not available in New York) April 13, 2019 June 8, 2019 July 13, 2019 (not available in New York or California) For sophomores, the best test dates are those at the end of the school year and those in the summer: April, June, and July. These dates are good since they give you time to learn most of the content on the ACT; they also give you ample time to prepare for and later retake the exam during your junior year. When it comes to juniors, pretty much all ACT test dates work well. We typically advise juniors to take their first ACT in the fall and their second ACT in the spring. Following this schedule will give you plenty of time to retake the test a third time in the fall of your senior year, if needed. Seniors can take their final ACT in the fall (September or October),as these dates should allow enough time for scores to get to colleges before applications are due- even if you're applying early action or early decision. Seniors can also do the December or February dates but only if absolutely necessary- and if the colleges you’re applying to have specifically stated they will accept test scores from these dates. What’s Next? For more tips on how to find the best ACT test date for you, check out our in-depth guide to ACT test dates for 2018 and 2019.Once you pick a date, spend some time learning what you'll want to bring to the test- and what you'll want to leave behind! You know how to find the ideal date for you- but what about the ideal test center? Get tips in our guide to choosing the best ACT test center. Curious about SAT test dates, too?Read our full guide to choosing SAT dates for 2018 and 2019! Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Critical Thinking and Ethics Essay Example | Topics and Well Written Essays - 250 words - 2

Critical Thinking and Ethics - Essay Example The principles and rules of critical thinking are not applicable to ethical reasoning. Besides, critical thinking and ethical reasoning ought to be treated as distinct independent entities. This is because critical thinking are more drawn to human personal qualities as portrayed by (Elder 2007). The ethical reasoning on the other hand are set standards by an institution or even organization as revealed above. This therefore means that any organization can set standards to be followed by its members irrespective of what the members think of the ethics. Furthermore, we can take religious ethics to bring out a much clear understanding of this subject. Each religion is always bound to its ethics which define its code of conduct. Someone from a different religion with different ethical codes of conduct may then critically perceive the other religion to be bound by erroneous behavior but that is just how he or she alone thinks. It is imperative to acknowledge that logic is not the psycholo gy of reasoning but instead the principle of correct reasoning (Lau & Chan 2004-2015). Therefore, even if everyone followed the rules and guidelines of logic there would still be need for decision ethical making. This is because different people reason differently and many a times people tend to uphold to their reasoning even when it is not ethically right. As much as we are bound by the rule of logic to principles of correct reasoning ethical reasoning should still be treated as a distinct entity with its own principles.

Homework 4 Essay Example | Topics and Well Written Essays - 250 words - 1

Homework 4 - Essay Example The US supports the Jewish Israelites against the Christian Palestinians who do not believe in Jesus and Muslims as they support the expulsion of the all Israel citizens living in Palestine. The Americans have embraced the perverted interpretation of Christianity that ignores the humane message of Jesus Christ which is the same view held by the non-Christians in Palestine. The mainline Christians in Palestine usually question about the legitimacy of the Jewish faith while some evangelical Christians back Israelites hence the reason why the US is against the Christians. The Palestine-Israel conflict for the US economy and diplomacy has huge consequences on the economy and security of the US. The passionate attachment that US have with Palestine has produced numerous evils in their country (Green 120). The conflict between the two countries has highly jeopardized the security in the US and that the conflict is responsible for the economic, moral and social

Impacts of Green House Gas emission and Alternate energy Resources Research Paper

Impacts of Green House Gas emission and Alternate energy Resources - Research Paper Example The major contributors in increasing the greenhouse gases in the atmosphere are the power generation units. Most power generation units utilize coal to generate power. Coal is the worst fossil fuel as it is packed with more amount of waste and less amount of energy. Natural gas is the most energy content and least waste among other fossil fuel resources. Coal burns with producing solid as well as gaseous waste. Major content of gaseous wastes includes oxides of carbon, oxides of sulfur and oxides of nitrogen. As the energy requirements are increasing, power generation units tend to burn more coal and other fossil fuels in the power generation units to meet the energy demand. As the amount of feed coal increases, the greenhouse gas emissions from the power generation units also increase. We can conserve energy to reduce the waste (Chu). Transportation also accounts for the greenhouse gas emissions. In some bigger cities, the number of cars is approximately equal to the number of perso ns living in the city. It means that every person is contributing in transportation wastes. EIA projects that world energy requirements will increase 56% by the year 2040. EIA reports that world current energy requirements are about 524 quadrillion British thermal units (Btu), however, by the year 2040, the energy requirements will increase by 820 quadrillion Btu. EIA also projects that by the year 2040, 80% of the energy requirements will remain dependent on fossil fuel resources (Eia.gov). Global Warming

The corporation Essay Example | Topics and Well Written Essays - 750 words

The corporation - Essay Example Furthermore, these facts and features of our economic and social development can support global economic and natural crisis which will be rather difficult to overcome. This paper will discuss such issues as economic growth problems, business ethics, consumerism, social and cultural critique, real consumer needs, social consequences of new technological opportunities, better distribution of resources, and some others. 2. Contemporary industry uses different methods to generate interest and reliance on various products, but these methods and strategies are not always supported by business ethics. These methods are: spam, infiltration, stealth marketing, incorrect information and many others. These methods fail business ethics and brake people's trust to corporations which make all possible efforts to promote their goods. Corporations should also take into account real needs of consumers. There are many goods which are not necessary for consumers to have them, such as glass ceilings and some others. Such consumer goods usually need great amount of natural resources and energy to produce them, and sometimes corporations waste these resources just to satisfy consumers' needs, and the consuming excess is clearly visible while natural resources are diminishing. ... We are taught as soon as we are old enough to comprehend images on TV that wanting things and buying things is good and healthy" (Capitalism, Consumerism, and Corporate Greed). Government attempts to resolve global economical and social problems have no positive effects. The misuse of government contracts for political and corporate gain supports deep consuming and social crisis which affect all sides of our life. Science and technology tries to resolve actual problems of our society. Science is rapidly developing, and such scientific innovations as findings of new sources of energy, nanotechnology, plastic surgery possibilities, new approaches to diagnostics and recovery and some others can bring benefit to our society. So, technological innovations can even save lives in extreme situations. But many scientific findings are of ambiguous effect, such as cloning, nuclear findings and different explorations in many areas of science, and it needs to use scientific achievements attentive ly and correctly. Incorrect and unethical use of technological innovations can result numerous global social problems, and they already can be visible in our society - people became more dependent on technological innovations. Global warming, many kinds of animals and plants petering are some of the most dangerous effects of technological progress abusing. There are still a lot of problems concerning our scientific knowledge, their influence on the environment and psychological aspects of our attitude to the environment and to ourselves, but it is obviously that new technologies can bring some kinds of benefit in case of safe and ethical use of these technologies. People gave up on materialism and look for new approaches for better distribution of resources. Materialism means

Hamlet Essay Example | Topics and Well Written Essays - 750 words - 4

Hamlet - Essay Example These include the 'Histoires Tragiques' by Francois de Belleforest and the ‘Saxo Grammaticus' History of Denmark, written in Latin in the 12th century. The plot revolves around Hamlet and his psychological turmoils in the midst of a vortex of violence and murders. In the play Hamlet's uncle usurps his father's throne and takes his father's wife as his own. His uncle does this after first killing Hamlet’s father the King of Denmark. Hamlet, in an act of revenge, kills his uncle in turn. This basic storyline is the backdrop of a great emotional and psychological inner turmoil on the part of Hamlet. Here Hamlet is unable to resolve some fundamental dilemmas, including a large degree of uncertainty over his uncle's accountability for the crime (Shakespeare; Mabillard; Houghton Mifflin Harcourt). This paper focuses on the literary element of character, and in particular the character of Hamlet, focusing on the theme of uncertainty and the subjectivity of human experience. The thesis is that this uncertainty is at the root of Hamlet's inner struggles to come to terms with the death of his father and the hands of fate that seemed to have thrust him into the position of avenging son and tormented soul (Houghton Mifflin Harcourt; Mabillard). II. ... In this scene Hamlet is in a Danish plain, pondering after he had asked Rosencrantz to go ahead of him while he took some time to collect himself (Shakespeare): Now, whether it be   Bestial oblivion, or some craven scruple   Of thinking too precisely on th' event, A thought which, quarter'd, hath but one part wisdom   And ever three parts coward,- I do not know   Why yet I live to say 'This thing's to do,'   Sith I have cause, and will, and strength, and means   To do't. (Shakespeare Act 4, Scene 4, p. 81) In the passage above Hamlet is examining his own thought processes and his own subjective way of processing his reality, and come face to face with an ambiguity in his understanding of how he thinks and acts (Shakespeare Act 4, Scene 4. p. 81). Yes, in the end Hamlet understands that to live is to live in ambiguity. Within this subjectivity the character of Hamlet unfolds. One lives with one’s biases. In the following passage Hamlet demonstrates this, as in grief he colors the chain of events leading to her mother's remarriage and his father’s death with his own subjective bias (Shakespeare): My father's brother, but no more like my father Than I to Hercules. Within a month, Ere yet the salt of most unrighteous tears Had left the flushing in her galled eyes, She married. O, most wicked speed, to post With such dexterity to incestuous sheets! (Shakespeare Act 1, Scene 2, p. 11) In the passage above the subjectivity springs from Hamlet’s grief over his father’s death, which prompts him to feel aggrieved and to be affronted by what he subjectively interprets as his mother and uncle’s deceit (Shakespeare Act 1, Scene 2, p. 11). An aspect of that subjective uncertainty is in evidence in the way

Abortion, war, and capital punishment Essay Example | Topics and Well Written Essays - 250 words

Abortion, war, and capital punishment - Essay Example The best thing to reduce cases of killings is to ban any form of killing be it in war, abortion, capital punishment etc. this would play a major role in reducing cases of deaths as all people who will commit any form of murder will face the full force of the law. There is no individual or body that should have the right to take the life of any person. Many cases have arose where a person is found guilty and sentenced to capital punishment and after appealing the case the person is then found innocent. This illustrate that it is hard to determine if the person is supposed to be killed or not (Korsgaard, 2008, p.189). War has also seen loss of thousands lives of innocent people. This calls for universal reshuffle of laws that have anything to do with taking away human life. My argument surrounds along the deontology rights where everyone has a duty to take care of his life without any outside interference. People should only be responsible for their rights and life and no third party should interfere through making decisions to take away their lives (Korsgaard 2008, p.

Hamlet Essay Example | Topics and Well Written Essays - 750 words - 4

Hamlet - Essay Example These include the 'Histoires Tragiques' by Francois de Belleforest and the ‘Saxo Grammaticus' History of Denmark, written in Latin in the 12th century. The plot revolves around Hamlet and his psychological turmoils in the midst of a vortex of violence and murders. In the play Hamlet's uncle usurps his father's throne and takes his father's wife as his own. His uncle does this after first killing Hamlet’s father the King of Denmark. Hamlet, in an act of revenge, kills his uncle in turn. This basic storyline is the backdrop of a great emotional and psychological inner turmoil on the part of Hamlet. Here Hamlet is unable to resolve some fundamental dilemmas, including a large degree of uncertainty over his uncle's accountability for the crime (Shakespeare; Mabillard; Houghton Mifflin Harcourt). This paper focuses on the literary element of character, and in particular the character of Hamlet, focusing on the theme of uncertainty and the subjectivity of human experience. The thesis is that this uncertainty is at the root of Hamlet's inner struggles to come to terms with the death of his father and the hands of fate that seemed to have thrust him into the position of avenging son and tormented soul (Houghton Mifflin Harcourt; Mabillard). II. ... In this scene Hamlet is in a Danish plain, pondering after he had asked Rosencrantz to go ahead of him while he took some time to collect himself (Shakespeare): Now, whether it be   Bestial oblivion, or some craven scruple   Of thinking too precisely on th' event, A thought which, quarter'd, hath but one part wisdom   And ever three parts coward,- I do not know   Why yet I live to say 'This thing's to do,'   Sith I have cause, and will, and strength, and means   To do't. (Shakespeare Act 4, Scene 4, p. 81) In the passage above Hamlet is examining his own thought processes and his own subjective way of processing his reality, and come face to face with an ambiguity in his understanding of how he thinks and acts (Shakespeare Act 4, Scene 4. p. 81). Yes, in the end Hamlet understands that to live is to live in ambiguity. Within this subjectivity the character of Hamlet unfolds. One lives with one’s biases. In the following passage Hamlet demonstrates this, as in grief he colors the chain of events leading to her mother's remarriage and his father’s death with his own subjective bias (Shakespeare): My father's brother, but no more like my father Than I to Hercules. Within a month, Ere yet the salt of most unrighteous tears Had left the flushing in her galled eyes, She married. O, most wicked speed, to post With such dexterity to incestuous sheets! (Shakespeare Act 1, Scene 2, p. 11) In the passage above the subjectivity springs from Hamlet’s grief over his father’s death, which prompts him to feel aggrieved and to be affronted by what he subjectively interprets as his mother and uncle’s deceit (Shakespeare Act 1, Scene 2, p. 11). An aspect of that subjective uncertainty is in evidence in the way

Tuberculosis Disease Essay Example | Topics and Well Written Essays - 750 words

Tuberculosis Disease - Essay Example In the same vein, elderly people are seen as vulnerable victims due to failing immune system (Landau, 1995). According to research, in their early years, carriers already had the bacterium in them but the development is slow and manifesting lately in their older years. The nature of the disease can take years to become active, so an older person may have acquired the disease earlier in their life, but the bacterium can be active in the latter years (Landau, 1995). Pathophysiology. TB is a disease caused by germs that could be transmitted from person to person via airborne droplets that is infected with the Mycobacterium. The bacteria when inhaled travels directly to the alveoli through respiration (Landau, 1995). Inhaling the droplets via airborne from the person infected with TB by other person standing close to the carrier will surely make the person the new TB bacteria carrier. The belief that TB is transmittable by contact with a person's clothing, bed linens, or dishes and cooking utensils was voided of by recently-conducted research, stating that the bacteria can be acquired via direct contact (Landau, 1995). Signs and Symptoms. The most common symptom of the pulmonary tuberculosis is the persistent cough. ... In the United States the statistics data of TB declined. Since 1993, the number of cases of the TB patients reached to the lowest point according to the study conducted by University of Wisconsin in 2003 due to the recent medicinal discovery (Todar, 2005). Impact on community. Studies showed that ten to fifteen million Americans are carriers of inactive tubercle bacilli in their bodies, until it gradually develops in their later years. In the conventional setting of everyday human interactive, the possibility to transmit the bacteria from one person to another is very high (Landau, 1995). Less than ten percent of people who acquired the tubercle bacillus through inhaling the agent, however, become ill. The rest of the percentage shows no development of symptoms. In this case, it is said that the disease is inactive even when bacilli are stored in cells (Landau, 1995). When one person in the family is a carrier of tubercle bacilli or Mycobacterium tuberculosis, it is more likely that the whole family is inflicted with inactive bacterium. Upon social interaction in the community, the family could also transmit to other people the disease nesting upon them (Hyde, 1994). History shows evidence that this disease can affect society, as the break down of TB during 1700's to 1800's that caused the "white plague" among many countries. This suggests that it could wipe out even the whole community if prevention and awareness are not readily made available (Hyde, 1994). Prevention and risk factors. Awareness and education about TB is one of the most effective prevention measures of this disease. Sanitation in dwelling places including the air to breathe and taking up appropriate medicinal

Character Analysis of Connie Essay Example for Free

Character Analysis of Connie Essay Then one day her family leaves her alone and she notices the boy in the car comes to her house and she finds out that he seems to know everything about her. He demands that Connie come to him and in then th story ends as Connie walks out the house toward the mysterious boy. Connie is sexually active, scared, and deceitful. Connie is sexually active. Oates states how Connie knows she is beautiful and she gets a great deal of attention from boys. Connie knows she is gorgeous, so when she goes out, she shows off her body more. When Connie meets the older boy in the resturant, she spends hours with him, and they went in an abandoned alley. Connie often states that she believes sex is a beautiful and fun feeling. Going with this stranger Connie has just met for hours implies she is sexually active in some way. What Oates is trying to say about young girls in general is that by showing off their bodies and meeting with older boys, sex will be pressured onto them. More young females will want to become more sexually active by assuming sex is all good and fun. Connie is scared. Connie does not seem to be afraid of anything. However, once this stranger appears at her house, she becomes a bit more frightened. Connie was always used to doing what she wanted with whomever she wanted. Along came Arnold, who commanded her to come to him and do things with him. Suddenly, Connie does not have the choice anymore. He threatens to harm her family so she is scared and cannot bring herself to even call for help. What Oates is trying to say about being scared is that one will not be scared until the option of deciding for ones self gets taken away. Connie is deceitful. Connies mother often degrades Connie for being vain. Her mother does this because she is worried about Connie and knows Connie gets a great deal of attention from males. Connies mother knows what can happen to her if she does not start being careful. Connie still goes out grabbing the attention of boys even though her mother says otherwise. What Oates is trying to say is that children should always listen to their parents, or they may end up in danger. Oates tries to get the reader to understand that parents have been through it all, and children should learn to listen more. In the short story Where Are You Going, Where Have You Been? Oates shows that Connie is sexually active. She is sexually active because she shows off her body and is curious about sex. Connie is scared because she had no choice in what she wanted to do. Connie is deceitful because she did not care or listen to her mother.

the Chemical contamination of food

the Chemical contamination of food Food and beverages is a common term when it comes under hospitality industry. However, employees working under this sector of the hospitality industry tend to overlook a very important aspect in this industry, safety and hygiene as they continue to impress their superior or guests with their work efficiency. Safety and hygiene which both have often been neglected caused various problems and conflicts involving employers, employees and even the guests or customers of the industry. In some cases, the negligence of safety and hygiene had cause a loss in business, reputation and also legal implications to companies in this industry. Often there are cases whereby a highly reputable food and beverage outlet have lost their reputation and business due to negligence in their food preparation. Safety and hygiene is so vital that we cannot ignore the importance of it, especially in the food and beverage industry. Good and hygienic food attracts crowd. You will come across a scenario whereby people queue up just to be served in a food outlet compared to another outlet serving the same food a few doors away. The main reason behind this scene is that, the outlet serves quality and hygienic food. What draws the meaning of safety and hygienic food? It all comes about the implication of food contamination and the negligence in the preparation. Stale food cause by poor preservation and expired foodstuff are the examples which caused food contamination. Occasionally, we discover foreign objects in our food and this is due to negligence and carelessness in food preparation. Physical contamination of food Food contamination falls into three main classes of definition, and they are physical contamination, chemical contamination and also biological contamination of food. Physical contamination of food is defined as any foreign objects that falls into our food during the manufacturing or preparation process. During the manufacturing of food, carelessness plays a very important role in the contamination of food. Often we come across packed food with inedible foreign objects in it. This is caused by the carelessness and negligence of workers in the process of preparing the food. 1.1 The wear and tear of machinerys parts accidentally got mixed into the food. Lubricants that are used to grease food processing machineries are also one of the physical contaminants that got into food. There are some food processors that do not comply with FDA requirements to use only stainless steel in food preparation. 1.2 Human parts such as hair, fingernails, jewelries and clothing parts are some of the contaminants that fall into food. Employees working in the food preparation sector are not aware of the importance of proper dress code while preparing food. This negligence greatly affects the safety and hygiene of food preparation. 1.3 Storage of food is so important that many outlets do not pay much attention to it. Foods prepared are not immediately served to customers. This requires good handling such as covering of food to prevent moving objects from contaminating the food. Insects are prone to swarm around aromatic food and may cause food contamination. There are so many factors related to physical contamination of food that it is impossible to describe each and every detail herewith. Thus we will continue with some other factors such as chemical contamination of food. 2) Chemical contamination of food Chemical contamination of food is defined as food being contaminated by other chemicals accidentally. What are those hazardous chemicals? 2.1 One of the critical chemical that contaminates our food is pollution. Pollution can be classified in to the pollution of air, water and soil. 2.1.1 Pollution of air occurs when pesticide sprays are being used too near to foodstuff causing the air covering the food stuff to be full of hazardous pesticide sprays. In farms, pollution of air occurs when a large amount of pesticides spray are being used on to the plantations causing the food to be chemically contaminated 2.1.2 Pollution of water happens when untreated water is used in food preparation. Water which is not properly stored in containers might have been exposed to contaminants. Iron pipes which are used to deliver water might contain undesirable elements which might react with food which is hazardous to health. 2.1.3 Pollution of soil happens in plantations where our vegetables are being planted. Often farmers over-use animal drugs and agrochemicals which result in the contamination of soil. Soil may even consist of toxic metals from toxic waste being disposed at the area of plantation. These chemicals when consumed or ingested are extremely hazardous to health. 2.2 Food additives are often added to food to enhance the taste or to extend the shelf life of the food. However, these additives are subjected to defined exposure levels and international food safety standards. Food over exposed to food additives might result in a chemical change and will be hazardous to health. For instance, the World Health Organization (WHO) has recognized a few chemicals such as Bisphenol A, Melamine and Acrylamide to be a health issue when there are overly being added into food. 3) Biological contamination of food Biological contamination is defined as food containing natural occurring substances which are poisonous or hazardous when consumed. 3.1 Employees always neglect hygiene in food preparation. We have come across cases where employees work in food and beverage sector do not wash their hands after using the toilet. Employees should understand that millions of germs stick on to their hands after they use the toilet. Other than that, things that we touch everyday such as money, staircase railing or shopping carts are full of germs invisible to our naked eyes. 3.2 In food preparation industry, proper dress code should be implemented. This happens when workers tend to sneeze and cough when they are working. This causes a lot of bacteria or germs to land on the food, causing it to be biologically contaminated. 3.3 Food also can be contaminated biologically when raw food is being processed on contaminated surfaces. There are cases where financially poor countries attempting to make bigger profit by neglecting safety and hygiene. Raw food which is processed on surfaces contaminated with virus, bacteria, germs dirt and dust, will be extremely dangerous to health when consumed. This concludes the three contaminants that affect the safety and hygiene of food. Question 1 (b): What is the definition of portable water, explain its uses. Introduction Water is the most vital resource to life on earth. Water covers 70.9 percent of the earths surface and even 60 percent of our human body consists of water. Without food, human can live up to 49 days, however without water human being can only live up to 7 days. Clean water is extremely essential to human and other life forms. 1.1 Portable water is defined as water with total dissolved solid contents at about 150ppm which is suitable for drinking and sanitary purposes. 1.2The earth we are staying in is full of water sources. However, not all of this water is fit for consumption and sanitary purposes. In order to produce portable water, different water from different sources is treated with different ways and methods in order to produce portable water. 1.2.1Sea water undergoes desalination process by distillation. Then the water will be treated with flash ejectors. The desalinated water will then be remineralised to achieve the desired solid content level. 1.2.2Water which has been used for sanitary purposes can also be treated in order to obtain portable water. The sanitary water will undergo aerobic decomposition to remove all unwanted residues to obtain clear water. Then this water will be treated with coagulators and chlorine dosing. 1.2.3 Water from river or lakes can also be treated to obtain portable water which is fit for consumption and sanitary purposes. River or lake water will be treated with coagulator and later on chlorine dosed to obtain portable water. 1.3 Nowadays, portable water is used widely in all fields of food and beverage industry. Portable is used to ensure the safety and hygiene of the water used. We might not know the quality of water flowing from our tap but we do see packed portable water as an assurance of safety and hygiene. 1.3.1 Portable water is developed to prevent any unwanted pathogens, diseases vectors or waterborne diseases that are commonly found in water. It also prevents consumption of contaminants found to exist in popes delivering water source. 1.3.2In food and beverage industry, portable water is used widely as drinking water or in food preparation. Portable water is specially treated in order for it to be fit for consumption. Portable water may not be of only packed mineral water or drinking water. Portable water may also be referred to as filtered water by aftermarket filters attached to our water pipes. These stand alone water filters filter water to a desirable solid content and cleanliness level so that it is fit for consumption. 1.3.3Portable water is also used for sanitary purposes. As said earlier, water may contain of waterborne diseases and pathogens may be harmful to humans. Portable water is used in bathing or cleaning process so as to avoid any diseases or sickness to human being. Conclusion In conclusion, safety and hygiene is a very important aspect not only in hospitality industry but also our everyday life. Good safety and hygiene must always be practiced so in order to achieve better living. Good safety and hygiene must not only be practiced in food preparation, but also the food we eat. Always use portable water which is free of all waterborne diseases, pathogens and virus vectors for consumption and sanitary purposes. In food preparation, always practice good safety and hygiene so as to avoid any contaminants from contaminating the food in any of the means. Question 2 (a). What should the manager do about and employee who reports to work with the following symptoms: fever, coughing and a sore throat? Introduction Hospitality industry is an industry which consists of food and beverage, tourism and lodging establishment. Most of the time, employees of the hospitality industry have to service and serve guests or customers. That is why employees have to practice good safety and hygiene at all times. Food preparation is one of the fields in hospitality industry. This field requires very good practice of safety and hygiene. Employees must be in proper dress code all the time and must disinfect their hands to avoid any germs on their hands before preparing food for customers. This is very important as customers might be infected if germs appear on food-stuff. In hotels and lodging establishments, front office personnel have to face a lot of customers daily. Employees have to practice good safety and hygiene to their own grooming in order to leave a good impression to customers as the front office gives customers an impression of the whole lodging establishment. 2a. 1 If an employee reports to work with symptoms of fever, coughing and a sore throat, the manager should attend to this employee immediately. The manager must identify the seriousness of the employees illness. If the employee have serious signs of sickness and may be contagious, the employee should be stopped from work immediately. 2a.1.1 Worker with contagious sickness should not be allowed to work, especially in the hospitality industry as the hospitality industry. This is because workers often have to be in contact with customers. If employees are down with contagious sickness, customers will also be infected. 2a.2 The respective worker should be immediately stopped from work. No matter how serious the sickness symptoms are, employees shouldnt be allowed to be in contact with guests or customers. If guests are infected by employees or workers, the restaurant or hotel will lose their reputation. In some cases, restaurants even got involved in legal implications just because of customers who are infected with sickness because of employees. 2a.3 The worker or employee that reported to work with sickness symptoms like fever, coughing and sore throat should be quarantined from other workers. As said earlier, these symptoms are contagious. We certainly do not hope that because of one black sheep, all the workers and employees are being infected of any sickness. 2a.4 The manager in charge should immediately send the respective worker to the panel doctor. The employee should be given medication to suppress his or her sickness. 2a.4.1 The worker should then be given medical-leave which respect to the seriousness of his or her illness. The worker should be advised not to come back to work unless that he or she does not have anymore of sickness symptoms. 2a.5 The manager and supervisor in charge should then check all the pieces of work that the sick employees have been in contact with. The pieces of work that the employee has been in contact with should be disinfected immediately to avoid any germs from infecting other workers. 2a.5.1 The manager should also check all other workers and employees who have been in close contact with the sick workers. They should all be sent to the panel doctor for diagnostic. If they are found to be sick, they should be given medical-leave as well. 2a.6 Managers and supervisors hold a very important responsibility in monitoring employees and workers. They should be aware of the conditions of workers and employees at all times. Workers and employees have to be dismissed from work if they are found to be sick or having any discomfort. 2a.7 Finally, the manager in charge should advise and warn all workers and employees to not report to work when they are having sickness symptoms. This takes into account of the safety and hygiene of the hospitality industry where employees and workers have to be in contact with customers directly or indirectly. Conclusion Sickness symptoms like fever, coughing and sore throat are signs that lead to other contagious diseases. The fatal H1N1 and SARS are examples of contagious sickness or diseases that originates from fever, coughing and sore throat symptoms. Managers and supervisor must be alert and aware of the employees condition at all times to avoid any untoward happenings. Question 2(b) Why is hand washing so important? Introduction Safety and hygiene as one of the most important aspect in hospitality industry and must be practiced at all times. In hospitality industry, employees are required to have close contact regardless of direct or indirect with customers. That is why, safety and hygiene is very vital in this field. In hospitality industry, we always want the best for customers, the safest and even the cleanest. In food preparation segment of hospitality industry, employees must bear in minds that although they might look clean but they are not free from all sorts of germs and microorganism. Employees must at all times disinfect or clean their hand before proceeding in food preparation process. In many other segments of the hospitality industry, most of the employees have to deal with customers. Most of the time, employees have to shake hands with customers as a sign of a deal or a sign of friendship. However, not all of the employees are aware of how much transfer germs or microorganisms are involved in this hand shake. In order to practice good safety and hygiene at all times, all employees of the hospitality industry must be advised of the importance of washing their hands. 2b.1 Washing hand is define as the act of cleansing ones hands with or without the use of water or other forms of liquids, at times with the use of soap. Since we know what is washing hands but why is it so important? Why must employees of the hospitality industry wash their every now and then? 2b.2 Washing hand disinfects our hands. Washing hand is actually the best defense against all diseases. Our hands contact hundreds of foreign objects daily. All these objects contain millions of pathogens and most of them are harmful to health. These germs stick to our hands like gums to the bottom of your shoes. Since food preparation is one of the field in the hospitality industry, what happens when these pathogen are being transferred from employees hands to the food they are preparing? 2b.3 Our hands are capable of carrying millions if germs causing illness like colds, flu and diarrhea. We have come across cases where we claim that we have consumed unclean food. However most if the time, these unclean food that we are referring to, are contaminated food by germs transferred from employees hands. At times, we even do not wash hands before consuming food claiming that we did not touch anything dirty. We must be aware that no matter what we touch, we are prone to being infected by germs. 2b.4 Employees of the hospitality industry must also be enlightened of the importance of drying their hand after washing hands. It is proven that damp hands spread 1000 times more germs than dry hands. Employers play a very important role in preparing the appropriate sanitizers and hand dryers for employees use. 2b.5 Washing hand also prevents Staph infection. Staph is MRSA (Methycillin-resistant Staphylococcus Aureu), a kind of flesh eating bacteria lurking in sweaty areas. As we all might have known, kitchen is a very hot place. Kitchen attendants must beware of the infection of these bacteria. These bacteria are known to lurk around areas where there is sweat. Kitchen attendant work long hours in the kitchen causes them to sweat a lot. However, washing hands with proper soap or sanitizer totally removes these bacteria. 2b.6 Research shows that there are millions of germs hiding under our watches, bracelets and rings. Employees of the hospitality industry must be aware of this. Whenever employees wash their hands, they must also clean of disinfect these jewelries. However, in some field of hospitality industry, employees are not allowed to wear any piece of jewelries in order to prevent their hand from infected by germs and transferred to customers. 2b.7 Employees must also remember to wash their hands after using the toilet. The toilet is one of the spots with the highest number of bacteria and germs lurking around. Statistics shows that the number of germs on our hand doubles after we use the toilet. This is extremely dangerous as we may bring germs of various diseases with us on our hands and may be transferred or infected to customers at any time. Conclusion Washing hands is the most basic step in safety and hygiene in hospitality industry. Employers play an important role in ensuring the employees to wash their hands whenever necessary. The importance of washing hand does not apply only to employees of the hospitality industry but also to all of us. As said earlier, washing hands is the best defenses against all kinds of diseases as our hands are use for a lot of purposes including food consumption. In order for a disease free healthy living, always bear in mind the importance of hand washing and always practice good safety and hygiene starting from hand washing.