Black Nationalism Essay Example for Free

Dark Nationalism Essay Dark Nationalism is characterized by Karenga, as the political conviction and practice of African Americans as a particular people with an unmistakable verifiable character who politically ought to create structures to characterize, safeguard, and build up the interests of Blacks as a people. Dark Nationalism can be followed back to the eighteenth century, back to William Edward Burghardt DuBois, the most noticeable dark scholarly ever. Dark Nationalism is the reaction of African Americans to the ceaseless prejudice and persecution they experience. It came about in light of two reasons; the bigotry that they confronted every day, and being abused financially by racial oppression. Dark Nationalism looks for an answer for the issues that African Americans face every day After the Civil War, the circumstance of the dark individuals was bad; it was a sans semi, semi-slave circumstance. A case of this is occupancy, where the Blacks have control of the work procedure and work routine in any case needed to surrender the products of their difficult work since they were not the landowners. This held the Blacks under White strength, and living in destitution. Another factor in the conservative status of the Black individuals was the presentation of large scale manufacturing, new strategies and apparatus. This caused the loss of huge numbers of the occupations being held by the Black men, Negroes are currently confined increasingly more to basic work and residential help of the most reduced paid and most exceedingly terrible kind. The effectively awful circumstance turned out to be more terrible when the Depression showed up. Despite the fact that everybody was influenced by the Depression, the Black individuals were hit the hardest, as DuBois states on account of the Negro laborer, everything has been more awful? the misfortune has been more noteworthy and progressively changeless. ( DuBois, 564) what's more, Black individuals have consistently experienced prejudice. DuBois conveys this issue in the paper A Negro Nation inside the Nation, Negro youngsters are methodicallly denied instruction;? More than once per month Negroes indicted for no wrongdoing are straightforwardly and openly lynched, and even consumed?. At the point when a man with each capability is declined a position just in light of the fact that his extraordinary granddad was dark there isn't a wave of remark or dissent( DuBois, 563) To endure these conditions, and protect themselves against prejudice, abuse and persecution, Black individuals shaped social connections inside their locale, which revolved principally around the congregation. They retaliated with Black solidarity, the conviction that Blacks should meet up to battle against their misuse, abuse, and separation. DuBoiss patriotism courses around three primary thoughts: First, the conviction that all individuals of African drop shared objectives, and that they should cooperate in their battle for fairness. Second, he stressed a social patriotism; being the editorial manager of the emergency magazine he energized the advancement of dark writing and workmanship, distributing crafted by numerous individuals of the most skilled dark journalists and artists, urging his perusers to see the magnificence in dark. At last, he accepted that Blacks ought to build up a different gathering economy of makers and customers, and participate as a weapon for battling monetary separation and dark destitution. DuBois made Talented Tenth, utilizing the scholarly tip top to battle against prejudice. He accepted the best way to battle prejudice and mistreatment was to assault the monetary intensity of the white individuals. The reasoning minorities individuals of the United States, he composed, must quit being charged by the word isolation. . . . There ought to never be a resistance to isolation straightforward as can be except if that isolation involves segregation. (DuBois, 557. ) He accepted that a few types of isolation were useful to the Black individuals. This announcement from DuBois prodded a great deal of discussion and brought about his abdication structure the NAACP, which was basically made of integrationist, the individuals who would not consider themselves to be individuals of African drop and restricted any type of institutional isolation dependent on race. Patriots, then again such a DuBois, considered themselves to be descendents of Africa, they underscored that Black individuals ought to make their own practical, social and instructive organizations. The Conclusion: Dark Nationalism was made because of the battles of the Black individuals in America, it was essential for their social and practical endurance. Some may state that being a patriot is being a bigot; this is valid sometimes. Dark Nationalism is like Kurdish Nationalism, or Armenian Nationalism, the patriotism of mistreated individuals, battling for opportunity and balance. Then again White Nationalism can be contrasted and Arab or Turkish Nationalism, which incorporates bigotry, race prevalence, and abuse of minorities and diverse ethnic gatherings. I accept that Black Nationalism is businesslike, Black individuals are currently glad for their legacy and precursors, mindful of their rich social history, and not the picture of a lower class, darker looking savage second rate compared to the racial domination painted by White America. Works Citied DuBois, W. E. B. A Negro Nation inside The Nation. W. E. B. DuBois A Reader. Ed. David Levering Lewis. New York, Ny: Henry Holt and Company 1995. 563-570. DuBois, W. E. B. Isolation. W. E. B. DuBois A Reader. Ed. David Levering Lewis. New York, NY: Henry Holt and Company 1995. 557-558.

What You Need To Know About An Argumentative Essay Introduction

What You Need To Know About An Argumentative Essay IntroductionAn argumentative essay introduction will be required in many different types of courses. You should know what a thesis statement is in order to prepare for this type of essay. It is essentially the opening paragraph that you use as a basis for your argumentation. In some cases, you may need to write on an extremely technical topic which requires more knowledge of the facts than you can acquire through the introduction.The most important thing to remember about writing an argumentative essay is to make sure that the content of the introduction is as factual as possible. This means that you have to be certain about your facts before you start your essay. If you are not sure, do some research. If you feel that you are not making an accurate statement, do not hesitate to change it or even write an update.Make sure that you use as much original material as possible. This is very important. When students write essays, they do n ot care if the essay is accurate or not. They only care that they receive credit for the work that they have done.The other important part of this type of essay is that you always provide original content. When students read your essay, they are not going to know that you did not simply take information from another source. However, if you provide original material in your introduction, it will be difficult for them to believe that your argument is merely a rehashed version of someone else's work.Something else that you should always remember about an argumentative essay is that you should not say anything that could be considered controversial. There is nothing wrong with including controversial information. However, you should be able to prove that your opinion is based on fact.You should also make sure that you consider different points of view. For example, you may want to include a different viewpoint for each paragraph of your essay. When you focus on one viewpoint and then ha ve different opinions, it is possible to create a balance in your argumentation.Finally, you should always be careful to avoid using words like 'probably'perhaps.' If you use such words, you are not giving your reader the impression that your ideas are logical. Instead, you are just giving them the feeling that you are not sure if you really believe the things that you are saying. This will detract from the quality of your argumentation.As you can see, the key to writing an argumentative essay is to make sure that you give your reader all of the information that they need to believe that your argument is logical. If you do not include all of the facts, you will lose the reader and they will not be convinced by your argument. If you provide all of the facts, your readers will feel more at ease with your ideas and they will more likely to accept them.

Suicidal Thoughts and Depression in Children

Suicidal Thoughts and Depression in Children Depression Childhood Depression Print Suicidal Thoughts and Depression in Children How to Know and What to Do If Your Child Has Suicidal Thoughts By Lauren DiMaria linkedin Lauren DiMaria is a member of the Society of Clinical Research Associates and childhood psychology expert. Learn about our editorial policy Lauren DiMaria Medically reviewed by Medically reviewed by Steven Gans, MD on January 20, 2020 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on February 16, 2020 Depression Overview Types Symptoms Causes & Risk Factors Diagnosis Treatment Coping ADA & Your Rights Depression in Kids McCarthy / Stringer / Getty Images Information presented in this article may be triggering to some people. If you are having suicidal thoughts, contact the National Suicide Prevention Lifeline at 1-800-273-8255 for support and assistance from a trained counselor. If you or a loved one are in immediate danger, call 911 immediately. While many people think of depression as an adult condition, roughly 3% of children experience depression as well.?? If that isnt heartbreaking enough on its own, suicidal thoughts or thoughts of killing oneself can accompany depressionâ€"even in children. How can you know if your child is having suicidal thoughts and what can you do? How to Tell If Your Child Is Having Suicidal Thoughts Suicidal thoughts, also known as suicidal ideation, may not always be completely obvious to others, not even to a childs parents. Part of the reason for that is that children with suicidal thoughts will probably not speak directly about them as an adult might. Instead, suicidal thoughts in children may manifest through an interest in and/or preoccupation with suicide or death. You may notice signs of this preoccupation in your childs  clothing, the shows they watch on television, the websites they visit on the computer, through what they write in journals or even on homework, or in the way in which they identify with others who are depressed or have spoken of suicide. On the other hand, sometimes a child will speak  directly about wanting to die or a wish to kill themselves.?? They might even speak indirectly about wanting to make it all go away or thinking the world would be a better place without me. Often, there are few signs of suicidal thoughts in children, especially in children who are more shy or withdrawn. If this is the case with your child, how can you know as a parent if they are having suicidal thoughts? A key may be recognizing the signs of childhood depression, knowing that suicidal thoughts and depression can go hand in hand.?? Depression in Children Is a Risk for Suicidal Thoughts If your child hasnt openly expressed any suicidal thoughts, its important to recognize the possible symptoms of childhood depression, since these are often associated with suicidal thoughts. This may include feelings such as worthlessness, hopelessness, and social withdrawal. Suicidal thoughts do not always lead to a suicide attempt, but such thoughts are believed to increase a childs risk.?? While not all children who are depressed have suicidal thoughts (its more common in children with early-onset depression and a longer duration of symptoms), depression is considered a risk factor for suicidal thoughts and attempts. Suicide is one of the scary consequences of untreated depression in children, but depression in children can be devastating in other ways as well. What You Should Know About Childhood Depression What to Do If Your Child Is Having Suicidal Thoughts A childs depressed or suicidal thoughts may not always be obvious, which is why seeking treatment for your childs depression is important. A trained mental health professional may be able to pick up on subtle cues of suicidal thoughts by talking to your child, conducting psychological tests, and assessing individual risk factors, such as previous suicide attempts and the severity of your childs depression. Additionally, therapeutic treatment for depression can help to decrease your childs suicidal thoughts if they are having them. If your doctor suggests medication, such as an antidepressant, do your homework. Although generally safe and effective, research has indicated that the use of antidepressants, including selective serotonin reuptake inhibitors (SSRIs), can  increase  suicidal ideation in some children and adolescents.?? The most effective way to manage a childs depression usually involves close monitoring by doctors and mental health professionals and a multidisciplinary approach to treatment. Tips on Communicating With Your Child If you decide to talk about  depression  with your child, you may be concerned about saying the right thing. But the truth is that just having an open and honest discussion with your child can provide them with much-needed support.?? With a few tips, concerned parents and caregivers can confidently talk about depression with their children. Keep the Talk Age-Appropriate Make sure that your child understands what you are saying and is not confused or bored by the discussion.Use words that your child can understand. Words such as depression or emotional reaction are probably too complex for a younger child  but may be appropriate for an  older child or adolescent.Try comparing your childs depression to something that your child is already familiar with like a physical illness such as the flu or an ear infection. Keep the Conversation Positive Depression is a serious illness that causes emotional and  physical pain, but try to keep the conversation focused on the positive.By maintaining a positive and hopeful outlook in your discussions, you will avoid unnecessarily alarming your child. Be Honest Dont make promises you cannot keep.Dont go into detail about topics that you are not certain of.Do tell your child what you do know.Make a list of questions to discuss with your childs mental health professional. Be Compassionate Your child needs to know that you recognize and respect their feelings.Even if you do not quite understand their thoughts, dont dismiss their feelings.Avoid comments like What do you have to be depressed about? or Dont be ridiculous.Dismissive comments can cause a child to hide their feelings or become defensive. Be a Good Listener Allow your child to talk openly and express their opinions and thoughts.Avoid interrupting, judging or punishing them for their feelings.Listening demonstrates that they have someone they can confide in help to sort out their feelings. Ask Questions If you are concerned, directly ask your child if they are thinking about suicide. Contrary to what was believed in the past, talking about suicide will not give your child ideas.?? Instead, it can help them recognize the problem and know when and how to ask for help. Parental support (including emotional support, such as listening to your childs worries and comforting them when theyre disappointed or frustrated) is associated with a lower incidence of suicidal thoughts in middle school-age children.?? If there are any safety concerns, do not provide judgment or discipline; simply remove your child from immediate danger, do not leave them alone, and get them immediate help. Never dismiss suicidal thoughts in a child and never promise to keep them a secret.  Any suicidal thoughts or behaviors should be brought to the attention of your childs pediatrician or mental health provider immediately. If needed, bring the child to an emergency room or call an ambulance. A Word From Verywell Suicidal thoughts should always be taken very seriously, and it should never be assumed that your child is only seeking attention. Always seek help and address these thoughts as potential warning signs of suicide. Sometimes children are afraid to express these thoughts and may present them in a joking manner. Suicide is far too common in children, and any thoughts should be addressed. Likewise, if you see a health care provider who doesnt believe your childs suicidal thoughts are serious even though you do, get another opinion. Trust your instincts when it comes to your child. You know them better than anyone. Make sure that your kids know that they can ask for help if they ever think about hurting themselves, including calling the  suicide hotline listed above, calling their doctor, calling 911, or going to a local crisis center or the emergency room. Teen Suicide Warning Signs and Prevention

Analysis Of Sandra Cisneros s The House On Mango Street

Yen Nguyen Mr. Crockwell Acc Eng 1p: Period 1 12 November 2017 The Power of Transformation People from all over the world change, change in either mentality, thoughts, maturity, physically, mentally, appearance, feelings and etc. What causes the transformation of that person is important, but how much did it affect them is also crucial. In Sandra Cisneros novel, entitled The House on Mango Street,the story depicts a Latina girl who transform throughout her time being on Mango Street. The girl named Esperanza is to faced obstacles of female oppression that she witnesses in the life of women on her street who they depends on men to bring them out of the street. In The House on Mango Street, Cisneros uses characterization to express the†¦show more content†¦She is just to use that identity to prove to others who her right self is, rather than the self that does not convey who she is. Near the end of the novel, Esperanza has come to the conclusion that she will not be someone who society had plan out for her, â€Å"... but I have decided not to grow up tame like the others who lay their necks on the threshold waiting for the ball and chain†¦ in the movies there is always one with red red lips who is beautiful and cruel†¦ I am one who leaves the table like a man, without putting back the chair or picking up the plate.† (Cisneros 88,89) Esperanza will not grow up to be ordered around like the other women in her neighborhood. She will be a woman that is beautiful, yet cruel and in the eyes of men, she will be the man. She decides that she will not follow the rules of society like the fact that all a woman can do to escape, is to wait for a man to sweep them off the street. Instead, she will be a â€Å"man† of her own self where she will be â€Å"beautiful and cruel.† Esperanza will be cruel as she will not â€Å"grow up tame† like the women who does so by being scared, afraid, and controlled by their husbands. She is to be beautiful as she will be the one who holds power, and indep endence where she will depend on her own self. Esperanza changes the use of her identity, from having an identity to only represent her true inner self, to an identity that will change both the rules and paths that society. With theShow MoreRelatedAnalysis Of Sandra Cisneros s The House On Mango Street Essay1075 Words   |  5 PagesSara Fitzsimmons Meola English 2 Honors 6 September 2016 Get Out In Sandra Cisneros novel The House on Mango Street the characters experience the challenges of growing up in a society full of racism, discrimination, and class distinction. Their experience is exceedingly similar to people in urban areas and cities today. Both the protagonist Esperanza, a young teen and people in today’s hispanic cities experience discrimination making progression in life challenging. The indifferent attitudes regardingRead MoreAnalysis Of Sandra Cisneros s The House On Mango Street 938 Words   |  4 PagesGender role plays an important role in Sandra Cisneros’s novel The House on Mango Street. The role of women in a patriarchal society is one of the most important themes in the novel. The main character Esperanza, along with other women have to face a lot of difficulties caused by gender inequality. Esperanza s disappointment begins as she moves into the new community and witness the way women are treated. Cisneros introduces gender stereotypes to demonstrate to the reader that gender roles can createRead MoreAnalysis Of The House On Mango Street1051 Words   |  5 Pages Analysis of The House on Mango Street By: Sandra Cisneros Carley Deklotz GWSS:1001:0A02 Professor Sue Stanfield The environment people grow up in can have a huge impact on their identity and who they become. In the novel, The House on Mango Street, the author tells a series of short stories through the eyes of Esperanza Cordero. Esperanza is a young Latina growing up in Chicago, and through her stories shows the reader her environment and how in affects her. Things like gender roles, sexualRead MoreBiography of Sandra Cisneros1459 Words   |  6 Pagesfrightening to some and enlightening to others. Although times have changed, Sandra Cisneros’ stories about Mexican-American women provide a cultural division within itself that reflects in a recent time. The cultural themes in Cisneros’s stories highlight the struggle of women who identify with Mexican-American heritage and the struggle in terms of living up to Mexican culture – as a separate ethnic body. The women in Sandra Cisneros’ stories are struggling with living up to identities assigned to themRead MoreChron icle Of A Death Foretold By Gabriel Garcia Marquez1492 Words   |  6 Pagessame outlet of writing that has yielded a larger audience. Authors who have taken to the art of writing to express themselves are Sandra Cisneros and Julia Alvarez authors of both The House on Mango Street and In the Time of the Butterflies. To better understand the difference of those born in Latin America and In the those from Latin America, there must be an analysis of both works by different authors as well as scholarly articles.With the use of these lenses it can be seen that the writing stylesRead MoreLiterary Analysis Of The House On Mango Street1163 Words   |  5 PagesEzra Collins English 9: Tetlak Literary Analysis: The House on Mango Street November 3, 2017 Remember Where Your From The House on Mango Street On average 40,093,000 people in the United States move annually. In the book The House on Mango Street the main character Esperanza and her family are included in this number. They Come very poor roots, and they don t have much money. They move often, one day dreaming to live in a real house, one they don t have to share, one with their own yard, withRead MoreLiterary Criticism : The Free Encyclopedia 7351 Words   |  30 Pagesnovel is sometimes used interchangeably with Bildungsroman, but its use is usually wider and less technical. The birth of the Bildungsroman is normally dated to the publication of Wilhelm Meister s Apprenticeship by Johann Wolfgang Goethe in 1795–96,[8] or, sometimes, to Christoph Martin Wieland s Geschichte des Agathon of 1767.[9] Although the Bildungsroman arose in Germany, it has had extensive influence first in Europe and later throughout the world. Thomas Carlyle translated Goethe’s novel

A Interview With A Counselor Essay - 706 Words

When attempting to locate a School Counselor to interview, I decided to interview a counselor at a local middle school located in Coal City, West Virginia. This interview will familiarize you with a School Counselor by the name of James Payne. You will gain a better understanding of his counseling history, his theory on counseling in a school system, the beliefs he expressed regarding the counseling profession and finally how he assists students on a daily basis. Professional History James Payne is one of two School Counselors at Independence Middle School located in Coal City, West Virginia. He received his undergraduate degree at Concord University in Health and Physical Education. Unlike most middle school counselors, Mr. Payne has a special history; He is currently a Major in the United States Army. Following the attacks on September 11, 2001, Mr. Payne joined the Army to serve his country. Mr. Payne was enlisted in the Army for around six years. He is still active in the Army Reserves. Following his military service, Mr. Payne decided to return to school to obtain his Master’s degree in School Counseling. Mr. Payne graduated with his Master’s degree in Counseling from West Virginia University. Mr. Payne taught Special Education for one year prior to becoming a counselor. His first Counseling position was at East Park Elementary School in Parkersburg, West Virginia. Mr. Payne has been counseling at Independence Middle School for the past two years. HeShow MoreRelatedCounselor Interview : Counselor And Interview1252 Words   |  6 Pages Counselor Interview What practice settings did you considered when you chose the counselor to interview? I was considering interviewing a counselor in the community counseling setting as I, myself is on the same track with the same interest, and motivation. However, while my interest falls toward community settings or private practice, I interviewed a counselor who works at Cuyahoga Community College on the east side campus. She has been counselor about 13 years. PriorRead MoreAn Interview With A Counselor Essay1381 Words   |  6 Pagesprofessional counselors it is a requirement to maintain involvement and certification in certain associations in order to hold your license. These association often require further education and/or professional practice in order to maintain membership in these associations. It is quite obvious that counseling requires a large amount of commitment and passion in order to pursue it as a career and maintain a title as a counselor. I have conducted an interview with a professional counselor in order toRead MoreInterview Paper With A Counselor Essay800 Words   |  4 PagesAuthor Interview paper with a Counselor (Rebecca Alexander), and a Social Worker (Mina McVeigh). This interview is for Mrs. Scott’s online class. â€Æ' Throughout history in the United States, we have multiplied the amount of individuals who are considering or participating in the fields: social work and/or counselor. These career fields are not always positive because individuals see situations that makes them cringe. However, there is a lot of rewarding aspects of these specific fields, each individualsRead MoreInterview with a School Counselor Essays1166 Words   |  5 PagesRunning head: INTERVIEW WITH A SCHOOL COUNSELOR Interview with Mrs. Ross Freeman Abstract Counseling has many components in different fields such as a school counselor, marriage and family counseling, addiction counseling, individual and private practices, and many more. For my project, I interviewed Mrs. Ross Freeman, a school counselor who talks about her journey of becoming an Elementary School Counselor. We discuss what the requirement and cost were to receive a license in the counselingRead MoreA Interview On A Clinical Mental Health Counselor810 Words   |  4 PagesA Personal Interview The purpose of this paper is for me to present a summary of a personal interview had with Heather Smith, a clinical mental health counselor. It will further explore a day to day basis on how working as a clinical mental health counselor, may be. Lastly, it will also reflect my personal reflections about my future as a counselor based on information learned in this course. Narrative Summary of Interview On October 26, I had the pleasure of interviewing Heather Smith a clinicalRead MoreEssay on Interview with a High School Counselor1822 Words   |  8 Pagessystem. School counselors are taking on new roles in schools as leaders, working with â€Å"school administration and staff in developing student attitudes and behavior which are necessary to maintain proper control, acceptable standards of self-discipline and a suitable learning environment within the school† (Secondary School Counselor 2012). Counselors work in â€Å"diverse community settings designed to provide a variety of counseling, rehabilitation, and support services† (Counselors, 2010). When workingRead MoreCounselor Interview : Counselor, Licensed Marriage And Family Therapist, And Licensed Clinical Alcohol And Drug Counselor Essay884 Words   |  4 PagesCounselor Interview CMB is a Licensed Professional Counselor, Licensed Marriage and Family Therapist, and Licensed Clinical Alcohol and Drug Counselor. She currently works at an outpatient non-profit agency and also has a private practice. CMB has been a counselor for over twenty years and has experienced a number of different ethical dilemmas over time. Through this interview, the counselor discussed a specific ethical issue she faced and how she handled the situation. The Ethical Dilemma To beginRead MoreInterview With Michele Mabrie, Lead School Counselor1059 Words   |  5 PagesThe interview conducted with Michele Mabrie, lead school counselor at Glen A. Wilson High School to discuss the comprehensive guidance program implicated at the school. Having been a school counselor for over 20 years Michele Mabrie provided insight and personal perspective on the school-counseling program through the school level and district level. To asses the necessary findings, the interview was conduced over the course of two days, first being an introductory interview discussing the school’sRead MoreMy Interview1164 Words   |  5 Pagesassignment I was a little anxious because I didn t know whom I would interview or how my request would be received. As I consider my options I thought it would be best to interview someone that could offer me some insight as to what it is like to be an elementary or junior high school counselor, which are the two age groups that I would most like to work with. With this in mind, I decided to interview one of my son s past guidance counselors. This is a woman that I have admired since the first day thatRead MoreA Research Study On Healthcare Providers Perceptions Of Breastfeeding Peer Counselors1343 Words   |  6 Pagesarticle â€Å"Healthcare providers’ perceptions of breastfeeding peer counselors in the neonatal intensive care unit† (Rossman, Engstrom, Meier, 2012, p. 461) that focused on the perceptions and experiences of the healthcare professionals who work with the peer counselors in the NICU department, this provides an in-depth understanding and insight about the intended research. The data collection is through a private interview using an interview guide that are semi-structured and open-ended questions, healthcare

Impact of Qwl on Organizational Behaviour Free Essays

REPORT Topic IMPACT OF QUALITY OF WORK-LIFE (QWL) ON ORGANIZATIONAL BEHAVIOR Submitted to Ma’am Mariam Pasha Submitted by Umm-e-Habiba Roll number BBC-09-17 INTRODUCTION Quality of work-life (QWL) is described as an individual’s experience related to their job. It may include broad categories and different dimensions like job satisfaction, satisfaction with the wages, hours, working condition and environment, work-life balance (balance between work and family). Today in this age of fierce competitive environment organizations should focus on the well-being of their employees. We will write a custom essay sample on Impact of Qwl on Organizational Behaviour or any similar topic only for you Order Now QWL is emphasized so that employees could be motivated to work efficiently towards their given goals. Stress at work could be reduced, so the employees feel satisfied with their jobs and maintain balance between their work and life. LITERATURE REVIEW From the past 30 years the concept of QWL has been used. Many problems has been faced regarding the definition and conceptualization of QWL. Different models like transfer model (spillover effect), compensation model and segmentation model etc was used to give definition of QWL (Martel, Dupuis, 2006). Research shows that the definition of QWL is also related to the definition of QOL (quality of life). But a new measuring instrument QWLSI (quality of worklife systematic inventory) was presented that allow the participants to assess QWL and their actions effectiveness regarding their organizational performance. For measuring QWL another measure was developed that depend on the satisfaction need and spillover theories. This measure was developed to check that whether work environment meet specific needs of the employee (Sirgy, Efraty, Siegel, Jinlee, 2001). That needs include social, economic and family, safety, knowledge, aesthetics and actualization needs. A hypothesis was also drawn from the spillover theories. Both the hypothesis and the new measure was supported well. Through continuous research different methods was proposed to measure QWL by weighting satisfaction scores and using algorithms. Weighting satisfaction scores is commonly used scoring method in the measurement of quality of life. In a study SWLS (satisfaction with life scale) was taken as a global measure. The results show that SWLS did not give better performance (Wu, Yao, 2006). Locke’s theory was also included in study. The study shows that to weight satisfaction scores is not necessary and does not help improve global measure. It shows same result in the satisfaction with the job and its quality. However, in an old research a conceptual model was given that shows the relation between the pQL (perceived quality of life) and the organizational work. The model shows that the work at job could be influenced by the changing work, non-work life, its quality and work domain experiences (Rice, Farlin, Hunt, Near, 1985). It also shows social and psychological perspective of pQL and organizational work. There were many different arguments that worker performance and organizational support are not related to the employee benefits. However, a model was developed that showed work-life benefits is directly related to workers performance, organizational behavior and indirectly to the organizational support (Lambert, 2000). The results show a positive relationship. But beside work-life benefits a firm productivity is also important that depend on the type of the workers hired by the firm. Firm who focus on hiring higher percentage of women and skilled workers show strong relationship with the work-life programs and productivity and vice versa. Professionals have high responsibility so they demand high as well. The programs have positive effect on productivity. Large firms are not willing to hire employees with high non-work responsibilities because it reduces their performance on job. Future research should study work-life mechanisms to understand well (Konrad, Mangel, 2000). One year after that a test was conducted which found that whether the intrinsic traits (autonomy, skills, challenges etc) or extrinsic traits (salaries, tangible benefits) affect satisfaction with the QWL. The results shows that in order to improve QWL organizations should pay more attention towards extrinsic factors as compared to the intrinsic factors (Lewis, Brazil, Krueger, Lohfeld, Tian, 2000). However few years later, a hypothesized model was given which shows that income which is an extrinsic trait is not directly related to the QWL under different variables like gender, status, job satisfaction and love of money. Income have either negative impact or no impact on the quality under the given variables, income and QWL also depend on these variables (Tang, 2007). The variables are also directly related to each other. IMPLICATIONS Working conditions is an important part of the job so that the employees feel satisfied with their work. The management of the organization must take actions that helps in improving the QWL and maintains the balance between the work and life. Management must be supportive and the quality of the supervision must be improved so that employees can easily consult their supervisors in case of any issues at work and the supervisors understand their priorities well. Work load must be decreased in order to increase efficiency and satisfaction with work. Extrinsic factors include tangible benefits which play an important role in increasing the motivational level must also be focused. Nowadays, the management of the organizations facing the work-life issues which cannot be easily ignored because they effect the performance level so friendly policies and practices must be adopted and certain family and employee assistance programs must be initiated. REFERENCES Alison M. Konrad, R. M. (2000). The impact of work-life programs on firm productivity. Strategic Management Journal , 21, 1225-1237. Davis Lewis, K. B. (2001). Extrinsic and intrinsic determinants of QWL. Leadership in health sciences , 14, 9-15. Dupuis, J. P. (2006). Quality of work-life,theorectical and methodological problems and presentation of a new model and measuring instrument. Social Indicators Research , 77, 333-368. J. Lambert, S. (2000). Added benefits:The link between work-life benefits and organizational citizenship behavior. The Academy of Management Journal , 43, 801-815. M. Joseph Sirgy, D. E. (2001). A new measure of QWL based on Need satisfaction and Spillover Theories. Social Indicators Review , 55, 241-302. Robert W. Rice, D. B. (1985). Organizational work and the pQL:toward a conceptual modal. The Academy of Management Review , 10, 296-310. Tang, T. L. (2007). Income and quality of life:does the love for money make a difference? Journal of Business Ethics , 72, 375-393. Yao, C. H. (2006). Do we need to weight satisfaction scores with important ratings in measuring QWL. Social Idicators Research , 78, 305-326. How to cite Impact of Qwl on Organizational Behaviour, Papers

Robert Frost Essays (1670 words) - Robert Frost, British Poetry

Robert Frost: His Life and His Poems Have you ever read a poem that deals with a broad aspect of life? Robert Frost wrote about this in his poem. "The Road Not Taken." Frost uses descriptions of nature in a New England setting to open the readers' eyes to the endless possibilities of what would have happened if they did something different. Through analysis of the poem and its critiques, one can understand what kind of poet and person Frost is. Robert Frost was born on March 26, 1874. His parents were Isabel Moodie and William Prescott Frost, Jr. His father drank and gambled a lot, which upset the whole family. In 1875, he became the city editor of the San Francisco Daily Evening Post. On June 25, 1876, Robert's sister Jeannie was born. In 1879, Frost entered kindergarten but came home after one day because of nervous stomach pain and did not return afterward. The next year, he tried to go to the first grade, but dropped out again. The same happened the next year after that. He was home schooled. In 1883, Frost heard some voices while he was alone. His mom tells him that he shares her gift of "second hearing" and "second sight," which is the idea that some people hear spirits or ghosts, when no one else can. In 1885 his father died. He died of tuberculosis on May 5, leaving his family with only $8.00 after all his expenses were paid. After his death, the family moved to Lawrence, Massachusetts to live with their grandparents. Robert and his sister Jeannie did not like them because they were so strict. While his younger sister was entering fourth grade, he got tested and entered third grade. The next year, the family moved to Salem Depot, New Hampshire, where his mom started teaching fifth through eighth grade. In 1888, he passed the entrance exam so that he could enter Lawrence High School. The next year, he finished at the top of his class. After that year, he started really getting into poetry. His first published poem was "La Noche Triste," in the Lawrence High School Bulletin. Then the next month, "The Song of the Wave" was published. In 1891, Frost passed the entrance exams to get into Harvard. When he was there, he met and fell in love with Elinor Miriam White. The next year he became engaged to her. Since he had to depend on his grandparents for money, he entered Dartmouth College because it was cheaper, and because his grandparents blamed Harvard for all of his father's drinking and gambling problems. That December, he left college because he was bored with it and wanted something to do. In 1893, he taught a rowdy eighth grade glass for a couple of weeks. Then he tried to convince Elinor to marry him before he went to St. Lawrence University in New Yord, but she said no. Through the rest of the 1890's, Frost worked as a teacher, farmer, and an editor. During this time is when he collected lots of material that would make the themes of his most famous poems. In 1912, Frost moved to England for a while. He was very well received there. Everyone liked his poetry and that was where he started to get famous. He met some other famous poets there, like William Butler Yeats and Ezra Pound. When Frost returned to the United States from England, he started to receive many awards. When he came back, he came out with some volumes of poetry and received critical acclaim for them. He continued to write and received lots of literary awards and honors from the United States government and American universities. One of his proudest achievements was when he got to recite his work at John F. Kennedy's inauguration in 1961. He also represented the United States on some official missions. At the end of his career, he was very popular publicly, but the poetry collections he was coming out with were not receiving such huge reviews as they used to. Through 1962 and 1963, Frost's health started to go downhill. He got pneumonia and was hospitalized, and then doctors found cancer in his prostate and bladder. On December 23, he had

This is the Best Way To End An Email to Get the Highest Response Rate

This is the Best Way To End An Email to Get the Highest Response Rate You spend all this time drafting the perfect email and then you stall out as soon as you get to the sign-off. What are you supposed to say? You don’t want to sound too formal or too casual, and thus ruin the whole tone of the email. â€Å"Cheers† seems too flip, or too British. â€Å"Sincerely† sounds†¦ well, anything but. â€Å"Best† feels just bland and boring. And all the possible versions of â€Å"best† are overwhelming in and of themselves: â€Å"all best,† â€Å"all the best,† â€Å"all my best,† â€Å"all best wishes†Ã¢â‚¬ ¦ it’s enough to drive you mad. All the same, you can’t go without a sign-off, particularly if you’ve opened the email with a salutation. Avoid the minefield by not letting yourself get overly familiar. Stay away from â€Å"xo† and â€Å"love† (obviously) in a professional setting. â€Å"Warmly†/†fondly† fall into the â€Å"best† t rap, while being borderline creepy. â€Å"Yours† and â€Å"yours truly,† or anything else with an adjective after â€Å"yours,† sound both fake and formal.Then there are things like â€Å"take care† (this makes you sound dismissive) and things in the bland â€Å"regards† family (too much like â€Å"warmly†). You could try â€Å"looking forward to hearing from you,† but that’s a little presumptuous. Or â€Å"speak soon† (but only if you plan to).In truth, the best ways to end an email, which have been proven to increase your rate of response by up to 65%, are sign-offs that include the word â€Å"thanks.†So next time you’re stuck, try any variation on these farewells:â€Å"Thanks in advance†Ã¢â‚¬Å"Thanks†Ã¢â‚¬Å"Thank you†If you’re really stuck and can’t make â€Å"thanks† work, then variations on â€Å"best† or even the pretentiously European â€Å"cheers† will do in a pinch- and still might get you the response you need. But if you can, sign off with gratitude and get results.

5 Sentences That Should Save the Best Until Last

5 Sentences That Should Save the Best Until Last 5 Sentences That Should Save the Best Until Last 5 Sentences That Should Save the Best Until Last By Mark Nichol English is a flexible enough language that a set of words can be ordered in any of several ways to communicate the same idea. However, in writing as in many other human endeavors just because you can doesn’t mean you should. Here are five sentences rendered more effective by positioning the most important information at the end. 1. â€Å"He had told her that his illegal drugs were actually vitamins for months.† This sentence, like many others that include a misplaced modifier, suffers because it reads as if the perpetrator had told someone that the illegal drugs in his possession were vitamins intended as nutritional supplements for the periods of days known as months, after which they were not so intended. This is a â€Å"You know what I meant† mistake, which is still a mistake. A better rendition one that appropriately positions the modifier directly after the verb it modifies places the key detail in the final position: â€Å"He had told her for months that his illegal drugs were actually vitamins.† 2. â€Å"Outdoor illicit drug markets are free of the stuff and crime bosses say they get the credit, not the government.† What is it about drugs and clumsy sentences? The latter part of the sentence implies that crime bosses say that they get one thing (the credit) and not the other (the government). What the sentence means is that crime bosses are taking credit for the absence of a substance from illicit drug markets; they, not the government, they claim, are responsible for the beneficial result. Placing the two contenders for credit in contrasting parallel, as I did in the previous sentence (and inserting a helpful comma between the two independent clauses), improves the sentence structure and clarifies the meaning: â€Å"Outdoor illicit drug markets are free of the stuff, and crime bosses say they, not the government, should get the credit.† 3. â€Å"He was a member of the team during that series but did not play due to a concussion.† â€Å"He . . . did not play due to a concussion† invites the question â€Å"Why did he play?† But the concussion is the cause of his nonparticipation in the series. The intended meaning becomes clear if the phrase â€Å"due to a concussion† is inserted as an interjection before the key fact (â€Å"he . . . did not play†), rather than confusingly appended to it: â€Å"He was a member of the team during that series but, due to a concussion, did not play.† 4. â€Å"It’s not just losing in the regular season that strengthens your core, but losing in the playoffs as well.† The correction to this sentence may seem to contradict the point of this post. Isn’t â€Å"losing in the playoffs,† rather than â€Å"losing in the regular season,† the point of the statement? Actually, as demonstrated in the previous sentence, contrasting phrases are best positioned together in the midst of a sentence. The key detail is what the two types of losing have in common: â€Å"It’s not just losing in the regular season, but losing in the playoffs as well, that strengthens your core.† 5. â€Å"The longer she stayed, the more interesting and meaningful the experience became, despite the hardships involved.† The false key, however, isn’t always best relegated to the midst of the sentence. Sometimes it’s best to get it out of the way at the beginning: â€Å"Despite the hardships involved, the longer she stayed, the more interesting and meaningful the experience became.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and NumeralsItalicizing Foreign WordsOne Scissor?

Briefly outline the North and South divide in UK with the Essay

Briefly outline the North and South divide in UK with the representation of it in Brassed off - Essay Example ile attention is paid first to a variety of social, economic and political indicators of these persistent divisions and of the more complex mosaic of in equality that underlies them†. In the particular paper it is the country’s North-South divide that is going to be analyzed mainly through the film â€Å"Brassed off†. In fact, the North-South divide in England is not a recent phenomenon. This situation appeared in the country approximately in the beginning of 21st century. Doran et al. (2004, 1043) who studied the specific issue found that the North-South divide in England was mainly expressed through a significant differentiation in health services provided to the local populations. For this reason Doran et al. made a research using as a sample seven social classes in the areas under examination using as a criterion the health services available in the relevant regions and found that â€Å"the widest health gap between social classes, however, was in Scotland and London, adding another dimension to the policy debate on resource allocation and targets to tackle the health divide† (2004, 1043) The reasons for the existence of this phenomenon can be many. In accordance with the study of Morgan (2006) the political decisions taken by the parties throughout the years should be considered as the main causes of this situation. Referring especially to the Labour party Morgan supported that â€Å"one of the unintended consequences of devolution under New Labour is that it might make it more difficult to secure territorial justice between the nations and regions of the United Kingdom; centralized regional policy, the aim of which was to promote economic equity between the regions, has been replaced by a devolved regional policy that aims to promote an economic dividend within each region however in the unlikely event that devolution yields a uniform economic dividend in each region, the result does nothing to redress the territorial inequalities at the heart of the

Human Resource Management Between the Different Levels of Employees Essay

Human Resource Management Between the Different Levels of Employees - Essay Example According to the stated scenario of Premier technologies, it can be identified that the organization is witnessing significant challenges regarding the continuous drop in the performances of each individual. With due consideration to the performance level of the organization for the past few years, it was identified that the people equity scores started declining after an initial rise. With this concern, certain issues might persist regarding the organization’s current position. Therefore, the major reason for declining performances of the employees can be identified by critically analyzing the importance of effective human resource management within the organization (the University of Mumbai, n.d.). The major functions of human resource management can be categorized into two divisions: (a) Managerial Functions and (b) Operational Functions. (a) Managerial Functions The managerial functions with regard to an effective human resource management in an organization includes plann ing, organizing, directing and controlling the overall tasks, objectives as well as employees. The planning function of the human resource department involves identifying appropriate individuals for each task. Therefore, the personnel manager of Premier Technologies needs to take into deliberation certain considerations concerning the tasks after identifying appropriate people(s) in order to prevent future obstacles within the organizational processes... e employees through procurement, development as well as providing compensation to the person which is supposed to be required for achieving the organization’s overall objectives. Moreover, maintaining an effective industrial relation with the employees, keeping the performance record of each worker as well as planning and evaluating various activities in order to boost the existing efforts of the workforce (the University of Mumbai, n.d.). Scenario 2 The alignment of the workforce and the communication gap between the managerial hierarchies and operational teams within the organization can be identified as grave factors affecting the performances of the employees. The nine major drivers triggering the communication gap between the different levels of employees are organizational structure, ineffective corporate governance policies, decision making process, lack of leadership and motivational skills, performance appraisal activities, unproductive working environment, ineffectiv e training process, conflict management among the workers as well as controlling individual attitudes and behaviors (McKinnon, 2003). Organizational Structure: The organizational structure and design of the major hierarchies within the organization can be considered as one of the major elements in order to achieve a significant growth. Structuring an effective design of the organizational structure is a vital role that involves ability, skills, and experience to handle each individual and performance of their roles within the organization. Therefore, the organizational structure for Premier technologies should involve a tall structure in order to raise the performance as well as command greater control on the employees (McKinnon, 2003).

The First World War (WWI) :: World War 1 I One

World War I   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Nations should take into consideration on how their actions affect the rest of the world. There are sometimes when you should do what you think is right for yourself. But this is a nation. It isn’t just only you. There are a whole lot of other people you must satisfy. Put it this way a Nation is a team. The nation has to work as a one. Some people may not like your choice. But try to satisfy the majority of the Nation. It’s better if only a small amount of people are not happy, other than having a really big crowd not happy. The last thing I would want is people angry at me for a choice I made. That’s why it’s best if people would think on how the nation is going to judge the choice you make.   Ã‚  Ã‚  Ã‚  Ã‚  The League of Nations wanted to be an international association to keep peace among nations. The reason the League of Nations would of failed 20 years later is because they were getting a lot of complaints. Many Americans were objecting to the settlement. And plus the League of Nations lost the United States as one of their executive councils. Then the United States worked out a separate treaty with Germany and it’s allies several years later. Most of the countries felt cheated and betrayed. There would be no way that everyone would of gotten along. They were many unhappy countries. Japan and Italy had entered the war to gain more territory. They gained less than they wanted. So, the League of Nations pretty much started another war 20 years later. That’s why it did fail.   Ã‚  Ã‚  Ã‚  Ã‚  Without the approval of the United Nations it seems that the United States is trying to take matters into their own hands.

Prepare a Report

How to Write a Project Report 1. Why is the report important? If you wish to secure a good mark for your project, it is absolutely essential that you write a good report. It is the report which is marked, not the program or anything else you might have constructed during the project period. No matter how significant your achievements, if you do not write up your work, and write it up well, you will obtain a poor mark. It is essential to understand that the report will be read and marked by a number of examiners (normally 2 – 4), only one of whom – your supervisor – will have any familiarity with the work which the report describes.Examiners are not mind-readers, and cannot give credit for work which you have done but not included in the report. 2. What are the examiners looking for? Each project report is marked initially by two examiners, one of whom is the supervisor. Each examiner fills in an online  mark form, giving marks for various aspects of the report and an overall mark. Studying the mark sheet will give you a good idea of what aspects of the report are important. The notes to examiners which accompany the mark sheet use the terms â€Å"perfect†, â€Å"quite good†, â€Å"abysmal† and so on to describe the attributes of a particular numerical mark (e. . 5 is â€Å"satisfactory†). There is a separate document which goes into great detail about what precisely â€Å"satisfactory† means in particular contexts, but I'm not sure that these definitions are widely used: most examiners believe that they have an accurate and objective understanding of what is â€Å"satisfactory†. Note that supervisors might specify on the mark sheet that a particular aspect of the project is to be assessed – for example, a review of the project area – even if that area is not covered in the project report.Decisions on what is to be assessed are the supervisor's responsibility, but you should be aware of the standard headings, think carefully about what you present (or do not present) under each, and discuss and agree it with your supervisor. Remember that your report is an academic dissertation, not a popular article or commercial proposal. For example, rather than describing only a series of events and a final product, try to establish criteria, present arguments, derive principles, pose and answer questions, measure success, analyse alternatives nd so on. Where a project has been undertaken with industrial support, the significance of that support for the project, and the relevance of the project to the supporting industry, should be discussed. 3. The mechanics of writing The problem you have to solve is this: to transfer your own experiences of doing the project, and the knowledge you have gained, from your brain onto paper in a coherent, logical and correct form. There are several ways of achieving this. Different authors have different techniques.My own method, which I thin k is quite common among technical authors, is to write as quickly as I can, without regard for coherency, structure or order, until I have written down (or rather, typed in) all the points I can think of. If my brain is running faster than my fingers and a thought pops into my head which belongs in another part of the document, I skip to the end of the page and insert a few words there to remind me to expand that point later, then resume where I was. The aim is to transfer as much relevant material from brain to paper as quickly as possible. This method has been called the â€Å"brain dump†.It is practised, I think, by some writers of fiction as well as by technical authors. After three hours of â€Å"brain dumping† I might have four or five pages of disorganized text. I then spend perhaps six hours putting the text into order and tightening up the prose, after which I might have three pages of good-quality prose. This method of writing is an iterative process, with pe riods of â€Å"brain dumping† alternating with periods of tidying-up. At the rate of three pages of polished text every nine hours, a typical 60-page PR3 project report will take you about four weeks to complete, working full-time.You must allow time to prepare the appendices (e. g. program listings) and illustrations. Good-quality illustrations, in particular, take a long time to prepare. You should therefore allow at least  six weeks  to write the report. If you kept a note-book during the project period, you will find the writing-up process much easier. 4. How to write well Many students appear not to realize how difficult it is to write well. Any type of writing (except perhaps advertising copy) is difficult, but technical writing is particularly hard. There are many books which address the subject of good technical writing.By far the best among those which I have seen is  Scientists Must Write  by Robert Barrass (1982). Though published over twenty years ago, thi s superb little book is still in print. There are several copies in the J. B. Morrell library, but since it costs only ? 11. 19 (from the  Internet Bookshop), you would be well advised to buy a copy and to read it from cover to cover. 4. 1. Precision You must strive first to be absolutely precise. When you write, it is not sufficient that  you  know what you mean; neither is it sufficient that your writing admits of the meaning which you intend: it must admit of no other meaning.What you write must not be capable of misinterpretation. Take exceptional care to choose the right word for the occasion. Do not, for example, write â€Å"optimum† if you mean â€Å"good†. â€Å"Approximate† means â€Å"close†, so â€Å"very approximate† means â€Å"very close† – which is not what many people seem to think it means. 4. 2. Vigour Precision in writing is mainly a matter of taking sufficient care. Good writing is not only precise, however, it is  vigorous, and that is much harder to achieve. It helps if you have read widely, especially novels. Here are some hints which might help you to write forcefully and vigorously.Prefer short sentences to long sentences. Prefer short words to long words, provided that the short word has the meaning you need. Terseness is a great virtue in technical writing. (But don't go too far; remember Horace's observation: â€Å"Brevis esse laboro, obscurus fio†. ) Avoid circumlocutions. â€Å"In almost all sectors of the computing marketplace† can be replaced in most contexts by â€Å"almost everywhere†. The question of whether to use the passive voice in technical writing is a thorny one. Most older writers still write â€Å"a program was written †¦ † rather than â€Å"I wrote a program †¦ ‘. Many of your examiners might share this preference for, or prejudice in favour of, the passive voice, but this style is passing out of favour in all techn ical writing, and I advise you not to use it. Whatever you do, do not use the â€Å"royal we† (â€Å"we wrote a program† when you mean â€Å"I wrote a program†). There is general agreement that Latin phrases are best avoided in technical writing (but the occasional Latin quotation might lend a spurious air of erudition! ) Nevertheless, many careful writers have their own favourite Latin phrases which find occasional use.The best rule is that a Latin phrase is acceptable if it abbreviates a circumlocutionary English phrase. Mutatis mutandis, for example, one of my own favourites, is permissible in place of â€Å"making the appropriate changes†, since any English gloss seems to be ugly and unwieldy. â€Å"I. e. † (note the roman font and punctuation) is often useful in place of â€Å"in other words† or â€Å"that is†, and is widely understood. Quite often, however, â€Å"X, i. e. ,  Y† can be replaced by â€Å"Y†, becaus e the writer realized while writing  X  that  Y  said the same, only better. â€Å"E. g. ‘ is overused and best used sparingly; prefer â€Å"for instance† or â€Å"for example†. 4. 3. Spelling and grammar You must take exceptional care to spell correctly. Poor spelling is a distraction to the proficient reader. In most cases there is very little excuse nowadays for spelling errors; there are many excellent spell-checker programs which make a good job of finding the errors for you, and excellent (paper) dictionaries which will tell you what the correct spelling is. Be especially careful with words whose common misspelling is a correct spelling of a different word, in particular the following pairs: lead/led; loose/lose; affect/effect.It is dangerous to allow the spell-checker to â€Å"correct† a misspelling by itself; many such hilarious â€Å"corrections† have been reported, for example recently in  New Scientist. Believe the spell-checke r. Very many people, for example, on finding that the spell-checker questions â€Å"idiosyncracy† [sic], say to themselves â€Å"it must be missing from the dictionary file†, and leave the word alone. It is – for a good reason. If you have a medical condition which makes it difficult for you to spell correctly, make sure that your supervisor knows about it, so that it can be taken into account by the examiners.If poor spelling is a distraction which impedes understanding, poor grammar is more so. There are so many potential grammatical solecisms that it would be inappropriate to attempt to list them here. Read Fowler's  Modern English Usage  for guidance. This book has been revised several times since its first publication in 1926. The most recent (1998) edition is probably the best to use, not because its recommendations are more permissive or up-to-date, but because it draws attention to traps which it would not have occurred to Fowler in 1926 that anyone could fall into.The original 1926 edition is famous for its vigorous, fiery language, which has been successively watered down in later revisions. Take care with apostrophes. Historically, the apostrophe denoted the omission of one or more letters: don't = do not, John's book = John his book. For this reason, careful writers of British English restrict the possessive use of the apostrophe to animate possessors. You may write â€Å"John's book† but not â€Å"the program's function†, since (so the argument goes) one cannot write â€Å"the program his function†: you must write â€Å"the function of the program† instead.This rule is being steadily eroded under American influence, and will probably soon be obsolete. I mention the â€Å"animate possessor† rule in order to illustrate and to explain a very common blunder. Never  use an apostrophe with a possessive pronoun. â€Å"It's† means â€Å"it is† (the letter that's omitted is an â₠¬Å"i†),  not  Ã¢â‚¬Å"it his†, which is plain silly. One never sees spurious apostrophes in his, hers, ours, yours, theirs; so why does one so often see â€Å"it's† in place of â€Å"its†, which is the correct possessive pronoun?The brain of the experienced reader, on seeing â€Å"it's†, performs a lexical-level macro-expansion, replacing â€Å"it's† by â€Å"it is†. This then fails to make syntactic sense in the context, necessitating a backtracking and re-parsing operation, and conscious expenditure of effort. It really does slow down, and consequently annoy, the reader. This crass and ignorant blunder probably does more to distract and to impede the reader of students' reports than any other grammatical solecism. Summary: â€Å"it's† = â€Å"it is† (needed rarely, if at all, in formal writing). â€Å"Its† is the pronoun (This is my program.Its purpose is to †¦ .) You almost certainly mean â€Å"its†. Even if you yourself do not place a strong emphasis on good spelling and good grammar, most of your examiners do, some fanatically. Most examiners will be irritated by poor spelling and poor grammar. It is always worth doing whatever you can, short of bribery, to put your examiner in a good mood. Write well and spell well, for this reason if for no other! 4. 4. Typography When I prepared my own final-year project report, I wrote it with pen and ink and handed the manuscript to the departmental secretary who typed it for me on an IBM typewriter.Modern practice is different, and now you yourself are responsible for producing a computer-typeset report. This means that you must be familiar both with the formal requirements set out in the Students' Handbook (restricting the number of pages, type size, width of margins, and so on) and with the rudiments of typography. You will not be penalized severely, if at all, if you violate typographical conventions, but good typography creates a subliminal impression akin to that of good proportion in a painting, and is desirable for that reason. Since it is a matter of simply learning and following the rules, you should try to do so.You should learn at least enough (for example) to know the difference between the hyphen, minus, en-dash and em-dash, and when to use each of them. The best and most famous typographical reference book is  Rules for compositors and readers at the University Press, Oxford  by Horace Hart, known colloquially and universally as â€Å"Hart's Rules†. It is a small book which you should probably read from cover to cover, but you may skip the section on Russian orthography if your report contains no Russian words. This book, like Fowler, has been revised continually since its first publication (in 1904, though it was in use within the O. U. P. ince 1893). The latest edition is dated 1983. It is still in print, almost a century after its first publication, and at ? 8. 79 (from the  Interne t Bookshop), well worth buying. 4. 5. Illustrations Your report should generally contain illustrations (figures or diagrams), but they must be relevant. Ask yourself if the illustration helps the reader to understand the text. If the text is readily comprehensible without the illustration, delete the illustration. If it is not, it is usually better to make the text clearer than to add a diagram. All illustrations should be prepared by an appropriate program, such as  pic,  xfig  or  grap.They should not be hand-drawn. The only common exception to this rule is circuit diagrams: given the current state of the art in schematic-entry packages, a hand-drawn circuit diagram is usually preferable to a computer-drawn one. If possible, include figures close to the text which refers to them, rather than all together in an appendix. Circuit diagrams are, again, a possible exception to this rule. It is normal to list tables and figures at the beginning of the report, after the table of contents. 5. Structure Saepe stilum vertas. – Horace 5. 1. Top-level structure At the top level, a typical report is organized in the following way. 1.Abstract. (This is a couple of paragraphs – no more – which summarizes the content of the report. It must be comprehensible to someone who has not read the rest of the report. ) 2. Introduction. (The scope of the project, setting the scene for the remainder of the report. ) 3. Previous work. (One or more review chapters, describing the research you did at the beginning of the project period. ) 4. Several chapters describing what you have done, focusing on the novel aspects of your own work. 5. Further work. (A chapter describing possible ways in which your work could be continued or developed. Be imaginative but realistic. ) 6.Conclusions. (This is similar to the abstract. The difference is that you should assume here that the reader of the conclusions has read the rest of the report. ) 7. References and appendice s. 5. 2. References References must be relevant. A typical PR3 project report might contain about one page of pertinent references, if the initial research period was well spent. Do not include references which you have not read, no matter how relevant you think they might be. If you refer to standard material which is covered by a large number of text-books, choose one or two really good ones and cite those, rather than a long list of mediocre texts.There are many styles for citing references. Although strict standards (e. g. British Standards) for citing references exist, my advice is not to bother with them; instead, find a reputable journal in the library and copy its style. Alternatively, copy the example below. It's important to be consistent, complete and unambiguous; beyond that, it doesn't matter much what you do. Example citation style: Citations in text:Mander, in â€Å"Notes on a system specification method† [Mander 1983], gives the following †¦Ã¢â‚¬ ¦ as des cribed by Briggs [1983a] †¦Thimbleby's guidelines [Thimbleby 1983] suggest that †¦ Different methodologies have been examined [Tully 1983]. Several recent publications in this field [Wand 1980d, ACM 1971] have been very influential. List of references at end of report: References| ACM 1971. | Association for Computing Machinery,  Second symposium on problems in the optimisation of data communication systems, ACM (1971). | Briggs 1983a. | J. S. Briggs, â€Å"The design of AIR and its use in Ada separate compilation†, in  SERC workshop on Ada software tools interfaces, ed. P. J. Wallis, University of Bath (1983). Downes 1982. | V. A. Downes, S. J. Goldsack,  Programming embedded systems with Ada, Prentice-Hall (1982). | Mander 1983. | K. C. Mander,  Notes on a system specification method, York Computer Science report no. 61, University of York (1983). | Thimbleby 1983. | H. W. Thimbleby, â€Å"Guidelines for `manipulative' text editing†,  Behaviour an d Information Technology,  2, 127 – 161 (1983). | | If you adopt this style, when you cite a reference, you need not repeat the author's name or authors' names (â€Å"Jones and Sanderson [Jones & Sanderson 1999] have shown †¦ †).Write instead: â€Å"Jones and Sanderson [1999] have shown †¦ †, and list the reference as â€Å"Jones & Sanderson 1999†. Alternatively, a system of numbered references, such as the default format produced by the Unix  refer  tool in conjunction with  troff, is acceptable. I myself much prefer numbered citation styles, which I find much less obtrusive and easier on the eye; e. g. â€Å"Jones and Sanderson? have shown †¦ † or â€Å"Jones and Sanderson [1] have shown †¦ †. These forms, which are allowed by the regulations in the Handbook, seem to be the two dominant citation styles in academic journals.You may wish to refer to electronic sources, particularly material found on the World-Wide Web. It is not enough to put â€Å"found on WWW† in place of a citation. The web page â€Å"Bibliographic Formats for Citing Electronic Information† gives advice on citing on-line sources. If possible, avoid citing unpublished literature. It is however acceptable to cite university reports, such as this Department's YCS series, and PhD theses (although getting hold of the latter can be almost impossible). â€Å"References† are always cited in the text. Other works you've made use of but not cited should be listed in a section called â€Å"Bibliography†.Note that â€Å"et al. † requires a period after the abbreviation â€Å"al. † (for â€Å"alia†). It means â€Å"and others†, and may be used only to refer to people, typically in lists of references. It is the animate form of â€Å"etc. †, which also requires a period. 5. 3. Lower-level structure Structure is a recursive concept. A well-structured report has its top-level sections well ordered, and it is easy to get this right; but each section must in itself be well ordered, and that is more difficult. Most paper documents, and many on-line documents, are read linearly from beginning to end.This is certainly true of an examiner reading a project report. Consequently, the writer of a well-structured document avoids forward references wherever possible. Try to avoid writing â€Å"†¦ as we shall see in chapter 10, †¦ †, especially if the material in chapter 10 is essential to an understanding of the text at the point where the reference occurs. Occasionally such references are unavoidable, but more often than not they are a sign that the text needs to be re-ordered. In the old days, re-ordering text entailed â€Å"cutting and pasting† with real scissors and real paste.Nowadays, the word-processor has made these operations so easy that there is no excuse for slovenly structure. Take your time, and keep rearranging words or phras es within sentences, sentences within paragraphs, paragraphs within sections and sections within the whole report until you have got it right. Aim for a logical progression from beginning to end, with each sentence building on the previous ones. If the chapters are numbered 1, 2, 3, †¦ , then the sections within (say) chapter 1 will be numbered 1. 1, 1. 2, †¦ . It is permissible to sub-divide a section: the sub-sections within section 1. 1 will be numbered 1. . 1, 1. 1. 2, †¦ . Do not however nest sub-sections to more than four levels: sub-sub-section 1. 2. 3. 4 is acceptable, but 1. 2. 3. 4. 5 is not. It is quite possible, with care, to write even a large and complex book without using more than three levels. Footnotes are a nuisance to the reader. They interrupt the linear flow of text and necessitate a mental stack-pushing and stack-popping which demand conscious effort. There are rare occasions when footnotes are acceptable, but they are so rare that it is best to avoid them altogether. To remove a footnote, first try putting it in-line, surrounded by parentheses.It is likely that the poor structure which was disguised by the footnote apparatus will then become apparent, and can be improved by cutting and pasting. 6. The role of artefacts in projects Deep down, all students seem to believe that their project is â€Å"to write a program† (or, â€Å"to build a circuit†). They believe that they will be judged by how much their program does. They are amazed when their supervisor is unconcerned about the inclusion or non-inclusion of a listing in the report. They fear that they will be penalized if their program is small-scale or if they do not make grandiose claims for its power and functionality.This leads to reports heavy with code and assertions about code, but light on reasoning. Students omit the reasoning because they are short of time and think the code more important, and thereby they lose credit they could have had. It lea ds also to the omission of testing. Hence there are assertions about the extent of implementation, but no evidence (in the form of records of testing) to back them up. In summary, credit for the implementation is not the whole story; you should not feel under pressure to make claims that you cannot support.Your reports should clearly separate specification, design, implementation and testing. â€Å"The program does  X† should more honestly be â€Å"I wanted the program to do  X; I designed it to do nearly-X; I implemented it to do most-of-X; my testing shows that it did some-of-X  (and here is the evidence of that)†. Taking this advice into account can much improve your mark. 7. You and your supervisor Writing is a solitary pursuit. Whereas your supervisor will guide you through the early stages of your project work, you must write the report on your own.It is a University assessment, and the rules on plagiarism and collusion (do consult the Students' Handbook! ) , and the conventions which restrict the amount of help a supervisor can give, apply. Nevertheless, most supervisors will be happy to read and to comment on drafts of sections of your project report before you hand it in, if you give them enough time to do so. It's also a good idea to ask your supervisor to suggest some high-quality past projects in a similar field to yours, and to look them up in the departmental library.This will give you an idea of what is required. 8. Summary 1. Good writing is difficult, but it is worth taking the trouble to write well. 2. Leonard was trying to form his style on Ruskin: he understood him to be the greatest master of English prose. He read forward steadily, occasionally making a few notes. â€Å"Let us consider a little each of these characters in succession, and first (for of the shafts enough has been said already), what is very peculiar to this church – its luminousness. † Was there anything to be learnt from this fine sentence? Could he adapt it to the needs of daily life? Could he introduce it, with modifications, when he next wrote a letter to his brother, the lay reader? For example: â€Å"Let us consider a little each of these characters in succession, and first (for of the absence of ventilation enough has been said already), what is very peculiar to this flat – its obscurity. † Something told him that the modifications would not do; and that something, had he known it, was the spirit of English Prose. â€Å"My flat is dark as well as stuffy. † Those were the words for him.

Beginning Level Curriculum for ESL Classes

This curriculum summary is designed for false beginners. False beginners are typically learners who have had a few years of training at some point in time and are now returning to start learning English again for a variety of reasons, such as for work, travel, or as a hobby. Most of these learners are familiar with English and can move pretty quickly to more advanced language learning concepts. This curriculum summary is written for a course of approximately 60 hours of instruction and takes students from the verb To be through present, past, and future forms, as well as other basic structures such as the comparative and superlative forms, the use of some and any, have got, etc. This course is geared towards adult learners who need English for work and, as such, concentrates on vocabulary and forms that are useful for the working world. Each group of eight lessons is followed by a planned review lesson which allows students a chance to review what they have learned. This syllabus can be adapted to fit students needs and is presented as a basis on which to build an elementary level ESL or EFL English course. Listening Skills Beginning English learners often find listening skills the most challenging. Its a good idea to follow some of these tips when working on listening skills: To begin with, try to use only one voice for listening comprehension activities. A variety of accents can be added later.Exercises should begin with short form understanding such as spelling, numbers, understanding word form differences, etc.  Gap fill exercises work well for the next step in listening comprehension. Begin with sentence level understanding and move on to paragraph length listening selections.  Once students understand the basics, begin work on understanding gist by providing longer conversations with a focus on understanding the main idea. Teaching Grammar Teaching grammar is a big part of effectively teaching beginners. While full immersion is ideal, the reality is that students expect to learn grammar. Rote grammar learning is very effective in this environment.   At this level, rote activities can help learners understand intuitively. Dont worry too much about grammar explanations.  To help focus on sound rather than rules, repetitive activities can help establish a strong base.Take it in small bites. Pare things down to their essentials once you begin to teach. For example, if you were introducing the present simple dont begin with an example that includes an adverb of frequency such as He usually has lunch at work.  For tenses, stress the importance of time expressions tied to tense. Continually ask students to first identify the time expression or context before making a decision on tense usage.  Correct only those mistakes made in a current objective. In other words, if a student misuses in rather than at but the focus is on the past simple, dont make a point of correcting the mistake in preposition use. Speaking Skills Encourage students to make mistakes, many, many mistakes. Adult learners are often concerned about making too many mistakes and can be hesitant. Do your best to relieve them of this fear!Focus on function for beginning level activities. Set a goal such as ordering food in a restaurant. Help students learn how to functionally succeed in each situation.Switch groups up often. Some students tend to dominate conversations. Nip this in the bud, and change group composition up early and often.   Writing Skills Follow the language: begin with letters, create words, build words into sentences and let those sentences blossom into paragraphs.  Prohibit certain words when writing! Unfortunately, students often fall into the bad habit of using the same words over and over (go, drive, eat, work, come to school, etc.) Brainstorm word lists together as a class and then challenge students to only use certain words or phrases  in their writing.Use symbols to correct. Get students used to the idea that youll use symbols to help them edit their writing. The onus is on the students to correct their own writing.