Project Planning Template Essay Example

Project Planning Template Essay Example Project Planning Template Essay Project Planning Template Essay Project planning example Lesson objectives: The objective of this lesson is to help students identity countries using color codes. The teacher will teach students how to collaborate in class work, use movement to improve concentration, use signals, and color charts. Lesson: Introduction (5 minutes) The first five minutes is for classroom warm-up. The student will be asked simple questions which they will answer in unison (chorus). They will sing Africa, Asia, South America, North America, Antarctica, Australia and Europe Lesson: Teacher modeling (15 minutes) 1. The teacher will point at specific continents and say their names loudly for the students 2. Students will repeat after the teacher 3. The teacher will point at the specific continents and ask the students to name the continents. Sample project plan Lesson: Interactive modeling (15 minutes) The teacher will ask the students in groups to draw and name the continents. The goal is not to draw a perfect map but their ability to position the names in different regions on the map. Lesson: Independent Working Time (30minutes) ; The students will be allowed to ask each other questions and wait for their group members to answers the questions. ; The students will be invited to name a few countries in each continent, and they will be encouraged to try to make mistakes. Extend ; Enrichment: The teacher will ask the students other general information about the continents. ; Support: The teacher will teach the students how to pronounce different countries. Review: Assessment (10 minutes) ; Each student will be asked to name at least three countries in chosen continents. ; The students will be asked to color continents using their crayons. Review and Closing (10 minutes) ; The teacher will discuss the difference between continents and the importance of knowing the position of each continent. ; The students will be asked for their opinion about the course/ lesson.

Complex Question Fallacyâ€Definition and Examples

Complex Question Fallacys A complex question is a  fallacy in which the answer to a given question presupposes a prior answer to a prior question. Also known as (or closely related to) a  loaded question, a trick question, a leading question, the fallacy of the false question, and the fallacy of many questions. Have you stopped beating your wife? is the classic example of the complex question. Ralph Keyes has traced this example back to a 1914 book of legal humor. Since then, he says, it has . . . become the standard allusion to any question that cant be answered without self-incrimination (I Love It When You Talk Retro, 2009). Examples and Observations Lets talk about Glaucon.  Where did you get the poison  you used on him?I never!His whole family died- wife, children, mother, the lot. Surely you feel badly about that?Didymus passed his hand over his eyes. I didnt poison anyone.†(Bruce Macbain,  The Bull Slayer: A Plinius Secundus Mystery. Poisoned Pen Press, 2013)  He was woken two hours later and presently a doctor examined him.What drugs were you on? he asked.Wilt stared at him blankly. Ive never taken any drugs in my life, he muttered.(Tom Sharpe,  Wilt in Nowhere. Hutchinson, 2004)   The Unjustified Presumption Plurium interrogationum, which translates as of many questions, is otherwise known as the fallacy of the complex question. When several questions are combined into one, in such a way that a yes-or-no answer is required, the person they are asked of has no chance to give separate replies to each, and the fallacy of the complex question is committed... Did the pollution you caused increase or decrease your profits?Did your misleading claims result in you getting promoted?Is your stupidity inborn? All of them contain an assumption that the concealed question has already been answered affirmatively. It is this unjustified presumption which constitutes the fallacy... The complex question has to be broken into simpler ones; and often the denial of the fact presumed invalidates the larger question altogether.(Madsen Pirie,  How to Win Every Argument: The Use and Abuse of Logic, 2nd ed. Bloomsbury, 2015)   Trick Questions The fallacy of complex question is the interrogative form of the fallacy of begging the question. Like the latter, it begs the question by assuming the conclusion at issue:Before rushing to answer a complex question, it is best to question the question: a) Have you stopped beating your wife?b) Did John ever give up his bad habits?c) Are you still a heavy drinker? In each of these questions there lies an assumed answer to a previous question. Did John have bad habits? is the unasked question whose answer is assumed in question b. We need to withhold any answer to question b until this prior question has been resolved. In some instances of this fallacy, considerable struggle may be necessary in order to liberate ourselves from the misleading influence of a complex question. The serious consequences of complex questions can be appreciated by considering these trick questions, which would be out of order in a court of law: d) What did you use to wipe your fingerprints from the gun?e) How long had you contemplated this robbery before you carried it out? (S. Morris Engel, With Good Reason: An Introduction to Informal Fallacies, 3rd ed. St. Martins, 1986) An Implicit Argument Although not an argument as such, a complex question involves an implicit argument. This argument is usually intended to trap the respondent into acknowledging something that he or she might otherwise not want to acknowledge. Examples:Obviously, each of the questions is really two questions.(Patrick J. Hurley, A Concise Introduction to Logic. Thomson Wadsworth, 2005) Have you stopped cheating on exams?Where did you hide the marijuana you were smoking?

LLB Law - Contract Law Case Study Example | Topics and Well Written Essays - 750 words

LLB Law - Contract Law - Case Study Example The offer was communicated to Mr Taylor at the price agreed of 35,000 to be payable 24 March, the costumes to be delivered on the same day. Studying this case one must also remember that the definition of consideration is extremely important and relevant. In Currie v Misa (1875) the definition of consideration is clearly understood as a right, interest, profit or benefit to one party, or some forbearance, detriment suffered or undertaken by another. Consideration is the normal 'badge of enforcement' in English Law. Taking a further look at this case the consideration was the amount of money that Mr Baron offered to Mr Taylor in exchange for the goods at the promised time. However Mr Taylor suffered detriment when the full amount of money was not paid. Consideration was given when Mr Baron asked for all all the costumes for the waiters to be delivered before the club opened. Mr Taylor met all the requirements for the contract to be valued whereas Mr Baron did not fulfill the requirements of the contract. The case also deals with executed consideration, for this to be the case there are certain criteria that must be satis fied. In LAMPLEIGH v BRAITWAIT (1615) it was held that the act must have been requested by the promisor. As seen in Mr Baron's case he made the request for the costumes. As per RE CASEY's PATENT (1892) there was an understanding that payment would be made once all the costumes were delivered to Mr Baron for the full amount that he promised. Mr Baron did not pay the full amount he promised on delivery of the goods. Consequently he breached the terms of the contract and Mr Taylor suffered damage. There was an intention to be bound as in the case of Carlill v Carbolic Smoke Ball Co [1893] 1 QB 256. Other cases have studied the laws of intention such as; Rose and Frank Co v JR Crompton & Bros [1923] There was a clear intention on the part of Mr Baron to create legal relations since he communicated his needs when he found out that Mr Taylor's staff were far behind with their work and that the costumes may not be finished by opening night. Mr Baron clearly wanted the work carried out and clearly communicated the amount of money he wanted in return for the goods. When Mr Baron realized that the goods might not be ready for opening time he communicated a new agreement that he would pay a further 3000 only if the goods were ready in time for opening. This resulted in Mr Taylor requesting all of his workers to design Mr Baron's costumes exclusively. Therefore Mr Taylor was running at a loss if Mr Baron did not pay the full amount since he could not ask his workers to work on anything else during this time period. This resulted in damages to Mr Taylor and his company when Mr Baron refused to keep his promise and pay the full amount. This relates to the decision made in WILLIAMS v ROFFEY BROS(1991), where it was held that where a party to an existing

Accident victim interview Essay Example | Topics and Well Written Essays - 500 words

Accident victim interview - Essay Example Earlier before the accident in 2005, Mine Safety and Health Administration (MSHA) had visited the site and reported that the working environment did not meet the correct standards. Some of the violations included problems with escape ways, not keeping proper roof standards, and poor mine ventilation. Apparently, the mine has a history of roof falls. On this fateful day, the mine fire boss had inspected the mine and cleared it for use minutes before the first miners entered. Although the miners did not notice a thunderstorm just before they entered, US National Lighting Detection reports there was one. The lighting strike near the mine caused an ignition of methane from a recently sealed area of the mine. The result of this was a big explosion that blew out the seals and transferred smoke, dust, debris, and lethal carbon monoxide to the working section of the mine. Thirteen persons were trapped in the mine resulting to the death of twelve of them who succumbed to carbon monoxide asphy xiation. The victim inhaled carbon monoxide for a long duration, which resulted to unconsciousness. In addition, the poor ventilation in the mines resulted to destruction of some vital organs in the body. The victim stayed in the life support machine for one month and a half because his respiratory system had been destroyed. At the time he regained consciousness after two weeks, the victim could not hear, had a blurred vision, and severe headache. One year down the line, the victim could not do much for himself although he could now see clearly and hear a bit. He went back to work after four years in a different mine. MSHA officials arrived on the scene at 10.30 am but could not do much since the levels of carbon dioxide in the air prevented them from going deep in the mines. In addition, any lighting the power system could have caused another explosion. Later, MSHA found out some violations on the mine that increased the risk of the

School Lunches Essay Example for Free

School Lunches Essay School lunches today are not as hearty and delicious as they were back in the day. When I was a child my lunches were prepared at school by the cafeteria workers. Today, the cafeteria workers heat up the already prepared food. Todays food is prepared by means of nuking it in the microwave, or heated up in the oven. This could maybe be the cause of obesity with the unhealthy choices at lunchtime in the dining halls. When I was a child the mashed potatoes and turkey dinner were on of the best foods. I remembered all of my friends and I being so excited when turkey dinner day was approaching. The mashed potatoes were real with potatoes mashed not that power that you put milk in. The turkey was a real turkey, not fake or processed. That is not the case today. Just the about the weekend before Thanksgiving, I saw that turkey dinner was on the menu for school lunch. I thought yummy! I went down to the Miller Dining Hall for the turkey Dinner. I went to the front desk and the lady scanned my card. When this person started to tell me about the dreadful turkey dinner. She said, â€Å"This is not the Turkey Dinner that we had as kids. I just laughed at her thoughts and went in to try for myself. The turkey was a processed chunk of whitish colored meat. This meat was floating in brownish colored gravy. This gravy tasted like it was mostly water with maybe brown food coloring added in. Potatoes are not what this white fluffy stuff tasted like. The food tasted horrible, and the portions were limited. I can remember when I was a young boy in school; I never was hungry at any point throughout the day. The portions were healthy portions. You were given healthy portions of all the food that was offered for lunch. There was more variety in our choices. We had a choice of two vegetables and two of something else. I can remember when chicken nuggets were served we received six nuggets. The nuggets were along the size of the nuggets served at McDonalds. Today, the portions are more of micro baby sized portions. The portions are extremely small and college students are not satisfied throughout the day. Students today are allowed four mini nuggets with a choice of corn or carrots or soup. That is all good for students that eat salads. Not all students are salad eaters, and those kids are the ones that suffer throughout the day. Not only the non-salad eaters but students that are picky with there eating habits. Good reasons about school lunches is that who is vegan has their own little food bar with goodies that mare made just for them. You can make special orders about what food you can and cannot eat. If your allergic or you can’t have gluten in your meals. When you usually judge food on the smell and looks of the meal. But Miller Dining Hall that doesn’t work;(7) you just have to hope to God that it turns out good. Most of the food is fattening also. So let’s say you’re on a diet or a body builder, it’s really hard to maintain your fat in take at the dining hall because or the deep fried food already pre-made (6) food. I am fully aware that the schools are tying to cut down on obesity. The school is trying to cut the portions to not promote obesity. If I don’t have much for lunch or some days I say that lunch is nasty and I refuses to eat, I still have food at my dorm waiting. I would imagine that there are a few kids that have nothing waiting for them. These are the kids that I want to help. School lunches today will never be as good as they were. I think that the school could work a little harder to purchase food that tastes better, fixing homemade food, instead of preparing express food for the students. I feel that school lunch of the past would make a better alternative to the school lunch of today.

Double Standard Of Masculinity In Gender Role Socialization Essay

Masculinity is a topic that has been debated in our society extensively, through research as well as in informal settings. Many wonder what it means to be masculine, and if we can really assign a definition to such a subjective term. After all, shouldn't one's own perception be the determinant of what constitutes masculinity? This self-construction would be the ideal in our society, but unfortunately, it represents a false belief. Masculinity has certain characteristics assigned to it by our culture. In this paper I will explore the many facets of masculinity and demonstrate how certain beliefs pertaining to it are perpetuated in our society. I will also uncover many of the contradictions between society's assigned definition of masculinity and the expectation that males will somehow learn how to act contrary to that assigned and learned meaning.Definition of Masculinity Men are primarily and secondarily socialized into believing certain characteristics are definitive in determining their manliness and masculinity. These characteristics range from not crying when they get hurt to being and playing violently. The socialization of masculinity in our society begins as early as the first stages of infancy. A child's burgeoning sense of self or self-concept is a result of the multitude of ideas, attitudes, behaviors, and beliefs to which he is exposed (Witt 1997). Later in this paper the question of whether there are genetic factors will be discussed. However, to further my argument at this point, I will discuss masculinity as it is socially defined. From the outset of a boy's life he is socialized into the belief that he should be 'tough'. Often when boys get hurt, 'scrape their knee', or come whimpering to their mother or father, the fated words, "Little boys don't cry", issue forth. Children internalize parental messages regarding gender at an early age, with awareness of adult sex role differences being found in two-year-old children. One study found that children at two and a half years of age use gender stereotypes in negotiating their world and are likely to generalize gender stereotypes to a variety of activities, objects, and occupations (Witt 1997). This legitimization teaches males that boys and men are not allowed to cry. There also exists the belief that boys are often required to do 'men's work' outside of the home such as mowing th... ...iographyBetcher, William R. et al. (1993) In a time of fallen Heroes. New York, NY, Macmillan Publishing Company. Bowker, Lee H. (1998) Masculinities and Violence. Thousand Oaks, CA, Sage Publications, Inc.Buss, David. (1994) The Evolution of Desire. New York, NY, St. Martin's Press, Inc. Gwartney, Debra. (October 17, 1998) "Double bind of boys concerns psychologists." Oregon Times.Katz, Jackson. (1995) "Advertising and the Construction of Violent White Masculinity" In Dines, Gail and Humez, Jean. (Eds.) Gender, Race and Class in Media. Thousand Oaks, CA, Sage Publications. Pollack, William. (1995) "Deconstructing Dis-identification: Rethinking psychoanalytic Concepts of male development." Psychoanalysis and Psychotherapy. 12(1)30-45.Stearns, Peter N. (1990) Be A Man! Males in Modern Society. New York, NY, Holmes & Meier Publishers, Inc.Thompson, Neil. (1995) "Men and Anti-Sexism" British Journal of Social Work. 25(4)459-475.Witt, Susan D. (1997) "Parental influence on children's socialization to gender roles." Adolescence. 32(126)253-257.Wrangham R. et al. (1997) Relationship Violence in Demonic Males. New York, NY, Routledge.

Oakhills Faciities

TIMOTHY C WELLSOAK HILLS FACILITYOCTOBER 10, 2010 CASE STUDY WHAT ARE THE SPECIFIC QUALITY PROBLEMS OAK HILLS IS FACING AND HOW WILL THEY INFLUENCE THE COMPANY'S ABILITY TO CONVERT TO A LEAN SYSTEM. a. In there batch flow system if there is a machine or suppler failure it increases customer lead times and reduces inefficiency. b. BlackDome, is often late on deliveries placed by E;E. This is due to rush orders being placed. There is a communication problem E;E and Oak Hills. Oak Hill has no information on new projects from E;E.They are used to an environment of lets place a rush order and this is a problem because this requires Oak Hills to have a lot of raw materials in inventory. There is no way for them to rush foreign odes due to stringent U. S. Paperwork. Also this will only work with US orders. For this to work they need better communication and need to make E;R responsible for there forecast of demand to reduce rush orders. WHAT CHANGES IN THE MANUFACTURING ENVIRONMENT NEED TO BE UNDERTAKEN TO CONVERT THE CURRENT SYSTM TO A LEAN SYSTEM? THINK ABOUT THIS FROM BOTH A SHORT TERM AND A LONG TERM PERSPECTIVE. a.The communications must be improved. Employees do not know what is going on and this causes them to be upset about the stability of their positions. The constant rush orders is also an issue, because of the strain it puts on the employee. b. They need to reduce the inventory to free up space. Oak Hill must also plan to change their layout of their building to implement a lean strategy. HOW WILL THE IMPLEMENTATION OF A LEAN SYSTEM IMPACT EMPLOYEES, AND WHAT CAN BE DONE TO SMOOTH THE TRANSITION? a. An improved lean system will allow employees to work together and get bonuses based on what the team produces.Right now employees run around like chickens with their heads cut off or are doing nothing. A lean system will improve production and allow it to flow better. Employees state of mind will also change, because there will be less stress in the workplace. AT WHAT STAGE IN THE DEVELOPMENT OF A SUPPLY CHAIN IS OAK HILLS AND WHAT CAN BE DONE TO IMPROVE THE SUPPLY CHAIN? a. They need to do more work on researching what #;E is ordering to lessen the lead time of rush orders. The batch flow system does not work well. This is very little communication between the departments and this needs to change to improve the supply chain.Oak Hills is trying to go from a system of mass production to a custom-ed product. FOR OAK HILLS, WHAT IS THE CONNECTION BETWEEN DEMAND MANAGEMENT AND THE SUPPLY CHAIN? a. Restructuring the plant to a lean system will allow for more available span which could be used to introduce and line of products. I think that controlling the demand is the most important aspect of Oak Hills successful lean strategy. It will allow them to reduce their lead time and have no buildup of WIP inventory. The sensor boards were packed to prevent damage, but , because of the limited space on a few could be held in the area.With more space, Oak Hills can store more boards and be held in the area, making for a more efficient process,. WHAT SHOULD OAK HILLS DO? WHAT PROBLEMS MIGHT OCCUR IN IMPLEMENTING YOU RECOMMENDATIONS AND HOW CAN THES PROBLEMS BE AVOIDED OR NEUTRALIZED? a. I feel that they should implement the lean strategy. As I said above. This will improve efficiency and employee morale. I feel they will have a major issue in trying to implement this strategy with the foreign orders processing. Foreign orders are the bulk for Oak Hills, and I feel that there are to many constraints with the U. S. Paperwork.

Love should grow up like a wild iris Essay

Since the beginning of human existence love has earned a meaning of pure bliss and wild passion between two people that cannot be broken. Through out time the meaning of love has had its slight shifts but for the most part, maintains a positive value. In the poem â€Å"Love Should Grow Up Like a Wild Iris in the Fields,† the author, Susan Griffin expresses that this long lost concept of love is often concealed by the madness of everyday life and reality. In the poem, Griffin uses many literary elements to help convey the importance of true love. The usage of imagery, symbolism, and other literary techniques really help communicate Griffins’ meaning that love is not joyous and blissful as its ‘s commonly portrayed but often broken by the problems in our everyday lives. Through out the whole entire poem, Griffin uses a metaphor comparing a wild iris to love. Just like a wild iris, love can grow into something so beautiful and flourish so quickly with no limits on stopping. In the start of the poem Griffin says, â€Å"†Love should grow up like a wild iris in the fields, unexpected, after a terrible storm, opening a purple mouth to the rain, with not a thought to the future, ignorant of the grass and the graveyard of leaves around, forgetting its own beginning†, meaning that love should grow with no domestication and no boundaries just like a wild iris after a terrible storm (1-5). By using this metaphor the reader can really understand the value that love should flourish beautifully with no worries about its surroundings just as a wild iris does in an open field. This really gives the reader a mental image to help really grasp the emotional significance of how spontaneous and wild love should be. In the second stanza Griffin introduces the reality of love. She uses symbolism and imagery to really portray how love is often neglected by the realities of everyday life. She starts the stanza with, â€Å"Love more often is  to be found in kitchens at the dinner hour, tired out and hungry,† which gives the reader a completely different feeling in comparison to the metaphor with the iris growing in the wild fields (8-9). Dinnertime is often portrayed as â€Å"time with family†, but Griffin follows that line with, â€Å"tired out and hungry† giving the reader gets a negative connotation (9). Griffin is suggesting that love is â€Å"more often† to be portrayed to be this feeling of bliss but is really over powered by the problems of everyday life such as exhaustion and hunger to name the simplest. Love is not just represented by a marriage; you must fall in love with one another and continue that feeling but often times that is forgotten due to the common roadblocks in life. In the second stanza, Griffin portrays love as â€Å"houses where the walls record movements†, while in comparison to the wild iris whose love blossoms uncontrollably which cannot even be kept in a place with confined space without overgrowing (9-10). This could symbolize that love cannot be suffocated or have boundaries and like an iris you must let love takes its course. The author continues to compare love to a house â€Å"while the cook is probably angry, and the ingredients of the meal are budgeted, while a child cries feed me now and her mother not quite hysterical says over and over, wait just a bit†, which really gives of a sense of turmoil after reading through it (11-13). Every situation the author talks about above is everyday stressor that couples in love commonly fight about whether it’s from budget to infants. For example, normally a happy wife enjoys cooking for the family and feeding the kids. Happy and joyous feelings are usually associated with this event. Griffin explains the cook as â€Å"angry†¦while the child cries feed me now†, giving off a very undesirable tone which can relate to how the burn for your partners love is often overpowered by the pandemonium of peoples everyday lives. In the first stanza Griffin really uses nature to explain love, where as in stanza 2 she uses the house and all the events that happen during â€Å"dinner hour† which really expresses the negative mood and tone while reading. It was a very abrupt change in the flow because it goes from a more free-flowing and positive tone to a fast-paced tone and sense of chaos towards the end of the second stanza. The author uses the line â€Å"Love should grow up like a wild iris in the fields† on four separate occasions from start to finish in the poem. Each time used, Griffin changes the word play following the line,  which each gives its own tone to it. The first time he used the line was in the first sentence that was quickly followed with the stanza that gave of a sense of beauty while comparing love to nature. The second time Griffin uses the line she follows it with â€Å"but does not† and then compares love to dinner hour, which portrays a tone of turmoil and sadness (7). The third and fourth time Griffin uses the line they are followed by â€Å"but never does† and â€Å"but doesn’t†, both giving off a very negative tone in comparison to the first time Griffin used the phrase in the first line (15 & 30). The author goes from explaining the ideal value of love and how it’s perceived in the first stanza and as each stanza passes she begins to reveal how love really is perceived. This literary technique definitely helps portray the reader grasp the meaning of the illusion of the ideal love versus reality. In the final stanza, Griffins symbol of the wild iris takes on a whole new meaning as the â€Å"iris† of an eye. In relationship to the function of an eye, the iris of an eye can be a symbolic meaning that love is going to be perceived differently through every ones own view. A couple must be able to adjust with everyday misfortune that arises just as an iris of an eye does when it becomes too bright and needs to adjust to the sunlight. An effective technique Griffin used to contribute to the meaning of the poem is when she left the words â€Å"love should† on its own line near the end of the poem so it really catches the reader’s eye (29). In doing so, it gives the reader a visual almost as if the sentence is incomplete and the one reading should fill in what they think love should be. This directly relates back to the symbolism for the iris, which represents how all humans will perceive love differently through their point of view. The society has always shaped the meaning of love as something so perfect and flawless that all must go through in there lifetime. Is there one universal definition for â€Å"true love†? Susan Griffins writing style plays a large factor in portraying the ideal meaning of love versus the truth behind love. Her use of metaphors to describe love is really effective, giving the reader a vivid image whether it was love flourishing wildly in the open or just confined in the walls of a house hidden by all the stress and everyday burdens of life. Love is in the eyes of the beholder. What do you think love should be?

Silent way Essay Example

Silent way Essay Example Silent way Essay Silent way Essay Silent Way The Silent Way is a language teaching method created by Caleb Gattegno that makes extensive use of silence as a teaching techniquEl Silent Way es un m? ©todo de ensenanza de idiomas creado por Caleb Gattegno que hace uso extensivo de silencio como una t? ©cnica de ensenanza. It is not usually considered a mainstream method in language education . [ 1 ] It was first introduced in Gattegnos book Teaching Foreign Languages in Schools: The Silent Way in 1963. [2] Gattegno was skeptical of the mainstream language education of the time, and conceived of the method as a pecial case of his general theories of education. Generalmente no se considera un m? ©todo de la corriente principal en la ensenanza de idiomas . Fue introducido por primera vez en el libro de Gattegno Ensenanza de Lenguas ExtranJeras en la escuela:. El Silent Way en 1963 . Gattegno se mostr? ¶ esc? ©ptico de la ensenanza de la lengua dominante de la ? ©poca, y concibe el m? ©todo como un caso especial de sus teorias generales de la educaci? ¶n. The method emphasises the autonomy of the learner; the teachers role is to monitor the students efforts, and the students are encouraged to ave an active role in learning the language. El m? ©todo hace hincapi? © en la autonomia del alumno, el papel del profesor es ver de cerca los esfuerzos de los estudiantes y los estudiantes son animados a desempenar un papel activo en el aprendizaJe de la lengua. Pronunciation is seen as fundamental; beginning students start their study with pronunciation, and much time is spent practising it each lesson. Pronunciaci? ¶n se considera fundamental, los estudiantes principiantes comienzan, su estudio con la pronunciaci? ¶n, y se invierte mucho tiempo practic? ¤ndolo cada lecci? ¶n. The Silent Way uses a structural syllabus , and structures are constantly reviewed and recycled. El Silent Way utiliza un programa estructural , y las estructuras se revisan constantemente y se recicla. The choice of vocabulary is important, with functional and versatile words seen as the best. La elecci? ¶n del vocabulario es importante, con las palabras funcionales y vers? ¤tiles visto como el meJor. Translation and rote repetition are avoided and the language is usually practiced in meaningful contexts . Traducci? ¶n y la repetici? ¶n memoristica que se evitan y el lenguaJe se suele practicar en significativos contextos . Evaluation is carried out by observation, and the teacher may never set a formal test. La evaluaci? ¶n se Ileva a cabo mediante la observaci? ¶n, y el profesor nunca puede establecer una prueba formal. The teacher uses silence for multiple purposes in the Silent Way. El profesor utiliza el silencio para mltiples prop? ¶sitos en el Silent Way. It is used to focus students attention, to elicit student responses, and to encourage them to correct their own errors. Se utiliza para centrar la atenci? ¶n de los estudiantes, para obtener respuestas de los estudiantes, y para animarles a corregir us propios errores. Even though teachers are often silent, they are still active; they will commonly use techniques such as mouthing words and using hand gestures to help the students with their pronunciation. A pesar de que los profesores son a menudo silencioso, que an est? ¤n activos, sino que normalmente se utilizan t? ©cnicas como pronunciando palabras y el uso de gestos con las manos para ayudar a los estudiantes con su pronunciaci? ¶n. Teachers will also encourage students to help their peers. Los maestros tambi? ©n animar? ¤n a los estudiantes para ayudar a sus companeros. Silent Way teachers use some specialized teaching materials. Silent Way profesores utilizan algunos materiales did? ¤cticos especializados. One of the hallmarks of the method is the use of Cuisenaire rods , which can be used for anything from introducing simple commands to representing abstract objects such as clocks and floor plans. Una de las caracteristicas del m? ©todo es el uso de regletas de Cuisenaire , los cuales pueden ser utilizados para cualquier cosa, desde la introducci? ¶n de ? ¶rdenes sencillas a la representaci? ¶n de objetos abstractos, tales como reloJes y planos. The method also makes use of color association to help teach pronunciation; there is a sound-color chart which is used to teach the language sounds , colored word charts which are used to teach sentences , and colored Fidel charts which are used to teach spelling. El m? ©todo tambi? ©n hace uso del color asociaci? ¶n para ayudar a ensenar pronunciaci? ¶n, hay una carta de sonido-color que se utiliza para ensenar a los sonidos del lenguaJe , de color cuadros de texto que se utilizan para ensenar frases y gr? ¤ficos de color de Fidel que se utilizan para ensenar ortografia. edit] BackgroundAntecedentes Caleb Gattegno, the creator of the SilentCaleb Gattegno, el creador de la Silent Way Gattegno was a rank outsider to language education when Teaching Foreign Languages in Schools was first published in 1963. Gattegno era un desconocido para la ensenanza de idiomas en la ensenanza de lenguas extranJeras en las escuelas se public? ¶ por primera vez en 1963. The book was conspicuously lacking the names of most prominent language educators and linguists of the time, and Gattegnos works were only cited rarely in language education books and Journals. [3 ] He was reviously a designer of mathematics and reading programmes, and the use of color charts and colored Cuisenaire rods in the Silent Way grew directly out of this experience. 4] El libro fue notoria la ausencia de los nombres de los profesores de idiomas m? ¤s importantes y lingistas de la ? ©poca, y las obras de Gattegno fueron citados solo en raras ocasiones en los libros de ensenanza de lenguas y revistas. Anteriormente, fue un disenador de las matem? ¤ticas y programas de lectura, y el uso de cartas de colores y barras de colores Cuisenaire en el Silent Way fue el resultado irecto de esta experiencia. Gattegno was openly scep tical of the role linguistic theory of the time had in language teaching. El Silent Way fue concebido como un caso especial de Gattegno principios m? ¤s amplios de educaci? ¶n, en lugar de un m? ©todo especificamente a la ensenanza de idiomas. Gattegno developed these ideas to solve general problems in learning, and he also applied them to his work in the teaching of mathematics and the mother tongue . Gattegno desarroll? ¶ estas ideas para resolver los problemas generales en el aprendizaJe, y tambi? ©n las aplic? ¶ a su rabaJo en la ensenanza de las matem? ¤ticas y la lengua materna . Broadly, these principles are: [6] En t? ©rminos generales, estos principios son los siguientes: 1. Teachers should concentrate on how students learn, not on how to teach Los profesores deberian concentrarse en como aprenden los estudiantes, no en la forma de ensenar 2. Imitation and drill are not the primary means by which students learn La imitaci? ¶n y el e]ercicio no son el principal medio por el cual los estudiantes aprenden 3. Learning consists of trial and error , deliberate experimentation, uspending Judgement, and revising conclusions El aprendizaJe consiste en ensayo y error , la experimentaci? ¶n deliberada, suspender el Juicio, y las conclusiones de la revisi? ¶n 4. In learning, learners draw on everything that they already know, especially their native language En el aprendizaJe, los alumnos se basan en todo 10 que ellos ya saben, sobre todo su lengua materna 5. The teacher must not interfere with the learning process El maestro no debe interferir con el proceso de aprendizaJe These principles situate the Silent Way in the tradition of discovery learning , that ees learning as a creative problem-solving activity. [4] Estos principios situan el Silent Way en la tradici? ¶n de aprendizaJe por descubrimiento , que ve el aprendizaJe como una soluci? ¶n creativa de problemas la actividad. edit ] Aims and goalsObJetivos y metas The general goal of the Silent Way is to help beginning-level students gain basic fluency in the target language , with the ultimate aim being near-native language proficiency and good pronunciation. [ 7 ] An important part of this ability is being able to use the language for self-expression; students should be able to ex press their houghts, feelings, and needs in the target language. El objetivo general del Silent Way es ayudar a los estudiantes de nivel inicial b? ¤sico de lograr la fluidez en el idioma de destino , con el obJetivo final es casi nativo dominio de la lengua y la buena pronunciaci? ¶n. Una parte importante de esta habilidad es ser capaz de utilizar el lenguaJe para la expresi? ¶n personal, los estudiantes deben ser capaces de expresar sus pensamientos, sentimientos y necesidades en el idioma de destino. In order to help them achieve this, teachers emphasize self-reliance. [8 ] Students are ncouraged to actively explore the language, [ 9] and to develop their own inner criteria as to what is linguistically acceptable. [7] [ 10] Con el fin de ayudarles a lograr este objetivo, los profesores hacen hincapi? © en la autosuficiencia. Los estudiantes son animados a explorar activamente la lengua, y para desarrollar sus propios criterios internos de 10 que es linguisticamente aceptables. The role of the teacher is that of technician or engineer. El papel del profesor es el de t? ©cnico o ingeniero. The teachers task is to focus the students attention, and provide exercises o help them develop language facility; however, to ensure their self-reliance, the teacher should only help the students as much as is strictly necessary. [ 11 ] As Gattegno says, The teacher works with the student; the student works on the language. [ 12 ] For example, teachers will often give students time to correct their own mistakes before giving them the answer to a question. [ 13 ] Teachers also avoid praise or criticism, as it can discourage students from developing self-reliance. [ 13 ] La tarea del profesor consiste en centrar la atenci? ¶n de los alumnos, y ofrecer Jercicios para ayudarles a desarrollar facilidad de lenguaJe, sin e mbargo, para garantizar su autosuficiencia, el profesor solo debe ayudar a los estudiantes todo 10 que sea estrictamente necesario. Como Gattegno dice El maestro trabaJa con el estudiante;. el estudiante trabaJa en el lenguaJe . Por e]emplo, los maestros a menudo se dan a los estudiantes tiempo para corregir sus propios errores antes de darles la respuesta a una pregunta. Los maestros tambi? ©n evitar la alabanza o la critica, ya que puede disuadir a los estudiantes el desarrollo de la autonomia.

Democrat is a Noun

Democrat is a Noun Democrat is a Noun Democrat is a Noun By Maeve Maddox Martin Benvenuto writes: Could you please settle a discussion concerning Democrat vs. Democratic. It is my contention that Democratic is not the plural of Democrat. Is this correct? Democrat is a noun. Democratic is an adjective. The plural of democrat is democrats. This question put me in mind of the incorrect way that the noun democrat is often used in place the adjective democratic. As I usually do when beginning a post on usage, I looked for random examples of the error I wished to illustrate. I was surprised to come upon this information in a Wikipedia article: Democrat Party is a political epithet used in the United States instead of Democratic Party when talking about the Democratic Party. The term has been principally used by conservative commentators and members of the Republican Party in party platforms, partisan speeches and press releases since the 1930s. The explicit goal is to dissociate the name of the rival party from the concept of democracy. That was a new one on me. Id thought the error was committed because writers and speakers didnt understand that, while the word Republican can be either a noun or an adjective, Democrat has distinctive noun and adjective forms. a republican form of government the Republican party the Republican National Committee Republicans with strong principles. a democratic form of government the Democratic party the Democratic National Committee Democrats with strong principles. 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 Grammar category, check our popular posts, or choose a related post below:Comparative Forms of AdjectivesOne Fell Swoop55 "House" Idioms

Workplace Crime and Honest Dealing Essay Example | Topics and Well Written Essays - 2250 words

Workplace Crime and Honest Dealing - Essay Example Staff dishonesty is a crime committed against companies and does not solely consist of theft. Matthew Liew asserts that "crime encompasses exposures to loss from the dishonest acts of people within or outside the company." This may involve money or property of the company. Staff dishonesty could also include other types of misbehaviors such as "rule-breaking, destructive practices, non-cooperative practices, disruptive practices and misuse of facilities" (Challinger 2). One of the most common forms of staff dishonesty is theft. "Employee theft from a retail store is a term that is used when an employee steals merchandise, food, cash, or supplies while on the job" (McGoey). Theft can also be in the form of misusing employee discounts, offering discounted prices to friends, and cheating by reporting incorrect number of hours of work (Adjudicative Desk Reference). It can be assumed that this type of crime can be more damaging to retail companies because the involved persons are part of the organization, are usually trusted, and should be well-informed about the crime prevention measures that the company is adopting (McGoey). Matthew Liew adds that staff dishonesty can be detrimental to the company, especially since it may take a long time before it can be detected. Although employee theft is... Several authors believe that around 50% to 60% of employees in retail companies are guilty of dishonest conduct (Adjudicative Desk Reference). Studies conducted also indicate that staff dishonesty can equate to thousands of dollars in losses. Dennis Challinger notes that employee theft or pilferage, as opposed to other workplace crimes, is easy to measure, translating to around 1.8% of the gross national product in Britain and $40 billion a year in the United States, causing the failure of around 20% of companies in the U.S. (2). According to Kevin Philip, "staff dishonesty could account for up to 60 per cent of business losses" (9). In a separate survey by the University of Florida in 2002, employee theft accounted for disappearance of around 48% of store inventories, translating to $1.5 billion per year. The same survey found that compared to shoplifting, employee theft equated to an average loss of $1,341.02 for each case of theft, while for every shoplifting incident, average dol lar loss was only $207 (McGoey). What is obvious in several studies conducted on the prevalence of workplace dishonesty is that some of those who committed such offense are managers or those in authority. It was reported that in Britain, 8% of managers have been involved in workplace crime (Challinger 3). In a study conducted by Kevin Philip, it was found that dishonest employees in supermarkets include managers, head cashiers, front-end supervisors, cahiers, floor staff and store men. In a study that involved 1,408 retail employees in the Minneapolis area, 60% of those surveyed admitted to having committed an illegal activity, with 57% having been involved in misusing employee discount, while 12% admitted having taken a merchandise without paying for it (Adjudicative