Maven

Maven Maven Maven By Maeve Maddox A reader who lives in Cardiff, Wales wants to know more about the word maven: In the last fortnight or so I’ve twice seen a word I’ve never come across before (and I read a lot!). The word is ‘maven’, and I’ve encountered it in the self-development context. I’ve looked it up and it seems to have come into use in the US in the 1980s, from a Hebrew term. A post on this word would be very interesting.    The word maven- also spelled mavin and mayvin- is from the Yiddish word meyvn (plural mevinim): â€Å"expert, connoisseur.† The Yiddish word comes from Hebrew mebin, â€Å"a person with understanding, a teacher.† The earliest use cited in the OED (spelled mavin) is dated 1907. The Ngram Viewer graph (set for English) indicates that maven existed in print as early as 1809, mavin in 1813, and mayvin in 1879. The OED labels maven â€Å"chiefly North American† and suggests that its spread may be related to radio advertising introduced by a Chicago-based food company in 1964. The ads were voiced by Allen Swift, who was introduced as â€Å"the herring maven.† Note: Ira Stadlen, known professionally as â€Å"Allen Swift,† was an American voice actor who- among many other jobs- voiced Mighty Mouse and characters in the Tom and Jerry cartoons. Although maven is a new word to the UK reader who suggested this post, the first time I encountered the word maven was while I was living in London. I had a high-rise-dwelling friend who was referred to in a local newspaper article as â€Å"a rooftop-gardening maven.† William Safire, who wrote a weekly column called â€Å"On Language† for the New York Times from 1979-2009, referred to himself as â€Å"a language maven.† Food writer Arthur Schwartz calls himself â€Å"The Food Maven.† A Web search turns up a math maven, a makeup maven, a plumbing maven, and some sort of software â€Å"core engine† called â€Å"Maven.† Maven has joined the ranks of guru as a word for a wise or knowledgeable person. Related post Gurus and Other Teachers 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 Vocabulary category, check our popular posts, or choose a related post below:Is She a "Lady" or a "Woman"?For Sale vs. On SaleHow to Write a Proposal

4 Types of Business Writing [And When to Use Them]

4 Types of Business Writing [And When to Use Them] The world of business writing can seem vast. Each office seems to have variations of documents, each with their personalized templates and industry focus. Varying scenarios require varying forms of business writing. However, the innumerable documents can be distilled into to four main categories. Each category has its overall goal. Based on the objective, each of the many business documents falls within these four broad segments. This article will break down the broad field of business writing into four categories. Understanding these conceptual divisions will help guide your decisions about your document choice and goal. Style Reminders While the document goal varies, the core of business writing does not. Effective professional writing is written with a clearly defined audience and purpose in mind. This is results-oriented writing. The text helps the reader do or know something. The writing style should be written to be concise, relevant, and understandable. Excessive wording, jargon, or extraneous information have no place in any type of business writing. Each element of the document supports the communication of the purpose to the reader. Of course, good writing is free of grammar and spelling errors and inaccurate information. 1. Instructional Business Writing Instructional business writing provides the reader with the information needed to complete a task. The task may need be accomplished immediately or it may be for future reference. This type of document must break down a process into steps that are understandable to the reader. The written record must account for reader’s knowledge of the area, the scope of the task while integrating variations or potential problems. Examples: User Manual: a guide focused on allowing the customer to use a product. Effective user manuals are crucial to a good user experience and a happy customer. User manuals are often considered part of technical writing, which is closely related to business writing. Specifications: a technical document which provides an outline of a product or process that allows it be constructed or reconstructed by an unfamiliar but knowledgeable user, enabling effective distribution. Memo: a short notification of new information shared within a large group in an organization. The memo may include a direct instruction or be a reference on how to complete future tasks. 2. Informational Business Writing Not all business writing requires action. A large volume of writing is created for reference or record. This category can include some of the less glamorous but still essential documents. Recording business information accurately and consistently is important for marking progress, predicting future work, as well as complying with legal and contractual obligations. Report: perhaps the bulk of informational writing is report writing. Organizations rely on reports to act, to communicate business and technical information, to capture work completed, to record incidents, to finalize projects and recommendations, and to act as an archive. A well written report allows the reader to easily grasp the content and, if applicable, make informed decisions. Financials: documents that outline the financial state of a company. These statements provide a fiscal snapshot of a company over a defined period. Minutes: a summary of the proceedings of a meeting. A record of discussions, decisions, and assignments for attendees and others. 3. Persuasive Business Writing When people think of business writing, they often think of the persuasive writing category. These documents are generally associated with sales. The persuasive writing may be direct, with focus on a specific item, or indirect, with focus on developing the client relationship. The goal is to two-fold: to convey information and to convince the reader that the presented information offers the best value. The text is written to impress the reader and sway their decision. Proposals: these documents outline an offer of a product or service to a specific potential client. The proposal generally presents project overview, benefits, timeline, costs, and competency. Sales Email: an email written to a large number of people to pitch a product or service. Press Release: a text written for journalists and media presenting new information. The text aims to persuade the reader to share the content through their own channels 4. Transactional Business Writing Everyday communication falls under transactional business writing. The majority of this writing is by email, but also includes official letters, forms, and invoices. An easy way to quickly improve your transactional business writing is totake an online course. These documents are used to progress general operations. They are also used to convey good and bad news, often associated with human resource processes. Emails: documents used to quickly communicate information between staff or clients in business activities. Read our guide on how to write a business email here. Dismissal notice: this letter provides the official context and procedural details associated with employment termination. Each business document falls into one of these four categories. By determining the category, you will better understand your document’s goal. This insight will improve your writing.

Teen Suicide Essay Example | Topics and Well Written Essays - 1250 words

Teen Suicide - Essay Example Teenage suicide is a voluntary move made by a person to end their lives. It is to be noted that teenage is one of the most common problem and is fast turning out to be a grave issue. Teen suicides issues are not something that came into news recently rather it is a common happening for some decades now. Teen suicide is the most common problems that is faced all over the world and it is one pressing issue that has been going on in regional, national as well as international levels. It is quiet shocking to note that teenage suicides are more in comparison to that of the adult suicide rates. Teens are not children and they are not adults as well which causes a lot of confusion and stress on them. The Centers for Disease Control and Prevention carried out a survey on the top causes for occurrence of death. In this survey, it has been proven that suicide is the third most common cause for death all over the world. It is to be noted that homicide and accidents comes in the first two slots in this survey. Teen suicide is not only an emotional problem but with the kind of influence that it has, it is soon turning out to be one of the major social problems as well. Suicides in general cause a lot of havoc on the people who are related to the person in question and it opens up a lot of other problems as well (Murphy, 1999). Teenage and adolescents are the two most common age groups who are prone to taking off their own life. Some of the countries that records highest rates of teen suicide on a global level includes that of USA, Australia and also India. There are various causes that can be attributed to the occurrence of teen suicide. Most of the times teen suicides can be prevented by taking adequate steps at the right point of time. Some of the suicides are committed emotionally whereas some others are committed because of severe pain. Teen suicides can be categorized into different areas. Suicides can be avoided if the

Gender Policy Review Essay Example | Topics and Well Written Essays - 2000 words

Gender Policy Review - Essay Example Violence against women and girls is a prevalent and systematic infringement of elementary human rights and a pervasive form of gender-based discrimination (United Nations 2006, p.7). Statistics indicate that one in every three women has suffered the wrath of violence; physically, sexually, or some other way- most prevalently by someone she knows, inclusive of the intimate partner or another male family member. Violence against women and girls (VAWG) takes diverse forms and comprises of such acts as physical, psychological, sexual, and emotional abuse. Every day, worldwide, women confront gender-based discrimination including acts such as genital mutilation, forced prostitution, sexual slavery, and domestic violence. The analysis of oppression of women demands analysis of conditioning and socialization of individuals as the nature of economic and social utilization influences the phenomenon of violence against women (Heise 1994, p.8). In fact, women with disabilities remain predispose d to experience violence compared to other women and girls. Violence against women is degrading, humiliating, and belittling. Violence against women mainly provokes fear and insecurity, especially among the subjects and curtails women from leading independent lives (United Nations 2006, 28). Violence against women also increases their vulnerability and dependence. ... It is frequently argued that state and civil society institutions must recognize and accept responsibility for female subordination and desist from encouraging acts of violence against women. While the certain forms of violence against women (such as rape) can be regarded as widespread, other forms of abuse against women are specific to certain regions or countries (Leicht and Jenkins 2010, p.280). Thus, policy makers must understand the processes that propel women violence if those policies were to be effective. One of the historical power relations blamed for propagating violence against women encompass economic and social forces that propel exploitation of female labour and the female body. Economically disadvantaged women are highly susceptible to sexual harassment, trafficking, and sexual slavery. Furthermore, the denial of women economic power and economic independence is a significant cause of violence against women and lengthens their vulnerability and dependence. Within the family institution, historical power relations often play out (Leicht and Jenkins 2010, p.284). The family is a critical source of positive fostering and caring of values, and also plays out as a social institution where labour is exploited, and male sexual power is aggressively expressed. The family also sums up as a place where socialization that frequently disempowers women frequently features. In certain cases, familial expectations may camouflage or yield negative images of self that constrain the ability of women to realize their full potential (Leicht and Jenkins 2010, p.286). Gender- based violence can be regarded as flowing from the failure of governments and society to honour and protect the human rights of women; thus, policy makers

Bertrand Russell Essay Example for Free

Bertrand Russell Essay I should like to say two things, one intellectual and one moral. The intellectual thing I should want to say is this: When you are studying any matter, or considering any philosophy, ask yourself only what the facts are and what the truth that the facts bear out is. Never let yourself be diverted either by what you wish to believe, or by what you think would have beneficent social effects if it were believed. But look only, and solely, at what are the facts. That is the intellectual thing that I should wish to say. The moral thing I should wish to say†¦I should say love is wise, hatred is foolish. In this world which is getting more closely and closely interconnected we have to learn to tolerate each other, we have to learn to put up with the fact that some people say things that we dont like. We can only live together in that way and if we are to live together and not die together we must learn a kind of charity and a kind of tolerance which is absolutely vital to the continuation of human life on this planet.

Myriad Details of Black Holes :: physics science space

Introduction Definition: Black holes are rapidly spinning stellar bodies of incredible mass. A typical black hole has a mass many times that of our own sun , but the size approaches point density. For all intents and purposes, black holes are singularities, a fact that many physicists find contradictory, since in general the universe abhors a singularity. They are formed when a large sun exhausts its fuel and collapses to a very small volume. Of course, conservation of angular momentum and mass hold true, so as the star shrinks, it rotates faster and faster, and its density becomes greater and greater. Eventually, the star becomes so dense that space-time curves so much in its vicinity that not even light can escape. For more on space-time, click on curved space time at the bottom of the page. Black holes are fascinating phenomena. Only recently have physicists begun to even find proof of their existence, and yet their unique physical properties have extraordinary and galaxies-wide effects. The physics to truly understand the underpinnings of black holes have only been around since 1915 when Einstein conceived and presented his General Theory of Relativity, in which gravity is considered in terms of curved space-time. However, in Exposition of the System of the World, written over a hundred years earlier in 1798, Laplace predicted that masses of sufficient size would have a gravitational attraction so large that light itself could not escape. Stephen Hawking, the author of A Brief History of Time-- perhaps the most successful cogent popular science book ever written-- and an extraordinary physicist, wrote one of the definitive papers on the physics behind black holes. (and then interestingly enough, recanted his once firm belief that black holes even existed--at which time he married his nurse. Physicists are eccentrics in a long and noble tradition. Black Holes Collide "In a looming collision of giants, two super massive black holes are drifting towards a violent merger and an eruption of energy that will warp the fabric of space" Sound like science fiction? It isn't. The words above were written in an article entitled "Telescope Sees Black Holes Merging", by Paul Recer, writer for the online Yahoo Science AP. The article was posted November 19. 2002. The Harvard-sponsored Chandra Observatory has captured for the first time two black holes in orbit around each other in the extraordinarily bright galaxy NGC6240, a mere 400 million light years away. This is no stable orbit.

The Effects of Cultural Assimilation: Conformity vs. Unorthodoxdy

The Effects of Cultural Assimilation: Conformity vs. Unorthodoxdy â€Å"Cultural assimilation is a complex and multifaceted process that first involves immigrants learning the language, cultural norms, and role expectations of the absorbing society, and further changes in attitudes†, or so it is explained by Dejun Su, Chad Richardson, and Guang-zhen Wang, in their article, â€Å"Assessing Cultural Assimilation of Mexican Americans: How Rapidly Do Their Gender-Role Attitudes Converge to the U. S. Mainstream? † (764).Throughout history and also present day society, cultural assimilation is easy to be identified, thanks to the â€Å"melting pot† quality of North America. Also, cultural assimilation is questioned about the effects it has on various groups of immigrants. Effects, such as the loss of one's identity, the struggle to attain success in the new country, the loss of one's heritage and unique background, conflict between family and friends and stereotypical discrimination in society, are demonstrated in varying degrees by the past and present generations of immigrants from the countries of Mexico, Japan and the Middle East.Throughout history, Mexican immigrants have continuously crossed the boarder into America for the chance of a new life. However, coming to a new country inevitably has it's consequences, and the pressures of assimilation are always present. During a time of great immigration of European citizens into the United States, Mexican immigrants were not so much of a concern throughout the whole country.Katherine Benton-Cohen supports this idea in her article â€Å"Other Immigrants: Mexicans and the Dillingham Commission of 1907-1911†, by explaining that, â€Å"Unlike Japanese immigration in California—which had set international diplomatic maneuvers in motion, in this period ‘American officials generally viewed Mexican immigration as a local labor issue,' not a national or international policy questionà ¢â‚¬  (39). As a result, the Mexican immigrants were not so quick as to forget their culture, but as long as they were willing to work for small wages, this resistance did not bother American's.Benton-Cohen also points out that â€Å"While the Mexicans are not easily assimilated, this is not of very great importance as long as most of them return to their native land after a short time†(Benton-Cohen, 38). This resulted in the effects that the Mexican immigrants were unable to attain higher wages, or to gain success in America. However, new effects came into account as time went on, and more Mexicans continuously moved to America. Compared to past Mexican immigrant challenges, present day effects have drastically changed.As the population of Mexican immigrants has grown overtime, so has the attention and concern towards their living and adaptation to a new country. It is believed that in the article â€Å"The Kids are (Mostly) Alright: Second-Generation Assimilation† w ritten by Richard Alba, Philip Kasinitz and Mary C. Waters, that â€Å"In general, the second generation is doing much better than its parents in educational attainment and is less concentrated in immigrant jobs† (763). However, this does not justify the fact that the pressures of cultural assimilation are much more developed in today's society than in the past.Alba then goes on to point out that â€Å"The overwhelming majority of the second generation is completely fluent in English†¦ Yet most of its members have not reached parity with native whites, and many experience racial discrimination† (Alba, 763). This statement goes to show that the newer society of Mexican Immigrants find that resisting cultural assimilation, is a greater risk than when the older generations came to find meager jobs. Another example of the effects the newer generation must face, would be the struggle to be successful in school.In the article, â€Å"Immigrant Families and Children (Re) Develop Identities in a New Context†, the author, Mariana Souto-Manning, talk about a young Hispanic boy she had in class, and the effects of his mother's attempt for cultural assimilation had on him. When Souto-Manning meets to discusses the boy, his mother confesses, â€Å"I decided to give him an American name†¦ so that no one would know he is Mexican. So that he would have a better chance to be successful in school than his brothers† (402).Based on experience, she thought that by changing the boys name from Idelbrando to the American name Tommy, she could save him from the â€Å"cultural stereotypes that might hinder his schooling experience† (Souto-Manning, 402). However, she also left him vulnerable to the effects of cultural assimilation that are the loss of one's identity, and the loss of one's heritage and unique background. Idelbrando is not the only Mexican immigrant who has been effected in this way. In fact, it is common for many Mexican immigra nts to change their name, but it doesn't stop there.If the belief that cultural assimilation makes it easier for Mexican immigrants to become successful, then the immigrants would need to change much more than their name's; going as far as to cast their own culture to the side and fully assimilate to the American culture. Another example of complete cultural assimilation and it's consequences, would be in Joy Kogawa's Novel Obasan. In this novel, the main character, Naomi, and her Japanese family are faced with the discrimination and cruel treatment of Japanese-Canadians that was practiced in Canada at the time of World Was II.Still, throughout all the hardship and pressures of conformity she was faced to go through, Naomi managed to keep much of her Japanese roots that were apart of her since birth. At one point in the novel, Naomi points out the differences in her and her brother's lunches and describes,â€Å"My lunch that Obasan made is two moist and sticky rice balls with a sal ty red plum in the center of each, a boiled egg to the side with a tight square of lightly boiled greens† (182). In this description, it is evident that Naomi remains accustomed to her Japanese upbringing.On the other hand, Naomi explains that â€Å"Stephen has peanut-butter sandwiches, an apple, and a thermos of soup† (Kogawa, 182). Therefore emphasizing that, unlike Naomi, her brother Stephen does not hold strong to his Japanese culture, and falls to the pressures of cultural assimilation. Naomi then goes on to explain how â€Å"She [Obasan] mends and re-mends his [Stephen] old socks and shirt which he never wears and sets the table with food, which he often does not eat. Sometimes he leaps up in the middle of nothing at all and goes off†¦ â€Å" (Kogawa, 259).Sadly, Naomi's explanation suggests that Stephen has gone as far as to shun anything to do with his Japanese Culture. Another example of Stephen's reluctance, is when Naomi asks Stephen what there Aunt Em ily is like, and he replies, â€Å"She's not like them† while â€Å"jerking his thumb at Uncle and Obasan† ( Kogawa, 259). Additionally, this behavior is an example of how cultural assimilation can effect the bonds of family and friends, and cause conflict between them. While the percentage of Japanese immigrants traveling to North America is ot as prominent as in the past, the Japanese culture is still ever present throughout society. As well, after World War II, Japanese immigrants seemed less of a threat, and their cultural differences slowly became more acceptable among society. However, the pressures of cultural assimilation are not completely eliminated for this culture. People of Japanese heritage living in North America, today, still feel the pressures of cultural assimilation, but mostly in the effect of stereotyping.For instance, in the article â€Å"Japanese International Female Students' Experience of Discrimination, Prejudice, and Stereotypes† by au thors Claude Bonazzo and Y. Joel Wong, it is acknowledged that â€Å"Portrayals of Japanese culture and the Japanese in recent Hollywood movies such as The Last Samurai, Lost in Translation, and Memoirs of a Geisha might play a role in shaping Americans' perceptions and stereotypes of Japanese international students† (paragraph 5).In otherwords, they believe that Americans may get the wrong impression of the Japanese culture, which create false myths and unrealistic stereotypes for people of Japanese culture. Bonazzo then goes to explain how â€Å"Another common stereotype that Asians living in the United States encounter is the racialization of their ethnicity†¦ Americans have the tendency to lump Asians of different ethnic groups into one homogenous racial category by downplaying ethnic differences† (Bonazzo, paragraph 16).Thus proving, that although the pressure to assimilate to the North American culture is not as strong, Japanese immigrants are now pressured with living up to false stereotypes that the consequences of over-assuming can create. Before September 11th, conflict between the cultures of Americans and Middle Eastern immigrants, mostly were the result of their clashing religious practices. While America is a country of religious freedom, the most common religion here was, and is Christianity. Likewise, the common religion practiced in the Middle East is Islam.However, although it is legally acceptable for Muslim immigrants to practice their religion in America, there was still controversy as to the acceptability among Christian Americans. For instance, in the article â€Å"Islam in America†, written by authors Ghosh, Abel, Lieblich, Scherer, Newton-Small, Dias, Steinmetz and Ford, a Christian preacher, Reverend Wayne Devrou, claims that â€Å"The political objective of Islam is to dominate the world with its teachings†¦ and to have domination of all other religions militarily† (paragraph 4).This idea, howeve r, is not true, because it is often the case that Americans misunderstand the religion of Islam, and in some cases, it is the Christian extremists who try to push their religion onto the Middle Eastern immigrants. Gosh then goes on to explain how, â€Å"To be a Muslim in America now is to endure slings and arrows against your faith–not just in the schoolyard and the office but also outside your place of worship and in the public square, where some of the country's most powerful mainstream religious and political leaders unthinkingly (or worse, deliberately) conflate Islam with terrorism and savagery† (Ghosh, paragraph 12).This explanation illustrates the effects of Middle Eastern immigrants not assimilating, and the conflict is causes between the two cultures. Then on September 11th, 2001, the cause of conflict between Middle Eastern immigrants and Americans drastically changed. When a group of terrorist of Middle Eastern ethnicity, were responsible for the death of th ousands and the devastation of the whole country of the United States, an idea called Islamophobia settled into the minds of many American's.In his article, â€Å"Confronting Islamophobia in the United States: framing civil rights activism among Middle Eastern Americans†, Erik Love states that â€Å"Islamophobia’ is a problematic neologism, and the one that is currently the most common term used to refer to bigotry, discrimination, policies and practices directed towards Islam and a racialized group of people that includes Muslims†, which verifies that after 9/11 the discrimination of Islam is not the main focus of terrified Americans (402).Americans instead focus on the distinction of appearance that is particular to the Middle East race. Love also argues that, â€Å"Islamophobia, in short, affects a racialized group of people- Middle Eastern Americans- /that, like any racialized group, is in fact comprised of an irreducibly diverse collection of individuals w ho identify with many different ethnicities, nationalities and religions† which in other words means that not all Middle Eastern immigrants are a terrorist or a threat in anyway to the United States (Love, 402).In fact, when first noticing the presence of a person of a Middle Eastern race, for some Americans, the word Muslim no longer automatically comes to mind. Terrorist is the word that is now associated with this race, and because it all is based on the appearance of the race, no amount of cultural assimilation can extinguish this effect of stereotypical discrimination still present today.Furthermore, because the effects of cultural assimilation depend on the circumstance, the time period, the culture and the person, each output is different as to whether keeping a strong hold on to one's unique culture when pressured by a new environment is the right thing to do. Also, as time progresses, so does the idea that complete cultural assimilation is not necessary for immigrants to survive in a new country; and more people are becoming proud of their cultural background.In fact, on the website, Thinkexist. com a quote by Donna Taylor can be found to support the idea that our country is â€Å"†¦ no longer a melting pot where assimilation is the goal, but a great mosaic where each culture adds its uniqueness to make the whole better† (Donna Taylor Quotes). Finally, although Cultural Assimilation is still present today, there is less pressure to conform to one's surrounding, and overall, there is a more open-minded feeling towards the blends and coincidence of different cultures.

Include strategies Essay

Plan, implement and evaluate at least three activities for children in the foundation stage. You should ensure that across the three plans there are learning goals from each of the 6 areas of learning. Your plans should include strategies for differentiation.  Claire Field  Preston College  Introduction  The purpose of this work is to review the nature and content of the foundation stage curriculum and to consider the theoretical underpinning and underlying principles that have assisted in the formation of this early years practice. Through the planning and implementation of three activities, spanning the full spectrum of the foundation stage curriculum, the writer aims to identify and meet the needs of foundation stage children. This work will then evaluate the provisions for these children and investigate further the ways in which differentiation strategies can be implemented to ensure all children, regardless of their abilities, or stage of development, may receive the curriculum, delivered in a style appropriate to them and their own personal requirements. In 1988 the Conservative government, under the leadership of Margaret Thatcher, legislated that a National Curriculum be in force for pupils between the ages of 5 and 16, because she believed that  Ã¢â‚¬Ëœa good educational system was essential for the future  success of the nation’ (Ridley, 1992, p92)  Although a curriculum was in place for ages 5 to 16, there was a distinct lack of standardised learning for the early years. Margaret Hodge joined the Department for Education in 1998 and was responsible for reforming pre-school education policy (www.news.bbc.co.uk 12/10/2006). She was actively involved in the implementation of the Foundation Stage Curriculum in September 2000 and the publishing of the guidance to accompany this. The abilities of children are multifaceted and the foundation stage curriculum gives practitioners a much less rigid approach than the National Curriculum, by following the children’s progress using stepping stones. As the foundation stage curriculum is a government legislated policy, this means that all children should follow it. As it is flexible in the way in which it is implemented, it means that different types of settings can fashion the teaching methods to follow it in their own way. This means that whether a child attends a pre-school, an LEA nursery, a work-based nursery, or indeed a childminder, they are provided with the same curriculum. This is governed by Ofsted who maintain this proviso through their regular inspections. Good planning is essential in ensuring that all the practitioners involved can build a picture of the children’s development programme. Not only does it provide them with a premeditated programme of learning, but it also gives an opportunity for discussion to take place, where they can think about how they can progress children through the various stages of learning. For the practitioner to ensure all areas of the curriculum are covered, the planning must,  Ã¢â‚¬Ëœentail attention to overall (long-term) planning, medium  and short-term planning†¦for every aspect of every  lesson’ (Cohen et al, 2004, p125) Long term planning ensures that all the areas and aspects of learning within the curriculum are covered throughout the whole year and provides a template for the medium term planning. Correct use of the Curriculum Guidance for the Foundation Stage, together with the knowledge of the practitioners relating to the individual children, means that the children experience new and exciting ways to learn through play. The long term plans of the settings must be flexible. They should incorporate the schools ethos and provide for an enriched curriculum with scope for differentiation to allow inclusion. Medium term planning then identifies the specific topics of work to be covered over the term, or half term. From these the practitioner then sets out the weekly activity plans, to guarantee full coverage of the learning outcomes within the set topics. It is vital that the plans cover the whole of the six areas of learning and that the practitioner assesses the progress of the children, in order to make certain that they are all progressing to the best of their capabilities. Recording achievements as stepping stones enables early years practitioners’ to carry out assessments whilst the children are involved in activities, thus preventing the child having any knowledge that an appraisal of their skills and understandings is being undertaken. Planning and evaluating the success criteria of an activity allows the practitioner to be certain that every area of the curriculum is covered. Piaget introduced three principles of cognitive development and these apply to all of the subjects studied in this report. His first principle is assimilation. He says that children do not absorb all the information they encounter. They actively engage in the assimilation process and learn what is relevant to them at their stage of development. The schema stage is next. During this phase the children relate what they know already to their current situation. The third phase is where the child wishes to seek stability cognitively. He utilises the knowledge gained and applies it to make a general logical picture (Oakley, 2004). From this it is clear to see how the children gain the learning and knowledge applicable to them by interpreting activities in their own way.

Liquid Nitrogen Temperature

Liquid Nitrogen Temperature Liquid nitrogen is very cold! At normal atmospheric pressure, nitrogen is a liquid between 63 K and 77.2 K (-346 °F and -320.44 °F). Over this temperature range, liquid nitrogen looks much like boiling water. Below 63 K, it freezes into solid nitrogen. Because liquid nitrogen in a usual setting is boiling, its usual temperature is 77 K. Liquid nitrogen boils into nitrogen vapor at room temperature and pressure. The cloud of vapor that you see isnt steam or smoke. Steam is invisible water vapor, while smoke is a product of combustion. The cloud is water that has condensed out of the air from exposure to the cold temperature around the nitrogen. Cold air cannot hold as much humidity as warmer air, so a cloud forms. Being Safe With Liquid Nitrogen Liquid nitrogen is not toxic, but it does present some hazards. First, as the liquid changes phase into a gas, the concentration of nitrogen in the immediate area increases. The concentration of other gases decreases, particularly near the floor, since cold gases are heavier than warmer gases and sink. An example of where this can present a problem is when liquid nitrogen is used to create a fog effect for a pool party. If only a small amount of liquid nitrogen is used, the temperature of the pool is unaffected and the excess nitrogen is blown away by a breeze. If a large amount of liquid nitrogen is used, the concentration of oxygen at the surface of the pool might be reduced to the point where it can cause breathing problems or hypoxia. Another hazard of liquid nitrogen is that the liquid expands to  174.6 times its original volume when it becomes a gas. Then, the gas expands another 3.7 times as it warms to room temperature. The total increase in volume is 645.3 times, which means vaporizing nitrogen exerts immense pressure on its surroundings. Liquid nitrogen should never be stored in a sealed container because it could burst. Finally, because liquid nitrogen is so very cold, it presents an immediate danger to living tissue. The liquid vaporizes so quickly a small amount will bounce off the skin on a cushion of nitrogen gas, but a large volume can cause frostbite. Cool Liquid Nitrogen Uses The quick vaporization of nitrogen means all of the element boils off when you make liquid nitrogen ice cream. The liquid nitrogen makes the ice cream cold enough to turn into a solid, but it doesnt actually remain as an ingredient. Another cool effect of the vaporization is that liquid nitrogen (and other cryogenic liquids) appear to levitate. This is due to the Leidenfrost effect, which is when a liquid boils so rapidly, its surrounded by a cushion of gas. Liquid nitrogen splashed onto the floor appears to skitter away just over the surface. There are videos where people throw liquid nitrogen out onto a crowd. No one is harmed because the Leidenfrost effect prevents any of the super-cold liquid from touching them.

2 Forms of the Imperfect Subjunctive in Spanish

2 Forms of the Imperfect Subjunctive in Spanish Why are there two forms of the imperfect subjunctive, such as hablara and hablase? Do they mean the same thing? The -se form might be considered the traditional form of the imperfect (or past) subjunctive, while the -ra comes from an old Latin indicative form. Over time, the two verb forms came to be used identically. Today, with a few regional exceptions, the -ra form has basically replaced the -se form, and so it is the -ra form you should learn. When used as the imperfect subjunctive, the two forms are interchangeable. The -se form is sometimes known as a literary form because it is used much less, but there is no difference in meaning. Examples of the Imperfect Subjunctive in Use, Showing the -ra  Form Si fuera fcil yo tocarà ­a el piano. (If it were easy I would play the piano.)Espero que à ©l estudiara con cuidado. (I hope he studied carefully.)Le prohibieron que utilizara las redes sociales. (They prohibited her from using social networks.) There are ​very few cases where the use of the -ra form as an indicative verb form has survived in modern Spanish, although you will seldom hear them. In some parts of Latin America as well as some areas near Portugal, you may hear the -ra form substitute for the pluperfect (e.g., fuera instead of habà ­a sido to say had been). There are some speakers who use the -ra form of haber as a substitute for the conditional, that is hubiera conocido instead of habrà ­a conocido for would have known; that usage can also be found occasionally in literature. In these rare cases where the -ra form is used instead of the conditional, the -se form cant be used as a substitute for the conditional. It isnt important to learn these variations, but it can be helpful to remember they exist in case you come across them. The -ra  Conjugation Pattern for Regular Verbs -ar verbs: que yo hablara, que tà º hablaras, que usted/à ©l/ella hablara, que nosotros hablramos, que vosotros hablarais, que ustedes/ellos/ellas hablaran.-er verbs: que yo aprendiera, que tà º aprendieras, que usted/à ©l/ella aprendiera, que nosotros aprendià ©ramos, que aprendierais, que ustedes/ellos/ellas aprendieran.-ir verbs: que yo viviera, que tà º vivieras, que usted/à ©l/ella viviera, que nosotros vivià ©ramos, que vosotros vivierais, que ustedes/ellos/ellas vivieran.

RN Staffing Time and Outcomes of LongStay Nursing Home Residents Must Essay

RN Staffing Time and Outcomes of LongStay Nursing Home Residents Must be a Nursing Research Critique - Essay Example Moreover, this research highlights the inadequacy of the Omnibus Reconciliation Act of 1987 whereby only 8 hours of RN care is covered, necessitating more political lobbying to expand the sphere Medicaid. Although this article provided impressive background information of the authors, not much of their previous works and field of interest were cited to back the general aim for the convergence of each into the overall principle of this research article. It would have been useful to know what other studies they have conducted in order to establish, if there are any, a pattern that explains why this particular research was engaged and therefore realize the connection of each of the authors aim. We are however left to assume that in consideration with their expertise, they are of the same conjecture as regards the necessity improve quality of care. The title in itself is already clear, in which there is no need to elaborate what the research wants to establish. The presentation on the other hand is a comprehensive discussion of how the authors derived the very core and tenor of this research, and they further elaborated the objective, methods of data collection, interpretation as well as the simple analysis of the data collected. Each method of data collection is defined in such a way that comprehension is established in the analysis and relevance. The conclusion was congruently presented with the intentions set to be derived at in the title. Problem/Purpose/Hypothesis The issues presented in this article define the adverse effects brought about by the lack of capable care provider in the aged facility, regardless of the presence of other staffs (i.e., LPN and CNA). The issue stresses that there is a considerable difference in the quality of care provided by the Registered Nurse (RN) as compared to those rendered by the License Practical Nurse (LPN) or Certified Nurse Assistant (CNA), in which their study endorses the advantage of the presence of RNs in the nursing home. The article further presented the incidence and prevalence of pressure ulcers, UTI, malnutrition and regression in the performance of ADLs, consequential to the less amount of actual care provided to the geriatric patients. The problem identified by the authors were concrete and actual even in the medical field, with a hypothesis that can strongly argue relevance on its own, being that pressure ulcers in itself can be anticipated and prevented by proper nursing care. Although the purpose of their presentation was non interventional in nature, they author nevertheless extended their discussion on the etiology and prognosis of the health risks presented, being highly manageable and preventable. Review of Literature Extensive and informative resources were utilized to back the claims and contentions in this research, which only goes to prove the relevance and prevalence of the issues mentioned. A vast collection of other researches were referred to by the authors as well as complete and authentic statistical data from verified and reliable sources. It must be noted however that the legitimacy of this research is strongly supported and funded by both Abbot

Current HR Practices and Insights Essay Example | Topics and Well Written Essays - 1000 words

Current HR Practices and Insights - Essay Example The article shows that inadequate practices applied by OBM management led to lack of skills and knowledge among employees. A special attention is given to assessment, creation and sharing of information and knowledge. The authors state that learning strategies are formalized and structured by the goals, activities and culture of the work practice, just as learners' experiences in educational institutions are structured by those institutions' cultures of practice. Workplaces are often highly contested, with access to the activities and guidance required for learning not being uniformly distributed. Opportunities to participate may be distributed on the basis of factors such as workplace cliques, affiliations, gender, race, language or employment standing and status. Indeed, it could be suggested that, rather than being unstructured, workplace learning experiences are structured by too many factors. Instead, the kinds of activities engaged in by individuals and the support and guidance they can access in the workplace from other workers will influence the quality of learning at work. In this way, much of the knowledge required for demanding vocational practice can be learnt through work. The article provides a clear and detailed description of the situation and allows readers to concentrate on the best practices and solutions proposed by IBM team. There is long-standing evidence of the efficacy of learning in the workplace. Prior to the establishment of vocational colleges and universities, most people learnt their vocations through their work. The evidence also suggests that workers have long produced goods and provided services with limited technology and in ways that have required understanding and robust (transferable) procedures developed through their work. The products and services of craft and other workers require combinations of creativity and functionality. Many of the world's great buildings, such as the castles, churches and cathedrals of Europe, were built by workers whose vocational practice was developed through participation in their craft (Becker 1993). The article "Organizational Learning" by D. Cayla describes the role of permanent changes and its impact on environmental interactions. the author argues that learning takes place on the job and is structured, with supervisors having the responsibility for developing the work-related knowledge of their subordinates. Much of what apprentices learn during their three- or four-year indenture is also a product of engagement in everyday work practice. This learning often generates capabilities that are transferable across tasks and situations. Learning in the workplace cannot, therefore, be described as concrete-fixed and embedded inextricably in the circumstances of its acquisition. Instead, at least some of what is been learnt in workplaces is transferable to other situations. Learning can be independent and interdependent, with the latter probably best able to be achieved through guidance rather than direct teaching. It is also inaccurate to characterize workplace learning as concrete. Learning in any environment will be more or less transferable, depending on the quality of learning processes experienced (Bateman and Snell 2004). Therefore, the same claims about the structure,