Preperation of mentorship level 3 ( degree level) Essay

Preperation of mentorship level 3 ( degree level) - Essay Example The portfolio is not only used as evidence but also has effective learning tool. This pattern of learning is an approach rooted and based on the principles of experiential learning2 which is cyclical process of recording, reviewing and ultimately learning from events3. It is highly important that enough attention is provided to ensure the portfolio is not just a collection of event narratives but includes reflections on these events and the lessons learnt in the process. Any evidence of learning is captured in the portfolio as evidence that reflective learning has taken place. In compliance with the guidelines for the completion of the portfolio, we consider a few key assumptions for the purpose of this document. The attempt will be to integrate theory and practice to ensure the portfolio of learning will establish how the learning outcomes are achieved by this exercise of portfolio document While we are aware that the concept of Portfolios are not new, it is important to acknowledge the fact that their use in initial and continuing professional development in medicine is still in its infancy and premature stage. In this context, the attempt here has been to achieve the following aims and objectives: There is no focused attempt to address the particular constraints or resource issues that face practitioners in any educational initiative, as these are far too many and too complex for a document of this type and nature keeping in view the existing limitations. However, it does provide evidence of a range of ways in which opportunities have been created and developed by colleagues and other interested parties in establishing frameworks and mechanisms within which individual learning can be planned, appropriately documented and effectively assessed. Portfolios certainly have much to offer both learners and teachers as we move forward into the new world of revalidation, clinical

Reading Important Essay Example for Free

Reading Important Essay 1. Reading is fundamental to function in todays society. There are many adults who cannot read well enough to understand the instructions on a medicine bottle. That is a scary thought especially for their children. Filling out applications becomes impossible without help. Reading road or warning signs is difficult. Even following a map becomes a chore. 2. Reading is a vital skill in finding a good job. 3. Reading develops the mind. 4. Reading is how we discover new things. 5. Reading develops the imagination. 6. Reading develops the creative side of people. 7. Reading is key in developing a good self image. Non-readers or poor readers often have low opinions of themselves and their abilities. 8. Good reading skills improve spelling. 9. Ideas written down have changed the destiny of men and nations. 10. The power of written ideas communicated through reading is a foundational reason why some governments oppose free and honest communication. Illiterate people are easier to control and manipulate. They cannot do their own research and thinking. They must rely on what they are told. Words are the building blocks of life. You are, right now, the result of words that you have heard or read and believed. What you become in the future will depend on the words you believe about yourself now. People, families, relationships, and even nations are built from words. Think about it. Why is Writing Important? It seems like a silly question, but it is very important to be able to express yourself well. Our writings precede us, or introduce us. For example, when we apply for a job or to enroll in a school, we need to submit a resume and sometimes a cover letter, or when sending e-mails to someone we don’t actually know well or haven’t met yet (work partners, customers, or even responding on behalf of the company you work for). If we make a bad (or illegible) impression, the outcome for us may not be favorable. Poor writing may cost a lot; it may lead to misunderstanding and misconstruing due to sentence structure, grammar, punctuation, and spelling problems. We need to write well for the following reasons: To translate, communicate, and materialize our ideas and thoughts into accessible documents that are useful to ourselves and others To report our work in informative, concise, and professional formats Another important reason is that when writing, we are sending a message to our readers about who we are. Therefore, we need to be clear, focused, and accurate so as not to be misunderstood, underestimated, or ignored.

The Hours :: Cunningham Hours Essays

The Hours The Hours is a novel that deals with the various cultural aspects of life. Michael Cunningham's writing reflects the various nuclear families, the different economic conditions, and the social issues involving the three women in the novel. The Hours begins with Virginia Woolf who is married to Leonard. They do not have any children of their own. Woolf lives in London in 1923 battling mental illness and struggling to write a book, Mrs. Dalloway. She struggled and finished the book according to Tony Peregrin "at the age of 43". Woolf is financially stable due to her husband was a publisher. She had a cook, Nelly, and a housekeeper Lottie. By 1941, The Second World War was going on and Virginia Woolf had committed suicide. The second protagonist in the novel is Laura Brown, a housewife who is living in Los Angeles in 1949. Her traditional family consists of her husband Dan who is a war hero of sorts, works in an office, provides for the family while Laura statys at home and cares for the family. She has one child, Richie, and is expecting another child. The Browns live in a nice home with manicured lawns, nice Cheveorlet in the driveway, in Los Angeles. Laura smokes, reads Mrs. Dalloway, and is infaturated with Virginia Woolf and her suicide. She desires to commit suicide but opts out to leave her family and move to Canada instead. Life and death will bring the mother and son together. Laura may not have the nerve to kill herself, but her son Richard, fell to his death from a fall from the window while suffereing from AIDS. The third protagonist, Clarissa Vaughan, who was given the name Mrs. Dalloway by Richard. He was a one time lover of hers. The period is 2001. Clarissa is financially stable and independent while living in the upscale Greenwich Village area with her live in lover, Sally of 10 years. Clarissa has a daughter, Julia who was conceived by artificial insemination by an unknown donor. Julia has a gay friend, Mary who Clarissa is not very fond of. Although Woolf, Brown, Vaughan are women that are struggling with their own internal issues of restlessness in the place of where she lives, contemplating suicide, unhappiness in a marriage, living with mental illnes, and feelings of failure. Yet, each of these women had secret sexual feelings for other women.( Woolf for sister Vanessa, Brown for neighbor Kitty, and Vaughan for Sally).

Argumentative Essay Eng 101

In the small village of Taiji, there is a hidden cove where Japanese fishermen slaughter thousands of dolphins each year. The massacre of these dolphins goes on for six months out of the year. The dolphins are driven in to captive by using torturous underwater noises and large nets to trap them in to this cove where they are slaughtered. Some of the dolphins are killed in the cove, by fishermen cutting their throats with knives or stabbing them with spears, while others are taken off shore into trucks and dragged by their tails to be killed later. The surrounding water is bright red with the blood of these dolphins and the air is filled with their frightening screams. Besides the abuse and unnecessary killings of these beautiful creatures, another issue that is going unnoticed is that the dolphin meat is filled with mercury and being consumed by the Japanese unknowingly. The last major issue is dolphinariums supporting the Japanese fisherman by paying thousands of dollars for selected dolphins to live in captivity for entertainment purposes. The massacre of dolphins taking place in the small killing cove in Taiji is absolutely horrific. Not only are these creatures being killed for unnecessary reasons, but they are being tortured in the process. The chase starts off with fishermen driving long metal rods into the ocean and pounding on them with hammers to create a sound barrier that will frighten the dolphins. Once the dolphins hear this noise, they panic and swim toward the shallow cove. This grueling chase can continue for up to eight hours and once they are in the cove, nets are placed to ensure that they will not escape. Early the next morning, after the dolphins have been entrapped all night, the fishermen come in small boats to slaughter the dolphins. They drive long metal spears into their bodies, slit their throats, and sometimes cover their blowholes to drown them. While these innocent dolphins fight for their lives the fishermen have absolutely no guilt or remorse for what they are doing. The dolphins are being killed for no reason in particular, in fact, the Japanese fishermen view what they do as a form of pest control. â€Å"The Japanese government tell the fishermen that dolphins are â€Å"pests† that eat too many fish, but the real reason for fishery declines is over-fishing, climate change, and pollution. † (http://www. campaign-whale. org. campaigns/Japan/dolphins) Another pressing issue that has been covered up is the consumption of dolphin meat unknowingly. The meat is highly contaminated with mercury and is not safe for human consumption. Levels of mercury in the human body poses serious health risks, especially to pregnant women and children. The contaminated dolphin meat is falsely packaged, and people are consuming this food believing that it is high-end fish meat. The mercury filled meat is also ending up in school lunches and children are coming down with serious illnesses and deformities due to the carelessness of the fishermen packing this meat. Hypothetically, if dolphin meat was safe for consumption, it is highly unbelievable that 23,000 dolphins need to be killed each year to meet consumption needs. Dolphin meat sold to the Japanese people is highly contaminated with mercury, methyl mercury, cadmium, DDT and PCBs. The Japanese government provides no warning that eating dolphin meat  poses a serious health hazard. (http://www. guardian. co. uk/film/movie/ 132131/cove. ) Perhaps the most shocking aspect of the dolphin drive hunt is the active role that some dolphinariums play in sustaining the hunt. The fishermen of Taiji would will drive a large school of dolphins into the small killing cove, and dolphins trainers flock to the scene to find the best-looking dolphins for their display facilities. By doing business with the fishermen and paying up to 200,000 dollars a dolphin, they are maintaining the dolphin drive slaughters. The growing selection process drags on for several hours, and some dolphins die from either shock, injuries, or exhaustion. During this time some make frantic attempts at staying at the surface of the water, but their pectoral fins have been dislocated or broken. An injured dolphin is worth nothing to the aquarium industry and the dolphin trainers simply hall the dying dolphins back into the water and dump them, showing no emotion whatsoever. (http://www. savejapandolphins. org/faq. php) Dophinariums that purchase dolphins claim that they are saving the dolphins from slaughter, however, this is entirely inaccurate. The only save the ones that can be commercially exploited and leave the â€Å"rejects† to be killed by the fishermen. There are many facts to support that the killing of the dolphins in Japan is unnecessary, brutal, and morbidly wrong. The way that these animals are chased and tortured before they have to endure an excruciating death is heart wrenching. This is an issue that is ongoing despite the continuous attempts to stop what is happening. The only way to stop the killings is to expose them to the world. The goal of trying to get footage of the slaughters is for awareness purposes because the more that this issue become exploited, the better chance there is to stop what is happening to these dolphins.

Managing the Work Environment Essay

The job of managing the work environment is a very important one. Human resources managers must consider several things when maintaining a safe and healthy work environment. There are many laws that regulate things that impact an employee’s safety, health, and happiness. But more than that, an organization should provide things concerning safety, comfort, and health for ethical reasons. An organization will likely have more productive employees if they provide a safe and comfortable work environment. It is very important to maintain a safe and healthy work environment for many reasons. One of the big reasons is, it is simply the right thing to do. An employer should always send their employer should always send their employee’s home in the same condition they come to work in every day. The practice of safety also brings finances to the table. A safe environment impacts a project’s bottom line both directly and indirectly. The cost associated with incidents, including lost costs, worker’s comp claims, insurance costs and legal fees are minimized in a safe work environment. The indirect costs of incidents include; the loss of productivity that occurs when people turn their attention to the incident and absences associated with safety incidents. On the other hand; a safe work environment boosts employee morale, which in turn, increases productivity, efficiency, and profit margins. When employees feel they have a good, safe work environment they feel like they ca n make a difference. Safety hazards are conditions in the work environment that have the potential to cause harm to an employee. Health hazards are characteristics of the work environment that more slowly and systematically, and perhaps cumulatively, result in damage to an employee’s health. An example of a safety hazard might be a poorly connected string of wiring that might result in electrical shock to an employee. An example of a health hazard could be a continuous and ongoing exposure to chemicals that may increase the risk of cancer. Occupational safety and health act. (OSHA) 1970. This law regulates organizations and may issue fines to organizations not in compliance. Hours at work, illumination, and temperature, office and work space design are all factors that impact the employee. All human being are subject to circadian rhythms, which tell our bodies when to eat and sleep. This rhythm is very difficult to establish for employees who work very long hours or rotating shifts. These types of working hours cause fatigue and increase the risk of accidents on the job. Lighting has proven to impact an employee’s attitude. Considerable evidence shows that extreme temperatures (in either direction) can affect both attitudes and decision making on the job. Another factor that has been shown to improve mood and productivity is music. Employees tend to be in much better moods when allowed access to a stereo at work. Stress is a person’s adaptive response to a stimulus that places excessive physical or psychological demands on him or her. The stimuli that cause stress are called stressors. Four general sets of organizational stressors are task demands, physical demands, role demands, and interpersonal demands. By nature some jobs are more stressful than others. For example; a surgeon’s position is more stressful than a general practitioner’s position. Stress within the work environment can impact an employee’s health. Overload is a task demand stressor. This is when there is more work to complete than can be handled. One thing that can impact the stress factors is an organization providing a wellness program. The program sometimes includes employee assistant programs which may offer psychologist for the employee to talk to. This is helpful because it is usually free of charge. A wellness program in the work environment provides many benefits to their employees. Wellness programs can help their employees deal with stress by offering gym memberships that provide physical exercise. The idea behind the wellness program is to prevent illness rather than just paying for it after it happens. A well designed wellness program can include counseling services for emotional stress. Employees report an overall widespread feeling of health when allowed to participate in a wellness program. Another benefit of the wellness program saves the company money on employee absences and lost time from other things that a wellness program catches before it causes lost time from work. Employees benefit from health assessments that catch problems with their health before it is a major concern. For example; blood pressures are regularly monitored, weight checked, and cholesterol regularly checked. Some organizations offer cheaper insurance premiums for employees that participate in a wellness program. This type of benefit is a win-win. In conclusion, there are many things to consider when providing a work environment. An employee’s safety, health, and comfort impacts finances of the organization, and the health of the employee. An organization that provides a safe and healthy work environment is likely to retain good productive employees. Health costs are usually less, and turnovers are experienced less often within a safe work environment. With OSHA having requirements that organizations must comply with, companies are likely to provide safety to avoid paying a penalty or fine. Besides being compliant, organizations will most likely want to do this because it’s the right thing to do.

Bibliography Essay Example

Bibliography Essay Example Bibliography Paper Bibliography Paper Essay Topic: Kurt Vonnegut Short Stories Slaughterhouse Five Willa Cather Short Stories BOOKS AND JOURNAL ARTICLES AINSLIE, GEORGE, BREAKDOWN OF WILL (2001). Ainslie, George, Prà ©cis of Breakdown of Will, 28 BEHAVIOURAL BRAIN SCI. 635 (2005). AKERLOF, GEORGE A. ROBERT J. SHILLER, ANIMAL SPIRITS: HOW HUMAN PSYCHOLOGY DRIVES THE ECONOMY, AND WHY IT MATTERS FOR GLOBAL CAPITALISM (2009). Alcamo, J. et al., Future long-term changes in global water resources driven by socio-economic and climate changes, 52 HYDROLOGICAL SCIENCES 247 (2007). Alon, Gideon, Bill Would Abolish Future Generations Commissioner, Haaretz NewsChapter online, 2 November 2006, (downloaded 6 April 2011, 3:30pm) haaretz.com/print-edition/news/billwould-abolish-future generations-commissioner-1.204035. Ambachtsheer, Keith et al., Trustee Competency, 35 PENSIONS INVESTMENTS 18 (2007). 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RESTATEMENT (THIRD) OF TRUSTS (1992) (US). Uniform Prudent Investor Act (US). INTERNATIONAL AGREEMENTS Convention on Climate Change, 31 ILM 818 (1992). Rio Declaration on Environment and Development, 31 ILM 874 (1992) Previous Page   Ã‚  Legal and Institutional Reflections

Management Essays (2119 words) - Management, Administration

Management Essays (2119 words) - Management, Administration CHAPTER ONE INTRODUCTION 1.1Background of the study Management is an essential part of an organization which helps to achieve all its goals and objectives with the right use of resources physical and financial with the appropriate use of management functions such as planning, organizing, staffing, leading, controlling, communicating, coordinating, supervising, motivating, directing, etc. The concept of management represents a team, class or section of people in various managerial functions. All the managers from the chief executive to the first line supervisors collectively come under management. Generally, it represents a group consisting of BODs, managers and supervisors. In practical sense these managers are involved in creative and instructional works which are essential for efficiency of the organization. Except in small scale organizations, more managers are appointed to different departments and branch offices to bring smoothness and uniformity in organizational performance. For this purpose, management hierarchy is divided into different levels and in each level a manager or head is appointed. He is responsible for all the activities of the concerned department or section. The concept of division of management into different levels has developed to distribute both authority and responsibility into various levels. In large organizations; it is not possible for a manager to manage all the organizational performances without distributing to subordinates. Hence, according to nature and size of the organization, management system is divided into mainly three levels, they are: Fig 1.1 Managerial level 1.1.1.Top Level Management: This level is also known as a key or brain of the management. They take their authority directly from owners. Generally, top levels management is constituted with a management committee elected directly from shareholders as members of board of directors. This level consists of managing director or general manager. The following are the major functions of this level: It defines the overall objectives of the organization. It sets up organizational structure to complete the work in efficient and systematic manner. It directs, co-ordinates and leads to all the members of the organization. It appoints departmental managers and guides them to their works. It exercise overall control to all the authorities of the organization. It evaluates and reviews the performances of all departments and takes necessary steps to achieve organizational goals. 1.1.2. Middle Level Management: This is the second or intermediate part of the management. This level of management consists of departmental heads like personnel manager, production manager, marketing manager, finance manager and similar other positions. In some big organization, this level of management may have two layers i.e. senior and junior middle levels managements. Heads of the department come under senior level whereas branch heads are under junior level management. The following are the functions of this level: It plays the role of mediator between top level management and first line management. It implements the plans and policies laid down by the top level management to lower level management and information about achievement and problem of lower level management is given to the top level management. It prepares departmental plans and strategy on the basis of guidance and information from top level management. It designs organizational set-up, divides work among the subordinates and maintains coordination among them. It delegates organizational set-up, divides work among the subordinates and maintains coordination among them. It delegates authority and responsibility to the lower level management. It makes provision of training, work-shop, seminar and other activities for the development of working efficiency of the employees. It submits report of achievement of works are recommended value suggestion to the top level for the overall development of the organization. 1.1.3. Lower Level Management: This is also known as first line or operating level management. It is directly involved in daily operations of the organization like production, marketing, financing, etc. This level consists of supervisors, foreman, sales officers, account officers, superintendents, and other operational heads. The following are the functions of this level of management: It makes day-to day plans to implement plans laid-down by middle level management. It distributes responsibilities and duties to the employees. It provides necessary instruction and guidance to do the work in the best possible way. It manages facilities to operate and create better environment for work. It performs the function of channel of communication between middle level management and the operating level employees. It submits the report of achievement of performance to middle level management. 1.2Statement of the Problem Organizations are said to be one of the

Run-on Sentences and Fragments in ACT English Grammar Rule

Run-on Sentences and Fragments in ACT English Grammar Rule SAT / ACT Prep Online Guides and Tips You may think that of all the grammatical concepts you will encounter on the ACT English, recognizing a correct sentence will be one of the easiest ones. But did you know that this is actually one of themost commonly-tested subjects because it can bevery tricky? Do you know what you need to have in order to have a complete sentence? Can you reliably tell the difference between a subordinate clause and an independent clause? Do you know how to use semicolons and conjunctive adverbs? Read this guide to see how the ACT manages to trick so many students with this seemingly easy concept. In this guide I will show you: What grammatically constitutes a complete sentence How prepositional phrases, appositives and relativeclauses can make sentences more difficult to understand How to recognize and fix fragments How to recognize and fix run-on sentences Strategies to attack these kinds of questions Examples of this kind of ACT question Test Yourself Can you recognize which of the following are correct sentences, and which are fragments and run-ons? My dog, Angel, barksat squirrels in the front yard. Angel, who is part greyhound and part rottweiler. After owning Angel for eight years, we got another dog, her name was Elsa. Elsa, who is a puppy, does not enjoy taking baths. Although she hated taking a bath, but she loved playing in the rain. Elsa licking Angel all over her face. Angel would become angry. Because the puppy would never leave her alone, Angel, who would growl and snap at her. At first Angel avoided her, soon she started to enjoy the puppy's presence. Answers: 1. Sentence; 2. Fragment; 3. Run-on; 4. Sentence; 5. Fragment; 6. Fragment; 7. Sentence; 8. Fragment; 9. Run-on What Is a Sentence? You may have heard in your English class that a sentence needs to have a subject and a verb. More specifically, a correct, complete sentence has to have at least oneindependent clause. The ACT will not test you on any of the grammatical terms we cover, but understanding the ideas is important. A simple sentence made of oneindependent clause has three main characteristics: A subject (a person or thing that is doing an action) A verb that is correctly conjugated to match the noun It expresses a complete thought and makes sense on its own Let's look at one of the above sentences and see if it matches this description. My dog, Angel, barksat squirrels in the front yard. The subject - the person or thing doing the action - is "dog." The verb, or action word, is "barks." The verb is correctly conjugated in the 3rd person singular to match the subject of the sentence, my dog. If you wanted to, you could get rid of the rest of the sentence and it would still technically make sense! My dog barks. There are some rare circumstances in which you will see a complete, correct sentence where you cannot as easily pick out the subject:direct commands. Stop! Help! Give me an umbrella! Though you can easily spot the action words in these sentences, it's less clear what the subject is. In commands, thesubject is always understood to be "you." This is because you are always telling someone else what to do when you give a command! This is the only time that it's ok to have a sentence without a clear subject. The ACT will rarely test this, but it's good to know just in case. You now know everything you need to know about simple sentences! But did you know that sentences can also becompound orcomplex? Let's go over these concepts next to see how the ACT might try to trick you. Compound Sentences A compound sentence is a sentence that hasmore than one independent clause - meaning two subjects and two verbs. This kind of constructioncan start to get tricky, because you have to make sure that they're joined together correctly. If they aren't, they're calledrun-on sentences.We'll discuss these more below. There are several different ways that you can join independent clauses together correctly to make a compound sentence. Join the sentences with a comma and a coordinating conjunction Coordinating conjunctions are probably the conjunctions you're most familiar with, includingand, but,andor.You can remember all of them with the acronym FANBOYS: F for A and N nor B but O or Y yet S so As an example, let's look at the following independent clauses: Ben and Kate always enjoyed eating Chinese food. They began to prefer Japanese food after traveling to Japan. Here is how you could join these two independent clauses with a coordinating conjunction: Ben and Kate always enjoyed eating Chinese food, butthey began to prefer Japanese food after traveling to Japan. Remember that when using a coordinating conjunction to join two sentences, you mustalways use a comma. Join the sentences with a semicolon A semicolon is grammatically identical to a period. As such, you canjoin two sentenceswith a semicolon and nothing else. Ben and Kate always enjoyed eating Chinese food; they began to prefer Japanese food after traveling to Japan. Join the sentences with a semicolon (or period) and conjunctive adverb. There are several different conjunctive adverbs, but some of the most common ones are: however, nevertheless, therefore, moreover, and consequently. You can pair one of these words with a semicolon or a period toshow the relationship between the two sentences you are joining. Notice that the different adverbs show different relationships. However and nevertheless show a contrast. Thereforeandconsequently show a cause-and-effect relationship. Moreover adds emphasis and expand on information. Ben and Kate always enjoyed eating Chinese food; however, they began to prefer Japanese food after travelingto Japan. Remember when using this construction that you shouldalways have a commaafter the conjunctive adverb. Make one of the sentences a dependent clause We will talk more about dependent clauses in a moment, but this is how this tactic would look: Though Ben and Kate had always enjoyed eating Chinese food, they began to prefer Japanese food after traveling to Japan. Once again, note that the dependent clause is separated from the main clauseby a comma. You will also often find that you need to add a word or two when using this method in order to have the sentence make more sense, or rearrange the order of the words. Because of the many variables involved, this approachcan be one of the more difficult options for joining two sentences together. Let's look more into how dependent clauses are formed and how they are used. Sentences with Dependent Clauses So what is the difference between an independent clause and a dependent clause? Unlike independent clauses, which can stand on their own, adependent clause must be attached to an independent clause. Though dependent clauses have asubject andverb, theydon't make sense on their own. Instead, a dependent clause is usually used toexplain something about the independent clause that it is attached to.The dependent clause may tell background details about the independent clause, or where or why the independent clause is happening. Dependent clauses will begin with asubordinating conjunction that gives you a signal that it cannot stand on its own. For more on subordinating conjunctions, see this article. Although he loved his country, he moved abroad to find new opportunities. In this example, the independent clause is "he moved abroad to find new opportunities." This is able to stand on its own and makes perfect sense without any more information. In contrast, look at the dependent clause, "Although he loved his country." This gives background informationfor the independent clause that follows, butit does not make sense on its own.The reader is left wonderingwhat did he do? Remember that if you encounter a dependent clause on its own on the ACT, it will always be incorrect. I will discuss this in more detail below in the "Fragments" section. Sentences with Prepositional Phrases, Appositives, and RelativeClauses Prepositional Phrases Prepositional phrases can be added almost anywhere in a sentence to add more detail about how, where, or by whom something is done. You can find a list of the most common prepositions in the English language in this article.A prepositional phrase consists of (at least) a preposition and a noun that's called the object of the preposition. Let's look at some examples of how these are used: The young manin that coffee shop enjoys eating cake. (Prepositional phrase tells where man is) The young man enjoys eating cakein that coffee shop.(Prepositional phrase tells where he likes to eat cake. Remember that you should always be able to completely delete a prepositional phrase and still have a full sentence left over. If you don't, then your sentence is incorrect! The young man enjoys eating cake. CORRECT Like a dependent clause, a prepositional phrasecannot stand alone as a sentence. In that coffee shop. INCORRECT RelativeClauses Some sentences also haverelativeclauses. These clausesaren't necessary for the sentence to make sense; instead, they add extra information. Non-essential clauses will begin with arelative pronoun, such asthat, which, whoseor where.Since they'reclauses, theyshould always includeasubject and a verb. Let's look at an example: The young man, who was sitting in the cafe and eating cake, dreamed of getting a PhD. In this sentence, the subject of the relativeclause is "who." The verb is "was sitting." Relativeclauses can be completely removed from the sentence and you'll still have a complete sentence left over. The young man dreamed of getting a PhD. Note that this means that if you remove the non-essential clause and something doesn't seem right with the remaining sentence, you have a fragment on your hands! I'll discuss this more below. Appositives An appositive is a word or phrase that consists ofa noun or a pronoun and its modifiers that is placeddirectly next to another noun or pronoun that it's describing. The point of an appositive is to add more information about a noun in a sentence. Appositives should be surrounded by commas. Jeff, the young man, sat in the cafe and ate cake while he studied. In this sentence, "the young man" is an appositive fodescribing the noun "Jeff." As you may have guessed,you should be able to remove an appositive and have a complete sentence left over. Jeff sat in the cafe and ate cake while he studied. But what if you cross out an appositive, prepositional phrase, or non-essential clause, and the sentence you have doesn't seem quite right? Now that we've learned the correct ways to form sentences, let's look at some of the most common mistake sentences you will see on the ACT -fragments. What Is a Fragment? A fragment is an incomplete sentence. There are 6 main mistakes that can make a sentence a fragment: A â€Å"sentence† that lacks a verb A â€Å"sentence† that has an -ingor non-past tense -ed verb without a helping verb A â€Å"sentence† that lack a subject A â€Å"sentence† that begins with a subordinating conjunction and has no main clause A â€Å"sentence† that adds details to the main clause, but is separated from it A â€Å"sentence† that has a nonessential clause or prepositional phrase and incomplete main clause Let's look at each of these individually. Sentences That Don't Have a Verb How to recognize these fragments:ask what the subject of the sentence is doing. If you can't answer that question, it's most likely because there isn't a verb! Lewis, after driving two hundred miles.What did he do? Two pairs of trousers and three shirts.What about them? On Saturday this week.What is on Saturday? How to fix these fragments:you must add a verb to show an action or a state of being. Lewis, after driving two hundred miles,neededa drink. Hepacked two pairs of trousers and three shirts. On Saturday this weekis the wedding. Sentences with an -ing verb or non-past tense -ed verb and no helping verb How to recognize these fragments:whenever you see an â€Å"-ing† verb, or an â€Å"-ed† verb that doesn’t seem to be describing the past tense, there MUST bea helping verb with it or another verb somewhere else in the sentence. If it has neither, the sentence is a fragment. The man driving through the countryside. Lewis tired from his journey. The children watching television. There are three waysto fix these fragments:add a helping verb, or change the verb to another form if it's appropriate. The manwas driving through the countryside. OR The mandrovethrough the countryside. Lewiswas tired from his journey. The childrenwere watching television. OR The childrenwatched television. You can also fix this type of fragment byusing the -ed or -ingword as a an adjective (called a participle) and adding another verb. The mandriving through the countryside enjoyed the views. Lewis,tiredfrom his journey,slept. The childrenwatching televisionlaughed. Sentences That Lack a Subject How to recognize these fragments:ask yourself who is doing the action. You may notice that some of these examples have multiple issues, like the ones mentioned above - in that case, it's important to make sure that you have fixedall of the errors in the sentence. Parked the car.Who parked the car? Wanted to visit the historic town center.Who wanted to visit it? Thinking about buying a gift for the wedding.Who was thinking about it? To fix these fragments,add a subject and make sure the verb is present in a correct form. Lewis parked the car. He wanted to visit the historic town center. He wasthinking about buying a gift for the wedding. Dependent Clause Fragments How to recognize these fragments: the sentence has a subject and correctly conjugated verb, but begins with a subordinating conjunction and isn't attached to another main clause. The following words are common subordinating conjunctions. If the sentence begins with one of these, make sure it's attached to an independent clause. If not, it's a fragment! after although as because before ever since if in order just as since so that though unless until when whenever where whether whereas whichever while Let's look at some examples of this errors: After he parked the car. Since he wanted to go to the carnival. Becausehe was late. One way to fix these fragments is toconnect them to an independent clause. After he parked the car,he went into the hotel. Since he wanted to go to the carnival, he took a day off work. Because he was late,he missed the first part of the movie. You can also fix them bygetting rid of the subordinating conjunction.This turns them intoindependent clauses that can stand on their own. He parked the car. He wanted to go to the carnival. He was late. Added Detail Fragments How to recognize these fragments: look for words like "such as," "including," and "for example" that start a sentence, but explain something in a previous sentence.If this kind of constructionisn't attached to an independent clause with asubjectand averb, then it's a fragment. He likes exploring new places.Such asold towns and big cities. She likes a lot of different kinds of movies.For example,horror and comedy. I know many different dances, such as: the salsa, the polka, and the waltz. In orderto fix these fragments,add the detail fragment to the main sentence it is describing. He likes exploring new places, such as old towns and big cities. You can also turn the fragment into a complete sentence by adding a subject and a verb: She likes a lot of different kinds of movies. For example, she enjoys both horror and comedies. Finally,make sure that anything that comes before a colon can stand on its own as a sentence: I know many different dances:the salsa, the polka, and the waltz. Non-essential clause, appositive, or prepositional phrase fragments How to recognize these fragments:cross out the non-essential clause, prepositional phrase, or appositive.Do you have a complete sentence left over? If not, you have afragment. James,my cousin.→James, my cousin. MISSING VERB On my head.→ On my head. MISSING SUBJECT AND VERB. The girl, who was the best artist in the class.→ The girl, who was the best artist in the class. MISSING VERB Julia, my younger sister.→ Julia, my younger sister. MISSING VERB How to fix these fragments: Add a subject or verb as needed. Make sure that if you eliminate the prepositional phrase or non-essential clause, that there is a complete sentence left. James, my cousin, ate the whole pie.→ James, my cousin, ate the whole pie. CORRECT The bird sat on my head.→ The bird sat on my head. CORRECT The girl, who was the best artist in the class, won another award.→ The girl, who was the best artist in the class, won another award. CORRECT Julia, my younger sister,lives in Idaho.→ Julia, my younger sister, lives in Idaho. CORRECT What Is a Run-on? A run-on is when two or more sentences run together and are not separated by the correct punctuation. There are three main types of run-ons: Comma splices Fused sentences Sentences joined by a conjunctive adverb and commas Comma Splices A comma splice is when two complete independent clauses (full sentences) have been joined together by a comma and nothing else. A comma can never join together two complete sentences on its own. He had worked for the government for several years, he now wanted to try a job in a small start-up company. How to recognize these run-ons: when you see a sentence with a comma in the middle, check to see if there is a coordinating conjunction (see this article for more info) that joins the sentences together, or if one of the clauses is a subordinate clause that begins with a subordinating conjunction. If not, the sentence is a run-on. Fused sentences A fused sentence is when two or more sentences run right into each other, with no punctuation at all. He had worked for the government for several years he now wanted to try a job in a small start-up company. How to recognize these run-ons: look to see if you have two unconnected subjects and verbs, with no indication of more than one independent clause (see above the correct ways to join two independent clauses). Conjunctive adverb and a comma The final type of run-on is a bit trickier. Conjunctive adverbs are used with periods or semicolons to connect two independent clauses, so if they're paired with two commas instead, it creates a run-on: He had worked for the government for several years, however, now he wanted to try a job in a small start-up company. However, conjunctive adverbs that are connecting two complete sentences punctuated with a period or semicolon are sometimes moved into a sentence. This is perfectly acceptable: He had worked for the government for several years. Now, however, he wanted to try a job in a small start-up company. How to recognize these run-ons: when you see a conjunctive adverb (however, moreover, nevertheless, therefore, consequently, etc.) withcommas on either side of it,make sure it's being used to transition from a previous sentence and not to connect two independent clauses. To fix run-ons ...you will need to use the rules outlined in the first sectionto correctly join two sentences. #1: Create two separate sentences. He had worked for the government for several years. He now wanted to try a job in a small start-up company. #2: Use a comma and a FANBOYSconjunction He had worked for the government for several years, but he now wanted to try a job in a small start-up company. #3: Use a semicolon Remember that a semicolonis grammatically identical to a period -this concept is something the ACT tests a lot. He had worked for the government for several years; he now wanted to try a job in a small start-up company. #4: Use a semicolon and a conjunctive adverb He had worked for the government for several years; however, he now wanted to try a job in a small start-up company. #5: Make one of the clauses dependent Althoughhe had worked for the government for several years, he now wanted to try a job in a small start-up company. #6: If the two clauses have the same subject, re-write as a sentence with one subject and two verbs. Note that when you fix a sentence this way, you should notuse a comma with your FANBOYS conjunction. He had worked for the government for several years but now wanted to try a job in a small start-up company. Specific Strategies for Fragment and Run-onQuestions As you're reading through the different passages on ACT English, if you come across a question that you think may be about fragments or run-ons,use the following steps: Step 1 Carefully read the prompt if there is one. Sometimes the ACT will ask you to correct an error, and other times they will ask you to find the only answer that does NOT work. Step 2 After reading the sentence, does a mistake jump out at you? If not, look for the following telltale signs of a fragment or run-on: -ed or -ing verbs. Check for appropriate helping verbs. Clause that begins with a subordinating conjunction. Check if it is connected to a main clause. A separate sentence describing a previous sentence, with words like â€Å"for example.† Conjunctive adverbs like â€Å"however† surrounded by commas A semicolon followed by a FANBOYSconjunction A single comma in the middle of the sentence - often a sign of comma splice According to the ACT, not all mistakes are created equal.There are a few concepts they like to test more than others, andthey have some obvious markers. If the underlined section has acolon or semicolon, be on the lookout for afragment on either side. If the underlined section has acomma, it will very likely be acomma splice. Immediately cross out any answer choices that make the above errors. Step 3 If you are still uncertain about the correct answer: you can immediately eliminate anything that is grammatically identical. For example, a semicolon (;) is grammatically identical to a period and a new sentence. If one is incorrect, they will both be incorrect. Step 4 Select a final answer choice that follows the above rules and also follows the standard style rules used on ACT English: #1: No unnecessary prepositions or articles#2: Pronouns must have clear antecedents#3: Use fewer gerunds and participles if possible#4: No dangling or misplaced modifiers#5: No unnecessary commas#6: Choose the most concise option that is also grammatically correct. Old school...literally Let’s try one together†¦ Benjamin’s grandmother taught him to read, and he attended a one-room Quaker school when the farmwork slowed down during the winter. Which of the following alternatives to the underlined portion would NOT be acceptable? read; he read, and he also read he read. He From reading the prompt, I can see that the given sentence is correct as is, and so are three of the answer choices. This is a â€Å"backwards† question that asks us to find the only incorrect answer instead of the only correct one. I can see that there is a comma in the underlined portion, so I need to see how it’s being used. It’s pretty obvious that the comma is being used together with the FANBOYS conjunction â€Å"and." This is one of the correct ways of joining two independent clauses, as detailed above. From double checking I can see that I have two independent clauses with their own subjects and verbs: â€Å"Benjamin’s grandmother taught him to read† and â€Å"he attended a one-room Quaker school when the farmwork slowed down during the winter.† So which of the answer options also show correct ways to join two independent clauses? (A) has the independent clauses joined by a semicolon on its own. This is a correct way to join two independent clauses, so (A) is not the answer. (B) joins the two independent clauses together in the same way that the original sentence does, with a comma and a FANBOYS conjunction. The only thing that is different is that it adds an extra adverb, â€Å"also," which is unnecessary but not incorrect. (C) does not do anything to join the two clauses together - this is a classic example of a â€Å"fused† run-on sentence. Therefore, (C) is the correct answer as it is the only option that does not join the clauses together correctly. But what if you aren’t sure? Just to check†¦ (D) separates the two independent clauses with a period, which is another correct way of dividing two independent clauses, so (D) is not the answer. Now time to try some on your own! Practice ACT Questions 1. Joe realized the extent of the problem when his manager, Diane Watson, who had collated the material from the committee members present at the conference, began muttering, "It's all over now," this made him worry. NO CHANGE now" that now." This now," 2. The product manufacturer begins by creating a flexible steel grate. Across each opening, a wire mesh, evenly perforated, able to accommodate exactly one hook. NO CHANGE perforated, by being able perforated, which is able perforated, is able 3. It is a tribal dance that performed at weddings, births, and funerals. NO CHANGE dance in which it is performed dance, performing dance, performed 4. Around this time, the Glagolitic alphabet introduced by St. Cyril; became further integrated into the culture. NO CHANGE St. Cyril St. Cyril: St. Cyril, 5. To ensure the safetyof the drug, the pharmaceutical company had it tested in several trials, however, they found no evidence of averse side effects. NO CHANGE which who he 6. Peter the Great, who founded St. Petersburg to be Russia's "window to the West" and indirectly named the city after himself. NO CHANGE West," indirectly naming West," indirectly named West" and Answers: 1. C; 2. D; 3. D; 4. B; 5. B; 6. C What’s Next? Now that you’ve mastered one of the trickiest concepts on ACT English, time to check out some others! Read about how the ACT will test you on pronoun agreement, punctuation, and wordiness and redundancy. Need to review some of the basics before moving forward? Brush up on the fundamentals of grammar with our parts of speech guide. Want to make sure you have the right method of attack for this section? Read our guide about the best way to approach ACT English questions. Aiming high? Read this article for top tips for a 36 on ACT English from a perfect scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Food Security in International Background Essay Example | Topics and Well Written Essays - 750 words

Food Security in International Background - Essay Example Such factors as global warming, climate changing and natural disasters put the growth of products and their quality under the threat. The food security exists when all members of the society have the access to its enough quantity for healthy life and well-being. People who live under the conditions of poverty and products insecurity experience fear and have the limited abilities. The definition of food security, formulated at the Rome meeting, includes the following elements: Food policy is seen as a set of measures designed to meet systematically and effectively not only the challenges of development of production, foreign trade, storage and processing, but also a fair distribution of basic food products, as well as social development of rural areas. Food security is one of the main objectives of agricultural and economic policy. It generates a motion vector of any national food system to the ideal state. â€Å"Large numbers of people in the world are chronically hungry, meaning th ey are undernourished because they don’t receive enough energy to live active lives. While chronic hunger has been an issue of global concern for decades, recent events, including a global recession and rising food prices have significantly increased the number of chronically hungry people† (McDonald, B., 2010, 4). The United Nations Agriculture organization stated that there were one billion of hungry people throughout the world in 2009. This condition motivated the increase of food supplies in the global sense by means of development of infrastructure and reduction of poverty. As we can see, the state authorities work intensively on this issue, trying to prevent the future growth of hunger level in the world. The national policy is aimed to create the more sustainable food systems. If we take the USA as an example, we can see that the farmers have to wait three years, after the usage of pesticides, before these products are recognized as organic  and ready for consu mption.  

Philosophy Essay Example | Topics and Well Written Essays - 750 words - 6

Philosophy - Essay Example The film depicts the class difference in the society where the powerful manipulate the less fortunate for social and economic gains. The three categories describe human nature which Plato asserts consists of the appetite, the spirit, and the reason. The most skeptical members of the society are those who govern the rest. As portrayed in the film, they seek to manipulate their kind for the economic gains, which contravenes the dictates of ideal coexistence in the society. To achieve this, they seek mechanisms to manipulate others. The film depicts those who develop computer programs that compel the rest of the human population to be at their mercy. The programs have the ability to manipulate everyone, yet the inventors do not employ that on themselves but on others that they deem secondary (Plato, Ferrari, and Griffith 34). However, Plato and Desecrates concur that everyone possesses a quality of opposition especially on issues that they do not concur in. This is what led to the liber alization of most contemporary democracies. Regardless of their positions in the society, humans will always oppose any idea that seeks to subordinate their existence. Additionally, in his description of the state, Plato observes that the workers are always the majority in any society. They may not always have much wealth or capital, but their large number is their greatest power. The ruling class consists of a select few who often, as per the dictates of democracies, promise to protect the interest of the rest of the population. When united in an opposition, the workers topple states and governments. The film depicts this and uses the zeal to oppose oppressive regimes to develop an effective conflict... This paper approves that Plato and Desecrates concur that everyone possesses a quality of opposition especially on issues that they do not concur in. This is what led to the liberalization of most contemporary democracies. Regardless of their positions in the society, humans will always oppose any idea that seeks to subordinate their existence. Additionally, in his description of the state, Plato observes that the workers are always the majority in any society. They may not always have much wealth or capital, but their large number is their greatest power. The ruling class consists of a select few who often, as per the dictates of democracies, promise to protect the interest of the rest of the population. The film depicts this and uses the zeal to oppose oppressive regimes to develop an effective conflict that sustains the story. This paper makes a conclusion that Descartes explains the origin of science which the film also exhibits. He emphasizes the use of reason to develop science; the developers of the film employ extensive reasoning to help stretch the limits of science. Descartes asserts that philosophy is like a tree with metaphysics as the roots and physics as the trunk. All other branches of science such as physics, medicine, and ethics thus stem out of the trunk. In this assertion, Descartes explains that ethics should always govern human curiosity and result in the determination of ethical knowledge. The lack of ethics in any of such endeavors is likely to meet resistance from the disadvantaged just as the film depicts.

Walt Disney and Organizational Value Essay Example | Topics and Well Written Essays - 1000 words

Walt Disney and Organizational Value - Essay Example The study also talks about how the value of organization is enhanced by close collaboration and communication between different organizations. If two organizations willingly share information with each other it would become increasingly important for the success of the organization because the organization is exposed to more learning opportunities in this case. Hence, an organizational value is not only created by its resources, but also by new knowledge and information that it can learn over time. This will also lead to organizational development. (Winklen) Another important aspect of organizational value creation is the organization’s willingness and ability to meet the needs of its stakeholders and customers. No business can thrive without having satisfied customers because they bring money to the organization. No organization would be able to operate efficiently if its customers are unhappy or does not transact with the company. Many customers often ask for too many things . Businesses, as a result, are forced to do conjoin analysis in order to decide trade-offs. They would be willing to sacrifice certain less important features of a product or service and replace them with important elements to create value for their stakeholders and customers. Many companies which fail to develop customer-driven approaches fail in their ability to satisfy and retain their customers over long run. They are forced out of the business by their competitors who focus on constantly creating and disseminating value for their customers. In the recent fast and competitive environment, there is no luxury for any business to become complacent, because if a laid-back strategy is chosen, the cut-throat competition in the industry will force the company out of the business. (Toomb and Bailey) A study done by Krista Jaakson highlights the organizational value dimensions as showed in the Figure 1 below. The model highlights three dimensional levels. The first level is about surviva l values, the second level is about ethical value dimension and the third stage is about well-being dimension. Any organization starts from the survival value in order to succeed in the first changing business environment. In the first stage, organization has to set its system rights. They need to develop proper financial report systems, set conservatives values, and control volatility in the economic environment. After all of this is achieved, the organization moves to the second level of value dimension. Here the organization is concerned about ethical values. In this level, there is greater advocacy for creating interpersonal value, ethical values and general humane behavior. The third level of value is achieved through developing proper vision values, emotional values and self actualization values. Achievement of this results in proper value creation for the organization’s stakeholders. The sum of all these value dimensions is greater than the amount of input used in valu e creation. It is where the synergy is created and the value created by the organization is greater than its costs and efforts involved in creating the value. (Jaakson) Figure 1: Organizational Value Dimensions Source: (Jaakson) Walt Disney is a large company. The majority shareholder of the company at one time was Steve Jobs with over 10% equity investment in the company. It is America’s large media conglomerate. The company’s financial statements are decorated with amazing financial figures. In 2011 alone, the company earned