Voices and Viewpoints Poems by Stephen Crane k12 Wiva American Literature Flashcard

Voices and Viewpoints Poems by Stephen Crane k12 Wiva American Literature

Must-Know Tennis Terms in French

Must-Know Tennis Terms in French Whether you love playing tennis or watching the major international tournaments, you need to know tennis terminology  to fully appreciate the games. Why in French? Well, if youre witnessing the prestigious French Open,  created in 1891 and now  held annually  over late May and early June at the Stade Roland-Garros in Paris, you wont miss a play or aside if you understand the players and commentators. Or maybe you want to read tennis analysis in a major French publication. If you know the lingo, you win again. The French Open and the Grand Slam Where does the French Open fit into the scheme of major international tournaments? Most importantly, its the  second major  tennis tournament comprising the global Grand Chelem (Grand Slam)  each year; the other three, in chronological order, are the  Australian Open, the  U.S. Open,  and  Wimbledon.  The  Grand Slam  tournaments, called  majors, are the worlds four most important tennis  events, each held over two grueling weeks and each offering the most prize money, attention, ranking points, and more. Tennis Singles Stars As of 2017, the winningest mens Grand Slam player of all time is Roger Federer of Switzerland who has won 19 majors: the Australian Open five times, the French Open once, Wimbledon eight times, and the US Open five times. Spains Rafael Nadal comes in second with 15 title wins, and American Pete Sampras is third with 14. Australian Margaret Court, now in her 70s, still holds the distinction of the most majors singles titles with 24: 11 wins at Australian Opens, five at the French Open, three at Wimbledon, and five at the US Open. American Serena Williams follows at 23. Steffi  Graf  of Germany  won 22 Grand Slam singles titles, and  in 1988, this phenomenal player  became the first and only tennis player (male or female) to achieve the  Golden Slam  by winning all four Grand Slam singles titles and the Olympic gold medal in the same calendar year. She is also the only tennis player to have won each Grand Slam event at least four times. With records like this, its easy to see why tennis can be an exciting sport for both players and spectators. To understand the action, here, for your edification and enjoyment, are the top tennis terms in the French language. The World of Tennis, in French le tennis   tennis(le tournoi de) Roland-Garros, les Internationaux de France   French Open(le tournoi de tennis de) Wimbledon   Wimbledonun Grand Chelem a  Grand Slamsimple messieurs   mens singlessimple dames   womens singlesdouble messieurs   mens doublesdouble dames   womens doubles The People of Tennis   un arbitre a  refereeune invitation a  wild cardun joueur de tennis a  tennis playerun juge de ligne a  line judgele serveur the  serverle ramasseur de balles the  Ã‚  ball boyla tà ªte de sà ©rie the  seed, seeded playerla tà ªte de sà ©rie numà ©ro un the  top seed, number one seedla tà ªte de sà ©rie numà ©ro deux the  number two seed Tennis Courts and Equipment la balle de tennis the  tennis ballle carrà © de service the  service boxle choix de cà ´tà ©s the  choice of sidesle choix de service  Ã‚  the choice of servicele couloir  Ã‚  the alley, the tramlinesle court the  courtun court de terre battue a  clay courtun court en dur   a hard courtun court en gazon a  grass courtle filet the  netla ligne de fond the  baselinela ligne de service the  service linela raquette the tennis racket Tennis Serves and Shots un ace an  aceun amorti a  drop shotla balle de service a  service ballun coup a  strokele coup droit the  forehandla deuxià ¨me balle the  second serveune double faute a  double faultun effet a  spinune faute a  fault, error, outun let a  letle lift a  topspinun lob a  lobun revers a  backhandun revers deux mains a  two-handed backhandle service the  serve,  serviceun  slice a  sliceun smash a  smashune volà ©e a  volley Tennis Scoring rien, zà ©ro   lovequinze   fifteentrente   thirtyquarante   fortyA / quinze A   all / fifteen allpartout / quinze partout   all / fifteen allà ©galità ©   deuceavantage service   ad-in, advantage inavantage dehors   ad-out, advantage outla balle de break   break pointla balle de jeu   game pointla balle de match   match pointla balle de set   set pointune dà ©cision   callle jeu   gameun jeu dà ©cisif   tie-breakerjeu, set, match   game, set, matchle match the  matchout   outle set, la manche   setsur la ligne   on the line The Action donner de leffet ( une balle)   to put spin (on a ball)à ªtre au service   to have the service, to be servingfrapper   to hitjouer   to playprendre le service de quelquun   to break someones serveservir   to servetenir le score   to keep the score

Social Inequality in Australia Essay Example | Topics and Well Written Essays - 2250 words

Social Inequality in Australia - Essay Example In this process, it has also allowed the policy of social inequality and discrimination between the White and non White classes of people in terms of their immigration in to the soil of Australia. The White people were allowed freely by following the liberal practices of immigration rules where as the strict restrictions were imposed for the non European people under the Immigration Restriction Act of 1901 which is nothing but encouraging the policy of social inequality. In other words, the Immigration Restriction Act of 1901 has initiated a trend in which the differential attitude of Australian administration was followed towards the treatment of different races of the people (Immigration Restriction Act, 1901). Staring with the nature of the tests put to the immigrants, several other restrictions were imposed to non white people for discouraging them to stay in Australia. Even in case of labor immigration, the white labor were allowed to enter the soil of Australia where as other c lasses of labor were restricted under the clauses of Immigration Restriction Act of 1901. This discriminatory and social inequality attitude of Australian authorities was further continued in different arena for which the seeds were sown in the form of Immigration Restriction Act of 1901. ... ralia Immigration Restriction Act of 1901 was passed by the House of Parliament of Australia for the main objective of limiting the immigration rate of non Europeans to Australia. The policy of social inequality and White Australia in restricting the immigration of alien persons in to the land of Australia is very well reflected in the form of Immigration Restriction Act of 1901. It has decided the fate of the people who were willing to enter Australia for various types of works since long and it tilted towards selective concessions to white people and it is even influencing the public policy related to immigration at present also. Hence, it is very significant instrument in the history of Australia which may be analyzed form time to time for making betterment in the rules and restrictions related to immigration to Australia. The basic origin of introducing this Immigration Restriction Act of 1901 was in the form of opportunism and can be traced to the history of formation of Austral ia. When Australia was formed by union of six colonies, they wanted to build the nation protecting from foreign forces and the Common wealth of Australia was proclaimed in 1901. As the armed forces were controlled by the British, the Australians wanted to have control over the people who would migrate from other regions. They feared that people from China and Japan may dominate in some economic spheres if they are allowed to settle in Australia which would affect the prospects of local people. At the same time, the trade unions in Australia also felt that if people form Asian origin are allowed to immigrate in to Australia, the labor wages may go down which would negatively influence the earnings of the labor of Australian origin. At the same time, the population of Australia in 1901

IDiscusson board reply Coursework Example | Topics and Well Written Essays - 250 words - 1

IDiscusson board reply - Coursework Example The verse refers to the centurion’s servant as â€Å"dear.† The centurion sees the servant as important, and he values his wellbeing too. The employers expect respect in return if they treat their employees well as it creates a good working environment. The Bible says, â€Å"We should sincerely obey, respect and serve a boss as if he were Christ,† (Ephesians 6.5-8). That verse illustrates that employees need to respect the employers. Nevertheless, they must work hard to earn it. It is only through exercising good deeds will they obtain it. Additionally, employers and employees interact in human relationships built on trust and friendship. Therefore, the employers should treat the employees the way they expect to be treated if they were in the same position and should avoid judging other. In support for this postulation the Bible says in Mark 12:31, that â€Å"you shall love your neighbor as yourself,† that is a proof the employers should not act in favor of policies that harm their employees. Instead, the policies must empower the workers to live better lives. Lastly, the employer implements those policies as a matter of expressing kindness. Human relationships dictate that people be kind so that they share freely. Even though, the employees also have a responsibility of reciprocating to their employers; employers should set the pace by formulating and implementing favorable policies to employees’

Change managemaent models Essay Example | Topics and Well Written Essays - 500 words

Change managemaent models - Essay Example The integral competent of every organization is to choose effectively change management models which can help to stay vibrant and gain competitive advantage over other rivals in the market. Three important change management models that organization must adopt are Bridge transition Model, Kotter 8 Step of Change management and Lewin change Management Model. The transition model of Bridge provides a solution for understanding the changes undergoing in an organization. The three phases of transition model are ending, neutral zone and new beginning. Ending phase process is to identify the reasons behind the changes and acknowledge openly the losses arising in an organization. The neutral zone phase is to reduce the deteriorating of motivation on individuals within the workplace. The neutral phase is the process of treating employees to fell as a part of change management process. The new beginning phase is to motivate and effectively communicate with the employees to make them understand about the purpose of implementation of change management process in organization. Change management model by Kotter suggests that the momentum of the change adopted in an organization must be maintained to maintain continuous cycle. First step is to increase the sense of urgency. Next step is to form a guiding and powerful team to resist the change in the workplace (Green, 2012). Next is to create strategy and vision for change. Then communicate the vision and strategy for change. Empower staff and remove the obstacles for application of change management. Next step is to create short term goals for organization. Then unite the gains and stay tenacious. Final step is to anchor the change which can help to make the change permanent. Change management model of Lewin is preferred by most of the companies to enact the changes in an organization due to its simplicity and easy to use. Three stages of the model are unfreezing, change and

Determination of Unknown Salt Experiment

Determination of Unknown Salt Experiment Siar Azizi Introduction: Cold packs or medical cold packs are made and used in a variety of different ways. Cold packs are typically used in regards of medical treatment. Many athletes used cold packs to heal from any injuries. Furthermore, cold packs are used to keep medications cool for a given period, such medications include vaccinations. Cold packs contain a liquid inside, in most cases its water. In addition the water is mixed with a salt, which allows the cold pack to stay cool. The mixture that occurs between the salt and the water causes an endothermic reaction, which means that heat is absorbed. Due to the heat absorption, the temperature of the solution will decrease substantially. The cold pack experiment lab allowed us, the students, to apply theories learned in class to actual real life experiments; such experiments prepare us for future tasks the will be put forth to determine. Our main trajectory through this assignment was to determine what our unknown salt was, through experimental analysis. The main purpose of this lab was for us to determine what the given unknown salt is. For this experiment, my group and I were given unknown salt 7. Information recognized before starting the lab, were the materials needed, background information on the math required to determine the unknown(s). In addition, other background sources before starting the experiment included having previous knowledge of chemical formulas, understanding concepts learned throughout class and how a calorimetry works. Furthermore in order to determine how to complete the lab, we needed information upon how to properly keep the temperature of the water from decreasing or increasing, and this required that we needed to know what an insulator is and how to use it. To base a conclusion on what the unknown variables are, we needed to determine how to start and complete this experiment. To being with, we completed this activity by taking two of the three foam cups and placing them into each other. The foam cup inside the other cup will hold our water, while the other acts as an insulator, to prevent heat from escaping. Secondly, we used a graduated cylinder and measured 25.0-ml of water into it and put the water into the cup. After that we place the third cup, over the other two (acts like a cover) and put the thermometer through the top of the cup (This helps us determine the temperature of the water). Lastly, we measured the 3.0grams of our unknown salt and placed that into the water, letting it dissolve, and measured the temperature. The theories that needed to be taken into account for to help complete the lab, includes determine the heat capacity, q=mcà ¢Ã‹â€ Ã¢â‚¬  T. Other theories that we will also need to take into account for include, determine enthalpy, determining the change in temperature, and determining the percentage yield. In order to determine the enthalpy, the equation needed to be used is à ¢Ã‹â€ Ã¢â‚¬  H=-q. The equation used to determine change in temperature and percentage yield are, à ¢Ã‹â€ Ã¢â‚¬  T= T1 – T2 and Percent error= Theoretical yield-Actual yield x100. Theoretical As you read on, every equation will be examined and explained on what they mean and how they will be used. Brain, Marshall , and Sara Elliot. How Refrigerators Work.HowStuffWorks. N.p., n.d. Web. 13 Apr. 2014. Materials: The materials required in order completing the lab included goggles/eye wear; this will help prevent any type of harmful substances that we worked with from damaging your eyes. Three Styrofoam cups, the cups helps make an insulator and create the calorimeter. The thermometer was required in order to determine the temperature of both the water and the unknown salt. A weighing boat was also another source of material needed, in order to place 3.0grams of our salt. In addition, a scoopula and a scale were needed to help us determine the exact measurements of the unknown salt needed. Water was required to dissolve our salt into and measure the temperature of. A 100ml graduated cylinder was used to determine the accurate quantity of water required. Our unknown salt was another source of material given by our teacher, and this allowed us to complete the experiment. Other materials needed in order to complete the lab included paper towels. Procedure: In order to determine what our unknown salt is, we needed to make a guideline of the steps required to determine it. The procedure of our lab is: Gather all equipment/ materials to start procedure. Weigh the weighing boat, record the weight. Place 3.0 grams of our unknown salt 7 Take two of the three foam cups and place them within each other to create an insulator from preventing heat to escape or cold air from entering. Take the 100-mL graduated cylinder and measure 25.0mL of water. Take the 25mL of water and place it in the two foam cups Cut the third Styrofoam cup to fit the top of the first two cups. Make a hole, place thermometer in the calorimeter Read the temperature of water record it. Remove thermometer, add 3.0grams of unknown salt into the calorimeter. Let the salt dissolve and determine the temperature, by placing the thermometer through the top of the third cup. Before measuring the temperature, shake the cup to insure the unknown salt reacted/ dissolved completely. Determine the temperature and record results. Dispose of waste, clean the equipment and restart for the remaining two trials. Observations and Results: Before beginning the calculations for the lab, we need to determine what possible equation we will have to use. Equations: à ¢Ã‹â€ Ã¢â‚¬  T= T2 – T1 The equation above is the change in temperature, represented by delta (à ¢Ã‹â€ Ã¢â‚¬  ), which is the second temperature recorded subtracted by the first temperature recorded (T2 – T1). Q=mcà ¢Ã‹â€ Ã¢â‚¬  T The equation above allows us to determine the q, which is the quantity of heat transferred, which equals the mass (m), multiplied by the specific heat capacity (c), and multiplied by the change in temperature (à ¢Ã‹â€ Ã¢â‚¬  T=T2 – T1 ). à ¢Ã‹â€ Ã¢â‚¬  H=-q The equation above allows us to solve for the à ¢Ã‹â€ Ã¢â‚¬  H system. Once we determined the quantity of heat transferred, by using the equation q=mcà ¢Ã‹â€ Ã¢â‚¬  T, we can determine delta h by either replacing the q with mcà ¢Ã‹â€ Ã¢â‚¬  T, or place the result of q in the equation. Average Enthalpy= Trail 1+Trail 2+Trail 3 3 The equation above gives us the average enthalpy for the number of trails that was conducted by our group. We add up all the Enthalpy of all trials and divide it by 3, to give the average. Percent error= Theoretical yield-Actual yield x100 Theoretical This equation allows us to determine the percentage error of our results. After calculating for our enthalpy, we can take the theoretical yield, found on page 347, table 1 in our textbook, we can subtract is by the actual yield. After determining the value of that, we divide it by the theoretical value and multiply it all by 100%. With the recording of all our data obtained from doing the experiment, we were able to form a chart for all three procedures and mathematically determine what the unknown salt was. Weighing Boat=1.81 Grams Temperature of water and unknown salt obtained from three trails Table 1: Temperature results and Change in temperature of water through three trails. From this chart above, we can see that we completed three trails to determine the exact value of the unknown salt, and to determine what the unknown salt is. In addition, we recorded our temperatures of the water before the salt was added (T1) and after the salt was added (T2). From that point we calculated the change in the temperature for each trail, with the equation, à ¢Ã‹â€ Ã¢â‚¬  H=T2 – T1. Heat capacity and enthalpy of unknown salt for three trials Table 2: Enthalpy and heat capacity of unknown salt 7 for three trials. The chart above shows the heat capacity and enthalpy of the unknown salt from three different tests conducted. We determined the heat capacity using the equation q=mcà ¢Ã‹â€ Ã¢â‚¬  T and the enthalpy using mà ¢Ã‹â€ Ã¢â‚¬  H=q. The calculations for determine the results are shown below: Calculations: Note: 1mL is 1 gram. (M=dV, mass= density (1.00grams/mL) x volume (mL)) Trail 1: Q=mcà ¢Ã‹â€ Ã¢â‚¬  T mà ¢Ã‹â€ Ã¢â‚¬  H=-(q) Q= (25g) (4.18J/goC) (-8oC) (3.00g) à ¢Ã‹â€ Ã¢â‚¬  H=-(-0.836KJ) Q= -836J à ¢Ã‹â€ Ã¢â‚¬  H=0.836KJ/3.00g à ¢Ã‹â€ Ã¢â‚¬  H=0.279KJ/g Trail 2: Q=mcà ¢Ã‹â€ Ã¢â‚¬  T mà ¢Ã‹â€ Ã¢â‚¬  H=-(q) Q= (25g) (4.18J/goC) (-7oC) (3.00g) à ¢Ã‹â€ Ã¢â‚¬  H=-(-0.7315KJ) Q= -731.5J à ¢Ã‹â€ Ã¢â‚¬  H=0.7315JK/3.00g Q= -0.7315KJ à ¢Ã‹â€ Ã¢â‚¬  H=0.2438KJ/g Trail 3: Q=mcà ¢Ã‹â€ Ã¢â‚¬  Tmà ¢Ã‹â€ Ã¢â‚¬  H=-(q) Q= (25g) (4.18J/goC) (-7oC) (3.00g) à ¢Ã‹â€ Ã¢â‚¬  H=-(-0.7315KJ) Q=-731.5J à ¢Ã‹â€ Ã¢â‚¬  H=0.7315KJ/3.00g Q=-0.7315KJ à ¢Ã‹â€ Ã¢â‚¬  H=0.2438KJ/g Average Enthalpy: Avg Enthalpy= Trail 1+ Trail 2+ Trail 3 3 Avg Enthalpy= (0.279KJ/g) (0.2438KJ/g) (0.2438KJ/g) 3 Avg Enthalpy= 0.256KJ/g After determining our average enthalpy, we can determine what compound it is. Going into our textbook, onto page 347 and taking a look at table 1, we are given a list of compounds. The nearest compound our enthalpy is at is ammonium chloride. Ammonium chloride has an enthalpy of 0.277kj/g and we got an enthalpy of 0.256kj/g. using our knowledge based on rounding, we rounded up and made a conclusion stating that our compound was in fact ammonium chloride. Percentage Yield: Percent error= Theoretical yield-Actual yield x100 Theoretical Percent error= 0.277KJ/g – 0.256KJ/gx100 0.277KJ/g Percent error= 7.58% Therefore, the percentage error of our results was 7.58% Discussion: Throughout the cold pack experiment not all our results were accurate. Our results weren’t as accurate because we stumbled upon some errors while completing the lab. One error that we encountered while completing this experiment and one that had an impact on our final results was the way our calorimeter was created. Through the experiment we were to assume that the calorimeter would create an isolated and insulated system, but in truth it didn’t. As we proceeded through the experiment of putting the water into our calorimeter, there was a possible moment when there was a transfer of heat in between the Styrofoam cups and the solution, in our case unknown salt 7. The stage when there may have been a transfer of heat, was not taken into account and this could of have caused an increase or a decrease in the temperature of our solution. As we already know that the reaction was endothermic and since it’s endothermic the solution absorbed the heat, from the cups and re action. Such an error would cause a change in the temperatures of our solution to either increase or decrease. The result of this error had a medium impact on our final results. This was a medium impact because it not only affected our solution, but also the measurements we took. Resolutions to possibly prevent this error from occurring includes, taking account that the temperature may increase or decrease due to that fact it isn’t an actual isolated system. Another solution can include using different materials that would insulate the solution better. Our second source of error was taking the measurements of the water and measuring the accurate temperature of the water. When taking the measurements of the temperature of both the water and solution, there could have been an error from what we saw and what we wrote. Furthermore, since we don’t know whether the thermometer was actually inside the water, it could have not been touching it which in turn gave us the wrong results. An example could include is when taking the temperature of the water, the thermometer could have read 22oC and we could have seen it as 23oC or24oC. The result of this error had a medium effect on our data and due to this effect, our enthalpy wasn’t as accurate, and didn’t exactly match the ones in the textbook. When measuring the amount of water required dispensing in the calorimeter we need to use a graduated cylinder for accurate measurements. The cylinder was to give us the accurate measurement of whether we had exactly 25ml of water o r not. The error in this measurement was for us to check with if it was exactly 25ml, and this may have resulted in either something less than 25ml or more than 25ml. The impact the source of error had on our final result was medium. The impact was medium because even though it did affect our final results, it didn’t affect it by a lot. It hadn’t affected our results by a large quantity because the difference between the solution we were supposed to get and the one we had, had a small margin of differences. The last source of error, that we hadn’t taken account for throughout the process of completing the experimental lab, may have had an impact on our final results. This error that affected our results was the fact that our unknown salt 7, was exposed to air for a periodic time. Due to a fact that the salt was exposed to air, it may have resulted in some of the salt reacting with the atmosphere. Due to this error, our results could have been incorrect because when massing the 3.0 grams, it could have reacted with the atmosphere, giving us 0.10 off, such as 2.90grams. This may not affect the results by a lot, but there would still be an effect on it. Another example of our results being affected by this includes that since some of our unknown salt reacted, when we measured the temperature it could have actually been either lower or higher than what we actually expected. For example, if the salt wasn’t exposed to the atmosphere we could have got a temperature of 18oC, but i nstead due to the fact it was exposed we got 20oC. The affect this had on our results and solution is a medium result. This is a medium result because if some of the unknown salt reacted, it would have been in such a small quantity, that it wouldn’t have a large effect on our results. Possible solutions from stopping this problem from occurring includes, either keeping the salt in an isolated room, put a tad more of the unknown salt in the water, just to counter act for the ones that reacted. In the mixed of completing the lab, we stumbled upon a mistake with determining the unknown salt. The mistake had an impact on final answer and wasn’t taken into account that it may possible have an effect on our final solution. The mistake that may have been encountered includes that our unknown source of salt, when added into the water, may have not dissolved properly. This resulted in the reaction not taking place to dissolve the entire product, which may have affected the temperature that was measured. Due to the fact that the salt wasn’t dissolved and it didn’t participate in the reaction, the temperature we may have taken could have been only the waters temperature. This source of error had a large effect on our solution because we had no way of determining whether it dissolved or not, without tampering the solution. Furthermore, due to the fact of the error, we may have been given the wrong temperature of the solution that in turn gave us the incorrect res ults for the enthalpy. In accordance, not only will we have been given the incorrect enthalpy, but the results were affected as well. In order to prevent this source of error from occurring again, what I could do is, while the unknown salt is in the water, I could stir it to dissolve properly; another method can include is to shake the calorimeter to dissolve the salt. When shaking it, I would hold it from the top to prevent heat transfer from my hand and the water. Diagram 1: From the diagram we can see the calorimeter being constructed and the final result is over on the right. I would hold the middle of the calorimeter and spin it around to better dissolve the unknown salt. DoChem 095 Heat of Solution of Magnesium.DoChem 095 Heat of Solution of Magnesium. N.p., n.d. Web. 10 Apr. 2014. Conclusion: In conclusion, this experiment allowed us, the students, to use theories learned in class to real life applications, or real life applications that we will soon encounter. The lab better prepared us for what may be expected in the future, and allowed us to determine different factors that affected our results in more than one possible way. The cold pack experiment lab that was conducted by my group and I, had resulted in us facing errors such as measurement errors, errors including the calorimeter and errors including our unknown salt. These errors were recorded and explained to better help us prevent it from occurring again. By following the correct procedure and having the correct materials required, we were able to determine the final enthalpy. That allowed us to determine what our unknown salt was, which was ammonium chloride. Bibliography: DoChem 095 Heat of Solution of Magnesium.DoChem 095 Heat of Solution of Magnesium. N.P., n.d. Web. 10 Apr. 2014. Brain, Marshall , and Sara Elliot. How Refrigerators Work.HowStuffWorks. N.p., n.d. Web. 13 Apr. 2014. Kessel, Hans Van. The Bohr Atomic Theory.Nelson Chemistry 12. Toronto: Thomson Nelson, 2003. 174-76. Print.

How to work on complex tasks in a team Essay -- Management

Every day in our life we come across challenges. It becomes imperative that we find solutions to them. Some problems we need to face alone and some we need to encounter as a team. I worked in several teams all my professional life and I believe that any task can be easily completed when there is coordination between the members of the team. In this reflection paper I would like to present my views on the importance of defining roles, advantages of being with the same team, challenges in a diversified group and the significance of trusting team members. Defining Roles â€Å"Roles are positions in a group that have a set of expected behaviours attached to themâ€Å"(John and Saks, 2011: Page 225 of quote). I feel that most of the problems in a team occur because roles are not clearly defined. Roles provide sense of direction to the team members and drive them towards the common goal. I would like to quote my experience when I joined as a trainee to depict the importance of roles in a team. Our team had two tasks, supporting the existing applications and developing new applications. Even though there were 6 members in our team, there used to be issues every day. There used to be slippages in deadlines and we used to miss support tickets too. This went on for about 3 months and our lead arranged a meeting to find out the reason behind our poor performance. The first and foremost thing that popped up was that none of the members of sure of their roles. Everyone concentrated on just one task and as a result we always defaulted. Drastic improvement in our team’s performance after each member was assigned a specific role proved the importance of team roles. My practical experience combined with the theoretical proof that â€Å"Role ambiguity causes... ...hin few months she started working efficiently and the outcome was that we won best team award within our entire account. To conclude, there might be several reasons behind exceptional or poor performance of a team but I regard the points mentioned above highly and I feel that if the above issues are taken care then the team would perform to their potential, providing exceptional results. References 1. Organizational Behaviour, Sixth Edition by Gary Johns & Alan M. Saks 2. Why teams don’t work – Interview by Diane Coutu 3. Building the Emotional Intelligence of Groups by Vanessa Urch Druskat and Stephen B.Wolff 4. http://en.wikibooks.org/wiki/Managing_Groups_and_Teams/Diversity#How_Are_Diverse_Teams_Different_From_Homogenous_Ones.3F 5. http://jmo.e-contentmanagement.com/archives/vol/10/issue/1/article/382/trust-a-neglected-variable-in-team-effectiveness

Health and Social Care †Service User Needs Essay

Individual service users have a range of needs, which must be met, including physical, intellectual, emotional ad social needs. In my case study, a care worker, a nurse and a doctor who in turn identified Sophie’s range of needs carried out Sophie’s care assessment. They then developed a plan to meet Sophie’s needs. This next section covers a range of approaches used in Health and Social Care to help services and practitioners meet the needs of individuals. An analysis of how practitioners meet the needs of Sophie and her family Physical Health Firstly, Sophie’s strengths and needs were considered. Her general health was discussed in relation to Sophie’s condition and impairments; access to and use of dentist, GP, optician; immunisations, development checks, hospital admissions, accidents, health advice and information. Next, Sophie’s physical development was assessed in relation to her nourishment, activity, relation, vision and hearing, fine motor skills (e.g. drawing), gross motor skills (e.g. mobility, playing games and sport). In addition, her speech language and communication skills were assessed. These included her preferred communication language, listening, responding and understanding. The care workers needed to ensure that Sophie had basic care, ensuring her safety and protection. Finally, it was important to confirm that Sophie was provided with food, drink, warmth, shelter, appropriate clothing and that her personal needs were assessed within a safe and healthy environment. Social Health Next, Sophie’s behavioural development including her lifestyle, self-control, behavior with peers, attention span and concentration were looked at. Then Sophie was assessed for her perceptions of self knowledge of personal and family history, sense of belonging, experiences of discrimination due to race, religion, age, gender, sexuality and disability. The multidisciplinary team of workers then focused on Sophie’s family and social relationships Sophie had with her friends. Intellectual Health The workers focused on her aspirations and ambitions in her confidence and progress was monitored and measured. Also Sophie’s understanding of reasoning and problem solving and her progress and achievement in learning was assessed and recorded. Emotional Health It was also important for Sophie to be raised in an emotionally warm and stable environment ensuring that the family was stable, affectionate, stimulating, where praise and encouragement and secure attachments were made. It was also necessary to make sure that Sophie had guidance, boundaries and stimulation and that self-control was encouraged and that she showed positive behavior. Finally, it was checked to see is Sophie’s family provided effective and appropriate discipline, avoiding over-protection and support for positive activities. Approached Used to Support Sophie’s Health and Well-being Treating diseases and illnesses at an early stage can improve outcomes. In the case of Sophie’s, Health and Social Care workers were aware that service users have social, intellectual and emotional needs and Sophie was supported at an early stage to make an informed choice about the treatment that was offered. In addition, a holistic approach was used which took into account of the whole needs of Sophie. By assessing all areas of Sophie’s physical, intellectual, emotional and social personal health, the practitioners involved helped to reduce the effects of her initial problem. By targeting the stress through the holistic approach, practitioners prevented the trauma of Sophie’s abuse from getting worse. Sophie was also given the opportunity to make decisions and not be treated as passive receivers of Health and Social Care services; this is called empowerment of patients. As a result, Sophie and her family become active participants in the support and care planning process.

Definition of Semi-Auxiliaries and Semi-Modals

Definition of Semi-Auxiliaries and Semi-Modals In English grammar, a semi-auxiliary is a multi-word construction based on an auxiliary verb and having some of the same grammatical characteristics. Also known as a semi-modal or a lexical auxiliary. Semi-auxiliaries include be about to, be able to, be going to, be likely to, be supposed to, had better, have to, ought to, used to, and would rather. Some are followed by an infinitive; others by a zero infinitive. Geoffrey Leech et al. note that the semi-modals are probably the most cited cases of grammaticalization in the ongoing history of English. Among these, in turn, the protoypical, most indubitable cases of semi-modal status are BE going and HAVE to . . .. [T]he lexically independent verbs have and go have, over the centuries, gradually acquired an auxiliary-like function in construction with the infinitive to (Change in Contemporary English: A Grammatical Study, 2012). Also Known As:  semi-modal, quasi-modal, periphrastic modal, phrasal auxiliary, modal-like, modal idiom, lexical auxiliary Examples and Observations What you have become is the price you paid to get what you used to want.(Mignon McLaughlin, The Complete Neurotics Notebook. Castle Books, 1981)Women have got to make the world safe for men since men have made it so darned unsafe for women.(Lady Nancy Astor)We had better dispense with the personification of evil, because it leads, all too easily, to the most dangerous kind of war: religious war.(Konrad Lorenz, On Aggression, 1963)Girl, you look so good, someone ought to put you on a plate and sop you up with a biscuit.(Arsenio Hall as Reverend Brown in Coming to America, 1988)Reckon somebody oughta help the poor guy.(Nigel in Finding Nemo, 2003)A great teacher is supposed to show them there are other points of view besides their own.(Matthew Morrison as Will Schuester, The Substitute. Glee, 2010)Im shaking the dust of this crummy little town off my feet and Im going to see the world. Italy, Greece, the Parthenon, the Coliseum. Then Im going to go to college and see what they know, an d then Im going to build things. Im gonna build air fields. Im gonna build skyscrapers a hundred stories high. Im gonna build bridges a mile long.(George Bailey in Its a Wonderful Life [1946], adapted from the short story The Greatest Gift [1943] by Philip Van Doren Stern) Strings of Semi-Auxiliaries Only the first word in a semi-auxiliary is a true auxiliary, since only that word functions as an operator, for example in forming questions: Is Sandra going to apply for the job?Had I better eat now?Is Jennifer supposed to phone us today? The semi-auxiliaries may come together to make a long string of verbs: We seem to be going to have to keep on paying the full fee.They are likely to be about to start working on our project. (Sidney Greenbaum and Gerald Nelson, An Introduction to English Grammar, 3rd ed. Pearson, 2009) The Habitual Past With Used to The   past form of habitual aspect is often expressed by the semi-auxiliary used to: Your mother used to sleep like a log.People used to whitewash their ceilings.My father used to bath us six kids in front of the fire. These utterances describe situations that occurred habitually in the past.(Thomas Edward Payne, Understanding English Grammar: A Linguistic Introduction. Cambridge University Press, 2010) The Future With Going to The salient semantic and pragmatic features of going to which are generally underlined by grammarians are: - its relatively informal style with respect to will (Huddleston and Pullum, 2002: 211). The widespread use of gonna (as opposed to going to in conversation is often a marker of informality; and it certainly is in written texts when spelt that way. . . .;- its dual meaning of future fulfillment of present intention and future result of present cause (Quirk et al. 1985), which have often been summed up as its intentional meaning and its predictive meaning;- its tendency to be used to indicate the proximity of a future event unless there is a time adverbial or context indicating otherwise (Declerck 1991: 114). The fact that the structure is that of the present progressive form of the verb to go would seem to underline strongly its connection with the present (Williams 2002: 102). (Yiva Berglund and Christopher Williams, The Semantic Properties of Going to: Distribution Patterns in Four Subcorpora of the British National Corpus. Corpus Linguistics 25 Years On, ed. by Roberta Facchinetti. Rodopi, 2007) Markings for Tense and Person [S]ome of the semi-modals, like have to and be going to, can be marked for tense and person: - past tense:He had to call the police. (CONV)- third-person agreement:Maybe she has to grow up a bit more. (CONV) These semi-modals can sometimes co-occur with a central modal verb or another semi-modal.(Douglas Biber, Susan Conrad, and Geoffrey Leech, Longman Student Grammar of Spoken and Written English. Pearson, 2002)

Free Essays on A Rose By Any Other Name

. This symbolic meaning shows that physical appearanc... Free Essays on A Rose By Any Other Name Free Essays on A Rose By Any Other Name A Rose By Any Other Name While symbolism is found in both of Blake and Wordsworth’s works we have been studying in class, the images’ meanings and importance vary greatly in the two poems. However, both authors are able to use regular scenes in nature to represent deeper understandings of love, solitude and life. As we have found in studying Blake’s Songs of Experience, the author loves to use symbolism to ‘mourn’ the harsh experiences of adulthood and how it can destroy what was once good and innocent. In Blake’s ‘The Sick Rose,’ a rose exists literally and as a literary symbol, most likely associated with love. On the surface, the poem seems to be speaking of a rose who has been infected by an ‘invisible worm’ that has crawled into its flower bed during a howling storm. The secret presence of the worm is destroying the sick rose, and the rose will soon die. However beyond the literal meaning lies a metaphor, as is the case with almost all of Blake’s works. Much like in ‘London’, Blake uses the image of a worm, most commonly associated with filth and post-mortem decay, to represent the sexually transmitted Venereal disease and ultimately, death. The ‘bed’, which this disease creeps into, can be seen as both the literal flower bed of the rose as well as the bed of a woman, most likely a prostitute who is unknowingly carrying the disease. The ‘crimson joy’ of the rose represents both the prostitute’s sexual pleasure as well as her shame, as red is quite commonly associated with shame in literature from this time period. The last line of the poem suggests that since prostitutes were considered the outcasts and lowlifes of English society, the ‘dark secret’ of the diseased worm will go on unnoticed and will eventually lead to the woman’s death. Wordsworth’s poem begins with metaphorical imagery as he describes himself wandering like a cloud until he encounters a field of daffodils... Free Essays on A Rose By Any Other Name Interpretation covers the ability to understand and explain according to an individual’s belief, judgment, or interest. Readers can interpret any quotation such as â€Å"†¦a rose by any other name would smell as sweet†¦Ã¢â‚¬  Understanding the quotation becomes clear by assessing two elements. This quotation has the capability of teaching readers effective lessons for living. The initial path of comprehending the quotation uses the literal interpretation, or recognizing the significance of dictionary explanations. By using this method, the quotation â€Å"†¦a rose by any other name would smell as sweet†¦Ã¢â‚¬ , a reader could construe: the smell of a rose stays the same, even if someone changes the name. The scent does not change due to the fact that the designation has no bearing on the fragrance of the rose. Using the second technique of analysis can bring a reader to a dissimilar conclusion about the quotation. Symbolic meanings suggest another idea for the quotation that cannot, in itself, surface. In other words, the symbolic meaning draws a picture for the reader. Use of this form of study can bring a reader to the conclusion: the components of an entity create the item the label does not. Having the ability to interpret can give any person the chance to decipher age-old universal truths. A universal truth presents an idea assumed true by the masses worldwide based on the interpretation of that truth. By solving two additional truths used in daily life, one can learn a little more about mankind. The first universal truth â€Å"†¦don’t judge a book by its cover†¦Ã¢â‚¬  can teach an efficient lesson in living. If interpreted literally, one can assume that the image depicted on the cover of a book does not necessarily reflect the content of that book. Using connotative interpretation takes a person down an alternative route to understanding, which shows the meaning behind the words. This symbolic meaning shows that physical appearanc...

Topic and apa review of literture narctics Essay

Topic and apa review of literture narctics - Essay Example Also, massive corruption and inadequate legislation on drug trafficking have perpetrated drug smuggling in the country. With improving law enactment in regions of operation of the cartels, the immense power, which the cartels had in 1990s, is slowly diminishing. However, Mexico still remains a den for drug barons and most of the drug cartels are still in operation despite incarcerations and killings of their founders. Mexican Drug Cartels Introduction The drug cartels have been in constant pursuit of regional control against forces of the Mexican government. The government focus has been to exterminate the gruel murders that result from powerful drug cartels duels. The Mexican government has for long focused on ending the fight between drug moguls rather than stopping drug trafficking, particularly into the U.S. The Mexican Drug Cartels can be traced back to several decades ago. However, they have been increasingly gaining power since the demise of Colombia’s Cali and Medellin cartels during 1990s (The National, 2011). Currently, the Mexican Drug Cartels dominate illicit drug market and control about 90 percent of illegal drugs smuggled into the U.S. this paper explores The Mexican Drug cartels and the reasons for their existence. Drug Production and Trafficking Marijuana, heroine, cocaine and methamphetamine, are the main drugs that drug barons smuggle across the border between the U.S. and Mexico (Shanty & Mishra, 2008). Marijuana and opium are grown in Mexico in plenty. According to Shanty and Mishra (2008), the quantity of marijuana supplied to the U.S. at one time from Mexico was approximately 95 percent of the overall marijuana consumed in the U.S. Presently, Mexico smuggles less than half the marijuana supplied to the United States. However, almost all cocaine that is smuggled into the United States first goes through Mexico before reaching the U.S. Most of the cocaine transported to the U.S. are airlifted or shipped from Colombia into Mexico befo re being smuggled across the U.S.-Mexico border (Shanty & Mishra, 2008). â€Å"About one-third of all heroine that enters the United States is developed from opium poppy plants grown in Mexico† (Shanty & Mishra, 2008, p.332). Mexico also established an attractive market for methamphetamine manufactured from precursor chemicals, which the Mexican government does not strictly regulate their importation. The chemicals are imported from countries like India, China and the U.S. The vast number of individuals, who cross the border into the U.S. daily, complicates the extent to which the government can control the flow of illegal drugs into the country (Grillo, 2012). For instance, approximately 295 million people, 88 million automobiles and 4.5 million trucks cross the U.S-Mexico boundary each year. Out of this estimation, just 10 vehicles are stopped and less this number is checked (Shanty & Mishra, 2008). Also, massive corruption among government officials encourage drug traffick ing in the country (Grillo, 2012; Klabin, 2013). In 1980s, drug smuggling was facilitated by drug consortiums that offered services to Colombian cartels for a fee of about $1,000-$2,000 for every kilogram of cocaine (Shanty & Mishra, 2008). Owing to the high level of risks in the trade, the syndicates demanded for a large chunk of profit share. Within a short span, the Mexican drug cartels were getting up to more than half the profits generated from cocaine trade. This lucrative gain enabled the Mexican drug cartels to take over as chief suppliers of cocaine. They also

Case Study I COnsent, Safety, and Firefighter Culture Essay

Case Study I COnsent, Safety, and Firefighter Culture - Essay Example (p. 40) As such, â€Å"they offer a secondary, reconstructed set of meanings rather than the primary ‘life world’ ones† ((p. 40). Deetz was emphasizing the effects of developed specialized institutions eroding functions of the family and the community in structuring one’s needs in life. The implications on this statement are: (1) being aware that corporations have different goals from personal goals, one should be recognize that strengthening personal aspirations would enhance the preservation of traditional family values and encourage community ties; (2) one should recognize that corporations exist to partially fulfill personal goals and should be not completely construed as the sole provider of one’s personal needs; and (3) the family remains the basic unit of community and should not be replaced by the corporation where one has recent ties. Question 2: Critical theorists claim that in order to discover the deep structures of power in the organization, an individual must look at the influences of the economy, politics, and social systems as forces that shape the organizational culture. Why is this important and what modes of thinking should be adopted by the critical researcher? A critical researcher utilizes thought processes to evaluate information and appropriately applies conclusions to guide decision-making processes. The framework applied by a critical researcher is associated with modes of accuracy, logic, depth, fairness, credibility and intellectual clarity. As such, in discovering the forces that shape organizational culture, the critical researcher must be aware of the availability and accessibility of relevant information pertaining to the following four areas, to wit: (1) advances in science and technology, (2) global redistribution of knowledge, power and wealth, (3) competing political, cultural, and religious ideologies, and (4) sustainability of