Avoiding the Passive Voice in Spanish

Avoiding the Passive Voice in Spanish One of the most common mistakes made by beginning Spanish students who have English as a first language is to overuse passive verb forms. Sentences with passive verbs are very common in English, but in Spanish they arent used very much- especially in everyday speech. Key Takeaways: Spanish Passive Voice Although Spanish has a passive voice, it isnt used as much in Spanish as it is in English.One alternative to the passive voice is to turn it into the active voice. Either explicitly state the subject or use a verb that allows the subject to be implied rather than stated.Another common alternative is to use reflexive verbs. What Is the Passive Voice? The passive voice involves a sentence construction in which the performer of the action isnt stated, and in which the action is indicated by a form of to be (ser in Spanish) followed by a past participle, and in which the subject of the sentence is the one acted upon. If that isnt clear, look at a simple example in English: Katrina was arrested. In this case, it isnt specified who performed the arrest, and the person arrested is the subject of the sentence. The same sentence could be expressed in Spanish using the passive voice: Katrina fue arrestada. But not all English sentences using the passive voice can be translated into Spanish the same way. Take, for example, Jose was sent a package. Putting that sentence in a passive form in Spanish doesnt work. Josà © fue enviado un paquete just doesnt make sense in Spanish; the listener might think at first that Jose was sent somewhere. Also, Spanish has quite a few verbs that simply arent used in the passive form. And still others arent used passively in speech, although you may see them in journalistic writing or in items translated from English. In other words, if you want to translate an English sentence using a passive verb to Spanish, youre usually best off coming up with a different way. Alternatives to the Passive Voice How, then, should such sentences be expressed in Spanish? There are two common ways: recasting the sentence in the active voice and using a reflexive verb. Recasting in the passive voice: Probably the easiest way to translate most passive sentences in Spanish is to change them to the active voice. In other words, make the subject of the passive sentence the object of a verb. One reason for using a passive voice is to avoid saying who is performing the action. Fortunately, in Spanish, verbs can stand alone without a subject, so you dont necessarily have to figure out who is performing the action to revise the sentence. Some examples: Passive English: Roberto was arrested.Active Spanish: Arrestaron a Roberto. (They arrested Roberto.)Passive English: The book was bought by Ken.Active Spanish: Ken comprà ³ el libro. (Ken bought the book.)Passive English: The box office was closed at 9.Active Spanish: Cerrà ³ la taquilla a las nueve. Or, cerraron la taquilla a las nueve. (He/she closed the box office at 9, or they closed the box office at 9.) Using reflexive verbs:  The second common way in which you can avoid the passive voice in Spanish is to use a reflexive verb. A reflexive verb is one in which the verb acts on the subject. An example in English: I saw myself in the mirror. (Me vi en el espejo.) In Spanish, where the context doesnt indicate otherwise, such sentences are often understood in the same way as are passive sentences in English. And like passive forms, such sentences dont clearly indicate who is doing the action. Some examples: Passive English: Apples (are) sold here.Reflexive Spanish:  Aquà ­ se venden las manzanas. (Literally, apples sell themselves here.)Passive English: The box office was closed at 9.Reflexive Spanish: Se cerrà ³ la taquilla a las nueve. (Literally, the box office closed itself at 9.)Passive English: A cough isnt treated with antibiotics.Reflexive Spanish: La tos no se trata con antibià ³ticos. (Literally, the cough doesnt treat itself with antibiotics.) Some of the sample sentences in this lesson could be understandably translated to Spanish in the passive form. But native Spanish speakers dont normally speak that way, so the translations on this page would usually sound more natural. Obviously, you wouldnt use the literal translations above in translating such Spanish sentences to English! But such sentence constructions are very common in Spanish, so you shouldnt shy away from using them.

Professional Leadership Development Skills The WritePass Journal

Professional Leadership Development Skills Introduction and Methodology Professional Leadership Development Skills ): Who has influenced you most in your desire to be an effective leader?   This may be a positive or negative influence. My greatest influence was Mr. Koffmann who has been referred to throughout my blogs. I found him to be a very personable individual and having worked with somebody who was willing to encourage me to be creative and to try new things I was able to notice how important it was for junior people to have these key individuals that encourage them to experiment and to test their own boundaries. What skills did they illustrate that have left this marked impression on you? The main skills that I found to be particularly influential were those of his willingness to spend time teaching others in a patient manner. He was forever present and this gave me a lot of confidence in him as a teacher; however, there were times where his expectations were extremely high and he was correct in demanding I found this skill to be particularly admirable, as I found it increasingly hard to be a strong leader in this regard. What skills did they lack that you have since learnt about to add to this desire to be an effective leader? My manager was often short tempered and at times failed to delegate matters sufficiently, so that experiences were not shared amongst all individuals. Had he managed his own workload better and delegated more frequently, not only would other individuals have had opportunities to undertake tasks, but it would be likely that he would be less short tempered during busy periods. On your Professional Development Plan which objectives have you started to develop and how have you got on? My immediate focus has been on my ability to network with others and to interact more with my peer group as well. I find communicating with others difficult at times, as I dont have a high opinion of my own ability and therefore this is undeniably a skill which I need to develop over a prolonged period of time. I have, however, ensured that I regularly discuss matters with my peer group and openly engage in conversations when the opportunity arises, particularly when it comes to how we can better perform the task next time. On your Professional Development Plan which objectives have you not started to develop and why? I dont feel that I have developed leadership skills as yet, due to the fact that initially I need to focus and develop my own communication skills and ability to get my point across to my peer group, before I can suitably develop a leadership style that will enable me to engage with subordinates in such a way that they are engaged and motivated. For this reason, this element of my personal development has not yet been addressed as part of the larger picture of developing confidence. Are there any changes you would like to make to your Professional Development Plan? On the whole, I feel my development plan remains accurate and valid and aligned to my long-term goals. However, I feel that I need to place greater emphasis on my own communication and leadership skills than I had originally thought, recognising that in order to successfully run my own business, I shall need to adapt to a wide variety of different personalities and will need to strive to be better than my competitors. Motivation is a key factor for both myself and my future staff members and a greater focus needs to be placed on developing skills for motivating others and not simply focusing on myself.    References Aubrey,  B (2010) Managing Your Aspirations: Developing Personal Enterprise in the Global Workplace  McGraw-Hill Cassidy, S (2004), ‘Learning styles: an overview of theories, models and measures’, Educational Psychology, 24(4), 419–444 Chartered Institute of Personnel and Development (2013) Learning and Talent Development Strategy. Available at cipd.co.uk/hr-resources/factsheets/learning-talent-development-strategy.aspx Keefe, J. W. Jenkins, J. M. (2008). Personalized instruction: The key to student achievement. 2nd edition. Lanham, MD: Rowman Littlefield Education. Martindale, N (2011). Leadership Styles: How to handle the different personas.  Strategic Communication Management  15  (8): 32–35. Maslow, A.H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–96 Schultz, D and P. Schultz, Sydney Ellen (2010).  Psychology and work today  : An introduction to industrial and organizational psychology  (10th ed. ed.). Upper Saddle River, N.J.: Prentice Hall

Groupthing theory research paper Example | Topics and Well Written Essays - 1250 words

Groupthing theory - Research Paper Example Therefore, Janis’ theory is often reconsidered and complemented by the modern researchers and scientists, who are focused on pros and cons of groupthink. Theory reflections in literature In accordance with Cottam, Dietz-Uhler, Mastors, and Preston (2004) it should be noted that groupthink does not belong to critical thinking based on a detailed discussion of the given problem or relevant issues. There is no process of group argumentation analysis and there is no proper analysis and evaluation of ideas validity testing. One of the main drawbacks of group thinking is the absence of an individual contribution to critical thinking. People think together and very often their ideas are mixed, some of the group members can feel frustrated, confused or even misconceive their initial ideas. Therefore, it is relevant to fight for individuality of thinking. This kind of thinking can be considered in case of solidarity of thinking among group thinkers (Cottam, Dietz-Uhler, Mastors, and Pr eston, 2004). Cohesiveness is the required condition for proper functioning of group thinking in an effective and efficient manner. It should be also noted that effective groupthink is based on two other conditions, such as ideal group structure and a favorable environment for groupthink. The group structure can be endangered in case of a lack of access to information or inability to reflect various opinions. In case there is a self-concentrated leader in the group, he can hardly establish favorable conditions for a sound development of ideas among other members. Groupthink occurs, when the members of the group are sure that their common decision is right and do not listen to any other ideas or consider them wrong (Ahlfinger & Esser, 2001). In the result of such a reservation of thinking, the members of the group become close-minded and they are not focused on their risky actions. Moreover, in case a group feels external pressure in order to reach conformity, they cannot confirm the unity and soundness of their thinking as well. Therefore, it is evident that groupthink is a challenging matter and a complex stage of decision-making process. In accordance with Ahlfinger & Esser (2001) Janis identified other important facts of groupthink. The first fact is that group members do not accept any alternatives; the second fact is that there are no clearly set goals of decision-making. They are not focused on potential risks of their decisions or cannot identify their preferred choice. A lack of information or inability to process information correctly or develop future contingency plans are also intimidating factors for a proper groupthink (Park 1990, Rogelberg, 1999). In case these facts are evident, there will be a poor outcome of decision-making process. These researchers underline that there are many other factors undermining effective groupthink, which should be studied properly (Shmidt, Zapalski, and Toole, 2005). In case a biased leader is present in the group, he may lead to imbalanced groupthink, because this leader will produce the main decisions and ideas. In accordance with another suggestion, a lack of conformity among group members will cause a poor decision making process. There are two main kinds of leaders, such as nonpromotional leaders and promotional leaders (Kim, 2001). In the former case, the leader did not exert much influence on the members of the group and did not foster his ideas. In the second case, the leader

IBM Flourishes in India Assignment Example | Topics and Well Written Essays - 2500 words

IBM Flourishes in India - Assignment Example These ideological differences once drove many foreign multinational companies including IBM out of the country. But at present because of globalization, India has realized the importance of foreign investments for their economic growth and welcoming as much as Foreign Direct Investments (FDI) possible. Moreover India is led by the renowned economist Dr. Man Mohan Singh who knows the importance of IBM like companies in India. â€Å"Growing modestly until the turn of the millennium, IBM India has been growing by leaps and bounds since then. Its workforce now totals 38,000, up from 23,000 two years ago and second only in number to IBMs U.S. workforce among countries in which IBM operates† (Gibson, 2006). This paper briefly analyses the IBM performances in Indian market currently. IBM Global Services works on outsourcing IT services in India on behalf of the many multinationals interested to accessing the local Indian engineering talent and the competitive labor costs available there. â€Å"Outsourcing refers to a company that contracts with another company to provide services that might otherwise be performed by in-house employees† (Thompson, 2009). Labor cost is increasing everyday and moreover shortage of skilled and experienced professionals forced multinational companies like IBM to look beyond their boundaries in America to explore the cheap labor markets of other countries like India which is blessed with immense manpower especially IT professionals. In India like countries IT professionals are searching for better placements whereas IBM like American companies searching for IT professionals. Globalization has opened up the Indian market and the present Indian government led by the Congress party has escaped from the controls of the left parties which actually strongly opposed the entry of foreign companies in India. Thus the setting is well and good for IBM like IT companies to explore the Indian markets. IBM recorded total revenue of US$ 606 million

LeGAL ASPECTS of contract administration Assignment

LeGAL ASPECTS of contract administration - Assignment Example Regardless, exclusion clauses are not always enforceable because they do not meet the three-rule test. Exclusion terms are part of virtually every contractual agreement (Culp, 2010). The clauses and related implied terms function by excluding or restricting the entitlements of a party to the contract in the event of a breach (Frey, & Frey, 2000). For instance, if a party to a contract intends to restrict his or her liability, the party is expected to incorporate an exemption clause restricting the amount of reparations that they will be willing to part with in relation to a clearly defined total amount of damages (Round & Shanahan, 2012). In a number of cases, a party may incorporate a written term seeking to exonerate them from any kind of liability for a particular issue that could affect the contract, for example, brittle goods being broken whilst in shipment (Latimer, 2012). This way, exclusion terms function to the advantage of one party to a contract. Generally, an exemption clause in contract law can only be effective if the party relying on it has been reasonable enough in his or her notification of the other party regarding the same (Culp, 2010). The party consenting to the exemption clause must also be cognizant of its inclusion into the contract. Latimer (2012) notes that to secure its enforceability, the following conditions should be met: firstly, the proposing party can serve notice of the exclusion clause on the other party via actual or constructive means. Actual notice takes place when the offerer actually notifies the other party or when it is apparent in the contract and can be seen by a reasonable person (Scott, 2013). Secondly, constructive notice takes place when the offerer had acted reasonably to notify the other party of the existence of such clauses. Lastly, courts may be persuaded to resolve any disputes

The Psychometric Approach To Child Development Psychology Essay

The Psychometric Approach To Child Development Psychology Essay The psychometric approach is defines as the tradition research to standardized the development test of intelligent. Some of the experts agreed and defines that psychometric approach, triachic theory, multiple intelligence view and processing approach. In the recent advance defines intelligence, is the componential analyses is the test for the childrens test thats in between aspects of intelligence test and the information processing. The IQ test is the main component of the approach from the element on attention, memory and the reasoning strategies. Charles Spearman (1927) had a theory of intelligence which two factors, general intelligence called g, that is the ability in mostly of the intellectual task. The specific intelligence is the second factor which to difference abilities to people have in different activities. For example, some children are good in reading (verbal) and some of them might be good in mathematical reasoning and other like logical thinking and others. Raymond B. Cattell (1971, 1987) and John Horn have proposed two factors, fluid ability is the use of brain actively to solve problem. For example, the child will learn to use the ability to solve verbal analogies and the skills for relationship of the stimuli. The crystallized ability is the knowledge through schooling and experiences from social custom. For example, the children will gain their knowledge from going to school such as the general test information What is the temperature for boil water, then numerical abilities What is 206=? is measured by crystallized intelligence. John Carroll (1993), by using the three-stratum theory of intelligence, such as g, is based on the cognitive abilities. For example, likes spelling ability, spatial scanning, and simple reaction time of the child. The second is broad stratum is the basic of biological components in fluid and crystallized intelligence, learning and memory. The third is narrow stratum which is specific behavior of the people based on the second broad stratum. For example, the child reaction time to the decision for process or speed. Louis Thurstone (1938) had analyzed of the college student test scores, that the important of g (Spearmens Theory). Thurstone had broken Spearmens theory and called primary mental abilities, perceptual speed, numerical reasoning, spatial ability, verbal meaning, memory, and inductive reasoning. For example, when the rain have stop there will be rainbow and lastly the sun will shine again. (From the observation) Robert Sternberg (1985), have developed the information processing theory that is in contrast of the cognitive approach of psychometric approach. Sternbergs Triarchic Theory According to Sternbergs, he believe that the complete theory of intelligence combines of dealing the adapt and changes in nature and nurture the main factors of intelligence from the triacrhical theory of intelligence such as: i) analytics intelligence or componential subtheory, the skills of focus on analyze problem, information-processing and create more solution. Is the component for intelligence acts of applying the strategies, knowledge acquisition, metacognitive and performance. This method is only useful on mental tests which only useful in some potential ways that will different result in the narrow view from the intellectual behavior of the children. In the research the components is showing that human intelligence in children is faster in the information processing by the age. Is the encoding component of the children will decrease in time with age and later increased. For example, a doctor is to (a) patients (b) medicine (c) nurse. From this the children will visualize the step or process of the doctor and to the patients. Knowledge acquisition component is from the process to store and gain used information and for the metacognitive is to control the performance to structure and set up the problem together. For the performance component is the process of the stimuli the perceiving of holding the information such as comparing values, short-term memory, to recall material from long-term memory, total calculating and to differences as well. For the metacognitive is to solving and values for the cause of use in the performance component, needs of the result to known and to evaluate the solution too. For example, when the children (4 years old) at pre-school, the teacher will teach them to plan and they start to write on the piece of paper. (Metacomponents), writing on the paper (performance components) and new things is learned when writing. (knowledge-acquisition components). ii) creative intelligence or experiental subtheory, the ability of action in solving problem. In this theory the success is not depends on the familiar information but from the new problems is by useful solution. This experience role had split in to two categories which is automation and the novelty. The automation which is the process of task that can be completed in several or many times before and is easy to complete by the individual. On the other side of the novel, the task is more difficult and had never encounter before by the people that will find hard to manage the test. The novelty is from the child or people that think creatively with more skillfully than others. When the new task given, they will act actively and the information processing is conscious to respond to it by automatic way or to increase the information-processing in efficiency practice. From this aspect they will quickly moving to high-level performance and for all of us. We will able to think creatively and only few of us able to excel by having the novel solution. According to Sternberg, the familiar of the task, it is crucial for a person to understand before the assessing the behavior of that persons. For example, a test for two group of different culture group of intelligence test. In the testing process the items that are familiar to one of the group and the novel to introduces the culture and is bias to the testing process and is unfair for the other groups assessment that regards of abilities. iii) practical intelligence or contextual subtheory, the application of the understanding skills in what will actually work or is a goal-oriented of the purpose in adapting to, shaping or selecting environments. For intelligence people is adapt with their thinking to adapt the skills to fit in the desire and demands to the better environments. If they cant adapt to the environments they will try to change or shape according to their needs. They will go to a new environment to adapt the success of behavior in new context. This practical intelligence is not a culture free that remind to us in this intelligence behaviors. For some children, because of the background they needed success in the intelligence tests and that will easy for them to adapt to the tasks and testing condition. In the daily life the child often show sophisticated abilities. For example, the children will be interested in stories telling, or some artistic activities such as dancing, drawing or art and to interact with skillfully people like playing golf, riding house and others. According to Sternberg, the underlying of the traditional IQ test is ignoring the produce of intelligence of how people answer to the theories of intelligence the number of answer for the full picture of intelligence is not only includes the right answer from the people but the efficiency of the process in use. In the information-process, the reflection of the behavior will effect on the respond to novelty or automation process in the people or child. From the triarchic model able to carry out the efficiently and effectively to solve the novel and adapt to their environment such as from different context like age, culture, historical background. (Carol K. Sigelman, Elizabeth A. Rider:Pg250) It is also called as theory of successful intelligence to the abilities of people to be need to success in life which based on their own sociocultural context include of analytical, creative and practical intelligence. The ability of the intelligence is not only for do well in school, is measure by the traditional intelligence test for the ability in throughout the life. The success of the smart people is to maximize their strength and to reduce the weakness in them. The environment is selected by their abilities to modify or to extend it, the environment to suit their own profile. The intelligence is still tested widely until now and does not affect the intelligence from the sophisticated view. (Carol K. Sigelman, Elizabeth A. Rider:241) Sternberg had tested on the validity of the triarchic theory with his collaborators that had gave children from Finland, Spain, Russia, and United Stated for a thousand of test item tap of analytics, creative and practical skills. It was repeated indicated in analyzes is clearly indicated the three factor of the intelligence. It was complexity of the triarchic theory in the intelligence test of the intelligence behavior and limitation of the test. According to Sternberg (ET al.2000), the vital to success in life, is through the form of intelligence by the help of cultural thats comes from the behavior as intelligence. From the researcher, the parent cognitive trait is the first grade as describe by the Caucasian Americans. The noncognitive capacities is the minorities such as motivation, self-management and social-skills is by the Cambodian, Filipino, Vietnamese and Mexican immigrant. According by Sternberg, some of the children intelligence strength and can overlook easily test by mentally through the estimation especially in the minorities. ( Luara E.Berk:Pg323) The triarchic theory of intelligence from Sternbergs, is clearly show that a useful way to understand human intelligence and is included the important aspect thats different from the other psychometric approach. The process is focus on human experience which is important and interaction between the surrounding and environment of the human. 2) Language is consists of sound, meaning, and the structure that well be using in our daily. The flexible communication system is the combining thats known as language details. Language is having four parts of component which is:- Phonology , are the system of the sound from language and the combining of rules to produce a meaningful speech sound. Semantics is the meaning from the sentence and words that expressed Grammars in to two parts :- Syntax is the combines of words in arranging the sentence to meaningful sentences. Morphology, different grammatical expression of the children to forming words in to meaning. (e.g number, case, person, active, or passive voice) Pragmatics The principles for engage the effective and appropriate social contexts or communication. The theory of the language development is the have three basic explanation as following, Behaviourist perspective, is through observing from the nurture or environment. Nativist perspective, is from the nature or inherited from the genes Interactionist perspective, between the nature and the nurture is the focus interaction. Phonological Development Is the process that depends on the produce sound, sound sequences and the ability of the child to combine and understand the phases and words. The child will try to talk to people around them to be produce speech like adult. For example, Coco for Coconut or ( Menn and Stoel-Gammon 2009) The early phase The child will start by easies sound of consonant-vowel and repeated syllables words such as Mama, Dada and etc. There is a phonological limitation in the child as they refer to the parent in the first word. As the child looked on the object for longer, they would pronounce the words correctly, if they not focus to the object will lead to mispronounce it. They will increase vocabularies of making new words by using theyll perceptual abilities. Appearance of phonological strategies As the children at age 2 1/2 , from the frequently practice and development on the phoneme in their language that are more accurate and rapidly. Child will use their systemic strategies to challenge difficult words. For some children they will use different way to pronounce the words on the complexity of the words. The range of languages is the children errors such as English, Cantonese, French and others. The conveying meaning is the complexity of language and the certain is important rate of phonological progress. For example, the child might say I turn instead of My turn. The children will greatly improve they pronunciation in the preschool years. The child will actively large responsible in problem-solving efforts and maturation in them in resistant to the phonological errors to adult. Later Phonological Development The phonological is complete by the age of 5 year old, the child will correct themselves of a new words that are hard to understand and difficult to pronounce. Semantic Development Child can produce about 50 words at the age of 18 months. The children comprehension is from the understanding of language and to pronounce from the language they used. From the communication the child can recall memory and recognize new words by picking up more new words. For example, child can follow simple instruction such as Throw this into the dustbin or Go to sleep now. The Early Phase Children are learning based on the labeling and modeling by their parent from the object and events. The early word learning is by emotion influences. By the age of 1 1/2 , to divert the attention of the child to learn they will listen carefully and with strong emotion in better learning of words. For example, the child able to express themselves when there are happy, sad and mad. For toddlers, they will wider their experiences in the object and events to remember such as their will know to mention places like house or store and to mention themselves as mine, me and their own names well. The fast mapping will cause in the process as the children connected to a new words in a real world. For example, when they see a fish, theyll say See is a fish. Fish lives in water. Most children will have their own referential style to refer to the objects in their vocabularies. There also some children who use an expressive style which using more on the social formulas and pronouns. For example, the child will use of words like You wanna play? or bye-bye. Children will often underextension of using too many words or errors. For example, a 2 years old child, use of words of doggie as the furry animal with four legs. On the other errors is overextension that the child used it to refer to more object. For example, will use of words bus, when they saw a lorry, truck and fire engines. Later Semantic Development The children will expand their vocabulary about 400000 words in the primary school from the start to end. Their will start to use more complex words like weapon or equipment. The children will become reflective and analytical knowledge in understanding more definitions or meaning of words includes riddles and humour. Their will improve more on the language as become adolescence by using the words e.g. The children will use complex words like sophisticated or enthusiasms. How semantic development takes place The toddles best learning is that, they receive feedback from the adult but the adult cant always be there to correct each word picked from the child as according the researcher. For example, the parent will point to the bird and teach the child to say bird, when they saw a furry, with two wings animal. The child will need their cognitive process to support them. The influence of memory By using the phonological store, the children fast mapping is supported by the special part of working memory so they can hold the speed-based information. The child using more often nonsense words, there is higher phonological memory skills increase in the present vocabulary and the growth over year. In this concept is able for the child (2 years old) to have good phonological memory transfer new words to the long-term memory to connect with the new concept such as when giving one or two words they can recognize by the initial sounds. From this early development will link to the advance of the phonological memory of the advance vocabulary development for other tasks such as language task include comprehension longer and complex words. The child will keep learning new words and they will rely on the difficult words to detect the new words meaning. For instance, tig or tiger and but or butterfly. Strategies for word learning Children will figure out the meaning by themselves using contrasting word they know and assign it in their new vocabulary gap. For example, when the child got to learn a new object such as square, then master the object by more names like cube or box. Beside children will assign the preliminary meaning and to match the words to conventional use in their language. For instance, when the children know the basic word (bird), they will add names like parrot, crow at the hierarchical level. In this process is not fully understand, the vocabulary growth of the child is by the mutual exclusivity bias which is the referring that the words are by categories and separate (nonoverlapping) entirely. For example, child can refer to the object to categories it belongs, such as a dog is a pet, a mammal and animal). Child mostly refer to the object in well-organize shape. The shape bias is clearly shows they learn the noun based on shape and the attention of the additional shape in the object. The toddlers readily to master more objects name by shape and vocabulary accelerates when they go to preschool to learn more new words and language skills. For example, a shape heart, can be label as love and red color. The child will discover a lot new word from the preschool by observing the used in words or restructure of sentence through syntax which knows as syntactic boostrapping. For example, This is chilli will used the new word to adjective the for a familiar object ( chili) refers to the object and they will used syntactic information generalized and refine the words to other categories like Is red as a chilli. Through the frequent information from the adult is providing advantages of social information to the children. The children will be informed by the adult about meaning of words directly. Is the parent to highlight the meaning adjective and label information to the children of object property saying of words. The adult will use one or two words to explain to the child, e.g. You can call this flower but is better if you say tulip'. The children will growth more if the parent clarify and provide information of vocabularies. Explaining vocabulary development Children will have they own ability to induce words meaning by using mutual exclusivity and syntactic boostrapping, by some theories. This is not sufficient to account to the flexibility to the child. Too many differents word-learning strategies cant learn by child due to used in different language. For example, English-speaking child telling different between object, This is marble, by multiple objects which same Those are marbles and the proper name is This is marble. The alternative of vocabulary growth is another perspective cognitive strategies in children by apply nonlinguistic stimuli. The propose children had the word-learning strategies emerge out of the effort decipher language is called emergentist coalition model. The coalition of the children is through perceptual, social and linguistic important in the swift of the age. For example, the infant will respond to the parent when the parent using a toy to play with them. They will have sensitivity and perceptual towards the toy and in social cues, they will have attention to the gaze and gesture in them. The major role plays in language will develop in linguistic cues like syntax and intonation. Grammatical development Children (18 to 24 months) will use two to three words sentence. They will use telegraphic speech to express themselves that is high-content words, less important ones. In the earlier combination they did follow of the consistence grammar. Refining and generalizing structure is rules using by the children to process two to three words. For example, 2years old child, will say I do it instead of I can do it by myself. To express variety meaning children will use utterances two-three words like adultlike by the children over the world. Children will use the same construction words to express different composition. E.g. children will say Mommy milk, when he is hungry and the mother will give them milk. Due to the limitation of the memory they cant produce a long sentence. From simple sentence to complex grammar Children can produce complex sentence by the age of 3. They start to create sentence by using adjectives, nouns, verbs, article and prepositional phrases. For example, the child will say, He is the boy, who chasing by the dog. At the preschool the children will refine and generalize the grammatical forms. Development of Grammatical Morphemes Grammatical morphemes are structural and semantic complexity is consisting reflects to the English-speaking child. Children will add morphemes like -s, -ing, or -ed to form plurals, present and past tenses. There are two important roles in morphemes, structural complexity that using by the child. E.g. By adding the ending -s or -ing. The child will express correct tense such as I am a student versus They are student the second semantic complexity. Overregularization is regular morphemes rule for the child extent the words that is exceptions the type in errors. For instance, My bag is heavy and We each have two eyes when the child is 2 to 3 years old. Children will have inconsistent patented when hear irregular forms from the adults and they will have irregular morphemes fails on the -ed rule that lead to overregulariazation result. Development of complex Grammatical Forms As the child have master the auxiliary verb, that will lead them to new expressions. Negatives, the learning of negation there are three types : Non-existence, is something that absence remarks for the child. E.g. No sound Is spoiled. Rejection, the child will expresses opposite. E.g. Dont play Denial, denies truthfulness in something by the child. E.g. That not my blanket This is the parental speech causes the early construction in imitation. When the parent tried to express the rejection or non-existence, they will start by no at the sentence: E.g. No, you didnt turn it on the sound. The child will add more auxiliary verb by the age of 3. Question, is the first appear at the preschool years and it an order sequence. Child start their sentence -wh question such as begin with where, which, what, who, why, when and how. For example, What is that?, Where is that. The caregiver will correct the child expression when the sometimes the child have error in auxiliary verbs. Other complex constructions Children will produce a complex construction by using more grammatical structure sentence to increase conforms of rules. First the children will whole sentences, e.g. Dad lets to the shop and we buy some snack to home. The embedded sentence will be produce by the child later on such as (I think he will join us), tag question (Ann wont be coming, isnt she?) and passive sentences (The cat was chasing by the dog). Later Grammatical Development When the children go to school they will improve the master of complex construction such as to produce more passive statements. Child will use full passive voice and statement during the middle childhood and adolescence. For example, (Is no sold out or Is not available) full passive (The cracker is finish by Daddy). Infinitive phrases, is another advance understanding of grammatical achievement of the child to different in the sentence. Eg. Andy is happy to go to school or Andy is eager to go to school Ideas about How Grammatical Development Takes Place Strategies for Acquiring Grammar The basic grammatical regularities are the properties that the children rely on the language. Semantic bootstrapping is the word that the children use to figure out structure sentence. Children will group the words, agent qualities as subject and words action qualities as verbs. Children master grammar by the observation structures that believe by the others. Eg. Understand, think and believe and the basic activity and input. The Chomskys theory is the essence that believes by others theorists the idea of one that accepts is semantic bootstrapping but grammatical categories are innate. Child has special language-making capacity such as the discovery of the grammatical regularities by analyzing in the language they hear. Environmental support for Grammatical Development Adult will feedback to the children by two techniques and maybe used together, recasts, to correct by restructuring inaccurate speech and expansions, to increase complexity children speech by elaborating more. For instance, I gotted a book, the parent will respond, Yes, you got a new stories book. To clarify more questions to the children may encourage them to understand the correction of the grammar. Pragmatic Development Is the used in language to communicate interactive in social such as taking turns, stating of messages, staying in same topic, and to cultural rules. Acquiring conversational skills Children will make eye contact and take turn to interact in a conversation. Additional strategies such as turnabout, which is not only comment by the speaker but also required to request and respond to the partner again. Shading is the changing of topics and motif the discussion focus as a speaker. Illocutionary intent, the acts of speaking of the speaker when is form utterance not perfectly consistence. For example, when the child saying to his mother I am getting bored here, means I want to go home. This is to give the child how to communicate clearly, to express of narrative style which with skills and literacy development. The child will be able to communicate with their siblings such as twins, older siblings and parents that enable participated in exchange longer conversation. The young child will picking up more skills in listening to their sibling interaction such as using of I or you. E.g. I like blue color What is your favorite color? Communicating Clearly Children are using referential communication skills, that is effective in communicate effectively such as deliver clear conversation and clarify the message if is unclear to ask for more information. Child will depend on the situation and demand to interact in the situation such as when they are giving guideline to follow the instruction. For example, when they on the phone conversation they will listen carefully from the caller like Can I speak to your mother please? and therefore the child will ask the mother to answer the calls. Narratives The child will produce brief renditions to jump to another event when the child reaches at 4 years old, called leapfrog narrative. The child will produce chronological narrative such as the temporal sequence. For instance, We went stadium. Then we go to swimming. Later we when to cycling For the preschooler will to narratives evaluations like how and why of the comment events or their feeling and others people thoughts and intentions. Child will connect themselves the powerful actions and pretend props in this event. From this event, the child will master more in reading and comprehension and written development. Sociolinguistic understanding Children will be sensitive to the language adaption of social expectations that called as speech registers. Child will understand the different of the social position in stereotypic features such as dominant male roles, play-roles like teacher, doctor and etc. Meanwhile, for feminine roles likes mother, student with a soft spoken voice. Parents which teach them the voice tone. E.g. to say bye-bye, Hi, parents will teach the child to say please and thank you if the child fail to do appropriate. The parents will teach the child to adapt language style in social context when they turn to teenager. They will learn to be persuasive, well-organize and greater skills in effective communication skills and cognitive self-regulation. For instance, when the child grown up to start working, they use they communicate skills to interact with different level of people. (Luara E.Berk:Pg391)

Comparing Daisy and Countess Olenska in Daisy Miller and The Age of Inn

The story â€Å"Daisy Miller† is a romance of a love that can never be. The character Annie P. Miller (known as Daisy Miller) is portrayed as a young naive wild yet, innocent girl who want to do nothing more but have fun with the company she please. The story â€Å"Daisy Miller† is a lot like The Age of Innocence. In both the movie and the book the leading lady was shunned from society because of their behavior. Both Daisy and the Countess Olenska were misunderstood and out-casted because they were saw as different. These women did not want to conform to what the society thought was proper and good, they had their own opinion and was bold in their time to state it. Daisy thought it was okay, even nice to have many gentlemen friends. She did not find it to mean she was of recklessness. Daisy thought the more gentlemen and even lady friends she had proved her to be more sociable. She was a bold young lady who said what she felt and did what she wanted. When Daisy enjoyed the companionship of a gentleman she freely says so, and publicly complements the fellow. Daisy knew that people did not thi...

Anthem by Ayn Rand Essay

The book Anthem by Ayn Rand expresses the true meaning of the word â€Å"ego.† The definition says its meaning but the story itself shows it with actions. Ego means the self aspect of an individual that thinks, forms values, and makes judgments. In Anthem it refers to the need individuals have to be liberated from collectivism, free to use their own minds and express individual uniqueness. This word has a lot to do with the book and the purpose of the story. It recounts to it in many ways, since this is the story’s main focus. Ego relates to the book Anthem because it is the theme, and is the lesson we readers learn from it. Equality the main character of Anthem is our guided road to egoism. He is the one that leads the readers to understand the reasons his society is in need of ego. He goes after the solutions and takes dangerous risks as well. The world in which they live is so miserable, they are basically treated like robots. Equality felt like he needed to do something about it, that he needed to recover the ego that got lost in the web of dystopian inhumanities. There is where we see the relation between â€Å"ego† and the book. The whole reason why there is a problem in the story is because everyone is lacking of THE EGO that life grants each human being. As it states on page 46, â€Å"There is fear hanging in the air of the sleeping halls, and in the air of the streets. Fear walks through the City, fear without name, without shape. All men feel it and none dare to speak it.† Meaning these men are scared of their society which is why they don’t stand up for themselves and they feel fear. It all happens because they don’t have their own ego. At the end when Equality discovers what had been hidden for many years. He starts to live life the way it should had always been, that is when he finds egoism. We now see how ego turns to be the theme of Anthem. This book shows us how a different lifestyle/society can completely restrict us from the life humans are meant to have. That is the lesson I take away from this story. Ego is truly important in life and that is what Equality teaches us. He does so by showing how great his life can be when there is objectivism. He lives in the mountains in a two stories house by himself with the exception of Gaea. That is a big step towards the Unmentionable times and a better life for Equality and the ones that surround him. As it states on pages 99-100, â€Å"I shall live here, in my own house. I shall take my food from the earth by the toil of my own hands. I shall learn many secrets from my books. Through the years ahead, I shall rebuild the achievements of the past, and open the way to carry them further; the achievements which are open to me but closed forever to my brothers, for their minds are shackled to the weakest and dullest ones among them.† Asserting us he will make good use of his ego. Overall the word ego ties in very well with the book and the story’s purpose. This word is the motor that carries on the book. It is also the teaching that readers obtain. â€Å"Ego† is the best good word to represent all the barbarities that are now long gone and banned from Equality’s life. It was known as â€Å"the unspeakable word† and it turn into the salvation word. Ego relates to the book Anthem because it is the theme, and is the lesson we readers learn from it. â€Å"The word which can never die on this earth, for it is the heart of it and the meaning and the glory. The sacred word: EGO†

Lord of the Flies-book v movie essays

Lord of the Flies-book v movie essays Following the norm is just too hard. Movies do not allow audiences to create their own imaginary island with their own group of boys. In the novel Lord of the Flies, there are many things that lead to the obvious time developing characters, mentally stimulating and systematic dialogue that allow the reader to interpret the book to their liking. This puts Lord of the Flies book superior to its 1990 motion picture. Noticing that a movie is subject to a very small bracket of time, it unfortunately has to leave out a lot of things portrayed in the twelve chapter book. Because of short attention spans, people get distraught and uncomfortable when a movie drags on. With a book mind you, a person can pause or put down the story and pick it back up at their own leisure. Time is critical when editing a movie, one must very keen to allowing eye candy to continuously flow from the screen. The book allows your always active imagination to create a imaginary scenario centered from you own likes and dislikes. Characters development in books is crucial to the visualization or interpretation of the reader. In a movie situation, the audience is forced to see it from a uncomprehensible state of another persons perspective or interpretation. Ralph for instance could have been a selfish, whining baby to one person, and a sensible leader to another. In movies Ralph is forced to be a character interpret ed by one persons active imagination. Hence not everyone relates, and the movie is only good to those who think the same narrow minded way. Hats off for the person who could develop a mentally stimulating movie which could feed the active imagination better than a wide open book. For a movie to be good it has to be visually stimulating. Most people like the fact that a two hour movie will allow the director to do the thinking for them to keep their attention on the eye candy. ...

How to Prepare Common Acid Solutions

How to Prepare Common Acid Solutions Common acid solutions can be prepared using the handy table below. The third column lists the amount of solute (acid) that is used to make 1 L of acid solution. Adjust the recipes accordingly to make larger or smaller volumes. For example, to make 500 mL of 6M HCl, use 250 mL of concentrated acid and slowly dilute to 500 mL with water. Tips for Preparing Acid Solutions Always add acid to a large volume of water. The solution may then be diluted with additional water to make one liter. Youll get an incorrect concentration if you add 1 liter of water to the acid. Its best to use a volumetric flask when preparing stock solutions, but you can use an Erlenmeyer flask if you only need an approximate concentration.  Because mixing acid with water is an exothermic reaction, be sure to use glassware capable of withstanding the temperature change (e.g., Pyrex or Kimax). Sulfuric acid is particularly reactive with water. Add the acid slowly to the water while stirring. Recipes for Acid Solutions Name / Formula / F.W. Concentration Amount/Liter Acetic Acid 6 M 345 mL CH3CO2H 3 M 173 F.W. 60.05 1 M 58 99.7%, 17.4 M 0.5 M 29 sp. gr. 1.05 0.1 M 5.8 Hydrochloric Acid 6 M 500 mL HCl 3 M 250 F.W. 36.4 1 M 83 37.2%, 12.1 M 0.5 M 41 sp. gr. 1.19 0.1 M 8.3 Nitric Acid 6 M 380 mL HNO3 3 M 190 F.W. 63.01 1 M 63 70.0%, 15.8 M 0.5 M 32 sp. gr. 1.42 0.1 M 6.3 Phosphoric Acid 6 M 405 mL H3PO4 3 M 203 F.W. 98.00 1 M 68 85.5%, 14.8 M 0.5 M 34 sp. gr. 1.70 0.1 M 6.8 Sulfuric Acid 9 M 500 mL H2SO4 6 M 333 F.W. 98.08 3 M 167 96.0%, 18.0 M 1 M 56 sp. gr. 1.84 0.5 M 28 0.1 M 5.6 Acid Safety Information You should always wear protective gear when mixing acid solutions. Be sure to wear safety goggles, gloves, and a lab coat as well. Tie back long hair and make sure your legs and feet are covered by long pants and shoes. Its a good idea to prepare acid solutions inside the ventilation hood because the fumes can be noxious, particularly if you are working with concentrated acids or if your glassware isnt absolutely clean. If you do spill acid, you can neutralize it with a weak base (safer than using a strong base) and dilute it with a large volume of water. Why Arent There Instructions for Using Pure (Concentrated) Acids? Reagent-grade acids typically range from 9.5  M (perchloric acid) to 28.9 M (hydrofluoric acid). These concentrated acids are extremely dangerous to work with, so they are usually diluted to make stock solutions (instructions included with the shipping information). The stock solutions are then further diluted as needed for working solutions.

Inside job movie by charles ferguson Review Example | Topics and Well Written Essays - 250 words

Inside job by charles ferguson - Movie Review Example The first part (How We Got There) talks about the high deregulation of Iceland in 2000 and how it its banks became privatized. The world and Iceland thus plunged into a global recession following the collapse of the AIG and the bankruptcy of the Lehman Brothers. The first part shows how deregulation created corruption where several home owners, for instance, were granted loans they could never settle. The second part (The Bubble) is the period from 2001 to 2007 which saw a housing boom like none other where speculators would purchase credit default swaps and bet against collateralized debt obligations they did not own. As the AAA rated investments sky rocketed, the third part (The Crisis) highlights how the CDO markets collapsed with investment banks left with huge loans and real estates and CDOs they were unable to unload. The recession then ensued in November 2007 with Bear Streans going bankrupt in March 2008. Freddie Mac and Fannie Mae (both on the brink of collapse) were seized by the federal government as others such as AIG, Lehman Brothers, Chrysler and GM collapsed or became bankrupt. Foreclosures hence soared in the United States with the world’s financial system creeping to the depths of its grave. In part IV (Accountability) the government continues bail outs, banks start to gain power again as top executives walk away from their insolvent organizations. In the fifth part (Where We Are Now) many employees in factories have since been retrenched amid weak financial reforms from the administration of President

Socrates Essay Example | Topics and Well Written Essays - 1250 words

Socrates - Essay Example Socrates was a Greek philosopher, whereas Cicero was a Roman rhetor. Socrates was born in 469 BC, while Cicero was born in 106 BC, so these philosophers expressed their wisdom in different epochs. They both used dialogues as a narrative and a polemical form to develop the state of mind of their students. Socratic dialogues criticized practices of the society, and it appeared that Socrates pretended to undermine undoubtful opinions of his students. On the other hand, Socrates and Cicero imposed different arguments to provide an understanding on the subject of justice. Therefore, 'Crito' implicated a hypothesis on a problem whether philosophers' escapes from jails would have been defined as an act of justice. Furthermore, Cicero analyzed the duties of justice from two relevant perspectives. According to him, justice must have been treated with only a respect for humanity. At the same time, he defined justice as not causing harm to any individual; analogically, Cicero forbade to lay a c laim on property that belonged to another person. Socrates and Cicero both stated that justice was a key virtue in the society. These philosophers had a clear opinion that justice dealt with matters relating to an idea of fairness (Cicero, 20; Jowett, 4). For instance, Cicero stated that righteous behaviour was a key ingredient of justice. According to the rhetor, meritocracy deserved to be extremely important for a justice' hegemony in the society. In order to achieve meritocracy, people needed to abide the laws that were issued in their community. From the other perspective, Socrates refused to escape from prison stating that this possible action of him must have been regarded as being totally unjust. He assumed that escaping from prison was equal to injuring the laws of Athens (Jowett, 5). Philosopher believed that escaping from prison would have been a case of returning an injustice for an injustice. Socrates and Cicero both believed that justice dealt with an idea of fairness. Therefore, Cicero argued that abiding the rule of law ensured equal distribution of rights in the society (Cicero, 21). Similarly, just law promoted fairness. In fact, these philosophers stated that justice demanded that people got what they truly deserved (Cicero, 20; Jowett, 2). Socrates always explained that emotions could alter one's judgement when deciding between a just decision and an unjust decision, because emotions could force an individual to commit an act of injustice. So, Socrates denied Crito’s plan to help him in a form of escaping from the gail. But, Crito forced a thesis that the philosopher's escape would have been just because the sentence he faced in Athens was injust. Socrates answered that justice at all time involved facing a fair trial and getting a fair sentence afterwards. He stated that although his sentence was unjust he had an obligation to obey the laws of Athens (Jowett, 12). He argued that his duty to Athens was to accept the sentence. Generall y, Socrates and Cicero acknowledged that the laws served interests of the people and they did not subjugate to desires of the prominent leaders of demos or populi Roma (Cicero, 35; Jowett, 15). Then, Socrates said that justice was all about fulfilling one's obligation; for example, when an individual had a debt the just thing to do was to return the debt in time. He strongly discouraged people from viewing justice as a punishment or a revenge. According to the philosopher, retaliation was unacceptable. Analogically, philosopher considered retaliation as a wrong way of justifying his escape from the gail; according to Socrates, act of retaliation, as a rule, resulted in harming another individual. He argued that if in the process of seeking justice one ended up harming another person, then the person seeking justice was committing an injustice (Jowett, 13). From Crito’s view (when planning Socrates' escape), every philosopher was supposed to fight against the unjust sentence. Then, Socrates stated that retaliation against the unjust