5 Common Grammar Mistakes to Avoid in Business Writing - BestEssay.education

5 Common Grammar Mistakes to Avoid in Business Writing 5 Common Grammar Mistakes to Avoid in Business Writing On the off chance that you own, work or speak to a business, it is critical that you can impart viably recorded as a hard copy. This remembers conveying for promotions, in blog entries, when sending messages, when posting via web-based networking media, and while collaborating with clients or sellers. A major piece of this is figuring out how to abstain from humiliating language botches. The issue with awful language is that it harms validity. In the event that your composing is filled with spelling and punctuation blunders that you have left uncorrected, individuals will ponder about the consideration you put into your items and administrations. Language structure blunders likewise make your composing less viable. Indeed, on the off chance that you are expressing a solid conclusion, or you are making an enthusiastic intrigue, poor sentence structure can make your words unexpectedly clever. There are numerous syntactic blunders that you can make in business composing. In any case, there are 5 that we accept are generally normal. Here they are, alongside some guidance on the most proficient method to perceive and maintain a strategic distance from them 1. Confounding for example what's more, for example The explanation that these two contractions are normally befuddled is that the two of them have Latin roots and they have to some degree comparable implications. The interpretation of the contraction for example to English implies 'that is'.â When you see this shortening, supplant it in your mind with the expression, 'at the end of the day'. The truncation for example implies for instance. You would utilize this toward the start of a rundown of supporting models after you say something. Utilization Examples: We aren't getting the pedestrian activity we used to jump on Sunday evenings, i.e., we just had five clients get through our entryway last Sunday. We utilize a few unique techniques for estimating the achievement of our block and mortal area, e.g., number of clients every day, dollars in deals every week, and the input on our client remark cards. 2. Utilizing I Instead of Me and Vice Versa For reasons unknown, a large number of us intuitively need to supplant the word me with the word I when we are alluding to more than one individual. How often have we sent or gotten messages with sentences like the accompanying: Will you catch up with David and I by means of email? Simply tell David and I when you are all set forward with the undertaking. From the outset, they may appear to be alright, however they are both wrong. How would you tell? One path is to remove the other individual from the condition, at that point take a gander at the sentences once more. Will you catch up with I by means of email? Simply reveal to I when you are all set forward with the venture. Language Hint: Presently, it is anything but difficult to see the distinction. It might assist with attempting and recollect that... I accomplish something, and something is done to me. 3. Composing Utilize Instead of Use This one is genuinely highly contrasting. On the off chance that you are composing the use in your business composing, you should quit doing that. It is one of those words that seems, by all accounts, to be increasingly formal and progressively proficient, yet it essentially isn't. In the event that you end up composing the word use, delete and supplant it with use. Even better, set up an auto right alternative to change the word when you type it. 4. Participles that Dangle Any word that closes in 'ing' is a participle. They are planned to change the word or expression that tails them. On the off chance that you place the thing following the participle in an inappropriate spot, you can inadvertently change the significance of your sentence. Here's a model: Working more effectively than any other time in recent memory, the PC room staff were excited with the new servers. This sentence seems to state that the PC room staff was working more effectively than any other time in recent memory. In any case, if that is valid, shouldn't something be said about the servers? Here is the sentence after it has been revised: Working more productively than any time in recent memory, the new servers excited the PC room staff. 5. Utilizing Quotation Marks Where They Are Not Needed For reasons unknown, numerous individuals accept that setting a word or expression in single or twofold statements demonstrates accentuation. It doesn't. Truth be told, single statements around a word or an expression, particularly one that makes a case is perused as a sign that something isn't exactly evident. For instance: We keep your money related data 'sheltered' and 'secure'! Clients will peruse this as though you are expressing that you won't protect their data or secure. It might assist with picturing an exceptionally mocking man utilizing quotation hands while perusing your announcement resoundingly. There are times when it is alright to utilize cites around a word or expression. On the off chance that you are showing to the peruser that something isn't actually evident, it is satisfactory to utilize cites. Here is a model: We offer a veggie lover wrap with hummus, diced cucumbers, lettuce, tomatoes, and 'cheddar'. Your perusers would know both from the setting pieces of information and the punctuations that you were alluding to a cheddar like food, yet not to genuine cheddar. Substitution Options: Take a stab at utilizing strong print, underlining, or in any event, starting and closure a word or expression with a reference bullet. Each of these demonstrates accentuation. Simply make sure to abstain from utilizing every single capital letter for accentuation. This is regularly deciphered as outrage or threatening vibe.

Dialogue Writing Tips

Discourse Writing Tips Discourse Writing Tips Discourse Writing Tips By Ali Hale A few scholars love discourse. They find that they have a characteristic ear for how various characters talk, and that the exchange races along, conveying the story with it. Others battle over each expression of a discourse overwhelming scene, feeling that the characters sound hardened and unlifelike. Luckily, there’s a gigantic measure of extraordinary exhortation on composing discourse; I’m going to cite from three writers and books: Nigel Watts †Teach Yourself Writing a Novel (and Getting Published) Elizabeth George †Write Away: One Novelist’s Approach to Fiction and the Writing Life Robert Graham †How to Write Fiction (and Think About It) The capacity of exchange I’m sure you comprehend what exchange is †expressed words between at least two characters. What I need to take a gander at here is the thing that reason the discourse serves inside a story. Watts composes that all discourse ought to achieve in any event one of the accompanying three things: Moving the story advances Giving data Adding to characterisation George concurs that â€Å"in the most essential sorts of composing, discourse serves the interests of moving the story forwards.† She accepts that better composing includes exchange that adds to characterisation, where â€Å"what [a character] says and how he says it inform us as much regarding what his identity is as do his actions†. For George, in any case, great exchange goes a long ways past this. She recommends that it can: Foretell occasions which are to come Make these occasions progressively striking when they do show up Give characters, and the connections between them, life The two Watts and George concur that discourse shouldn’t just exist to give the peruser data. This kind of discourse perpetually sounds burdensome and unnatural, as characters frequently wind up disclosing to each other things that the peruser knows they’d as of now know about. (â€Å"Your spouse, who you wedded ten years ago†¦Ã¢â‚¬ ) Making discourse sound characteristic? One of the significant battles which numerous journalists have is composing normal sounding exchange. Characters regularly wind up sounding unnatural, wooden and unbelievable. George propose that a decent creator â€Å"gives [dialogue] the look and sound of regular discourse even while he realizes he can't make it a generation of characteristic speech.† Here, George is stating that exchange ought to have a specific verisimilitude †it ought to appear to be genuine to the peruser, yet it shouldn’t have all the umms, blunders and bogus beginnings of genuine discourse. Have a go at taping at least two individuals talking, or perusing a verbatim transcript of a live show. You’ll find that the outcome is practically confused. You don’t need your exchange to be this consistent with life, however; except if, as George composes, your character â€Å"has a discourse obstacle, low-wattage mental aptitude, neural connections failing, or mental issues, and the exchange is being utilized to characterize his characteristic limitations.† To cause exchange to appear to be regular †without exhausting the peruser to tears or making them believe that all the characters are blathering nitwits †attempt a portion of these tips: Use compressions (â€Å"don’t†, â€Å"shouldn’t†, â€Å"can’t†) except if a character is extremely stodgy or talking in a proper setting. Let characters sever sentences, or talk in phrases as opposed to sentences. (You may think about these as verbless sentences †they’re incredible for discourse.) Have characters intrude on each other. Utilize the periodic â€Å"um† or â€Å"er†, if a character is in effect especially reluctant. Giving characters unmistakable discourse designs When composing discourse, it’s significant not exclusively to make the words sound common yet to recognize (and portray) your characters by the manner by which they talk. Graham composes that â€Å"dialogue is normal for the individual talking it†, and accentuates that the words a character says must appear â€Å"in-character† for the peruser to acknowledge them as genuine. Watts underscores that â€Å"as your characters have diverse physical and passionate attributes, so too should they talk differently.† A few components to consider when finding each character’s â€Å"voice†, just as their character, are: What kind of instructive foundation does the character have? Where are they from (topographically)? How old right? What do they accomplish professionally? These will influence whether your character is pithy or verbose, regardless of whether they utilize specialized terms or layman’s ones. They’ll likewise decide the kind of slang that your characters use (none by any means? Obsolete slang? Hostile slang?) One region to be wary about †something which Graham, Watts and George all notice †is the utilization of vernacular. On the off chance that your character has an exceptionally solid territorial emphasize, the peruser will rapidly get drained (or confounded) in the event that you endeavor to illuminate everything phonetically. As Graham says, â€Å"You don’t need your story to come to a standstill while perusers work out syllable by syllable just precisely what has been said.† Try utilizing two or three local words to give the exchange the correct flavor: a Scottish character, for example, would utilize words like â€Å"wee† (which means â€Å"small†) and â€Å"bonnie†. Do you discover exchange simple to compose, or is it one of your feeble territories? Do you have any tips on composing reasonable discourse that uncovers character, moves the story along and makes characters spring up? Need to improve your English in a short time a day? Get a membership and begin getting our composing tips and activities day by day! Continue learning! Peruse the Fiction Writing class, check our famous posts, or pick a related post below:75 Contronyms (Words with Contradictory Meanings)Dawned versus Donned9 Forms of the Past Tense

Meaning of a Bad Trip

Meaning of a Bad Trip Addiction Drug Use Hallucinogens Print What Is a Bad Trip? Psychedelic drugs can induce fear or distress By Elizabeth Hartney, BSc., MSc., MA, PhD Elizabeth Hartney, BSc, MSc, MA, PhD is a psychologist, professor, and Director of the Centre for Health Leadership and Research at Royal Roads University, Canada. Learn about our editorial policy Elizabeth Hartney, BSc., MSc., MA, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on November 23, 2019 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on January 13, 2020 PeopleImages / Getty Images More in Addiction Drug Use Hallucinogens Cocaine Heroin Marijuana Meth Ecstasy/MDMA Opioids Prescription Medications Alcohol Use Addictive Behaviors Nicotine Use Coping and Recovery A trip is a period of intoxication from a hallucinogenic drug, such as lysergic acid (LSD) or magic mushrooms (psilocybin). It is called a trip because your perceptions of the world change so dramatically, it can feel as if you have taken a trip to a strange, new land. You hope that it will be a pleasant experience, and it might be, but it can quickly turn unpleasant, and sometimes, it is unpleasant from the beginning. This unpleasant experience of hallucinogen intoxication is known as a bad trip. It is common for occasional unpleasant sensations, hallucinations, and thoughts to occur during a trip, and this does not necessarily mean you are having a bad trip. These experiences can sometimes seem interesting or funny, rather than upsetting or frightening, and they can pass quite quickly. Having a bad trip can possibly be averted by the presence of a good friend, and by avoiding people or places that you usually find upsetting. But again, there is no guarantee that this will keep a trip goodâ€"one of the characteristics of hallucinogenic drugs is that they can cause you to see and think about the world in a very different way from how you usually do, so the previously trusted friend can quickly change and appear to be deceitful, mean-spirited, even evil. One of the earliest documented bad trips was reported by Albert Hofmann, the chemist who discovered LSD. He had started experiencing a bad trip, and in an attempt to soothe himself, requested some milk from his next-door neighbor, who appeared to have become a malevolent, insidious witch.?? Are Some People or Types of Drugs Exempt From Bad Trips? When people first start experimenting with psychedelic drugs, they sometimes go through a honeymoon period when they believe all trips are good. They might believe that they are safe from bad trips, that bad trips only happen to people with the wrong attitude, or that even that bad trips are a myth dreamed up by the establishment to try and discourage people from becoming enlightened or having a good time. Another common mistake is to believe that taking the drug with friends or a guide will prevent a bad trip. None of these beliefs are correctâ€"although sometimes they can provide a false sense of security and a carefree attitude that can help keep the mood positive. However, the more times you take psychedelic drugs, the more likely you are to eventually have a bad trip, which could even include thinking the very same safe people can no longer be trusted.?? If this happens, it can be upsetting both for the person experiencing it, and for their companions, who can feel powerless to help. Some psychedelic drug users believe that bad trips can happen with a drug such as acid or PCP, but not from taking certain other safe drugs, such as ecstasy or magic mushrooms. Sadly, many drug users dont know what a bad trip is until they have one, so it is helpful to know ahead of time what you could experience, and what you should do if you have a bad trip or one of your friends does. Unfortunately, there are no safe drugs that are guaranteed to give you a good time, all the time, so taking ecstasy or magic mushrooms can give you a bad trip. In fact, all psychedelic or hallucinogenic drugs can cause a bad trip, and other drugs, such as weed (marijuana) and cocaine, can also produce intense, distressing effects, even in people who usually have a good time when intoxicated from these substances. Signs and Symptoms of a Bad Trip Bad trips vary a great deal, from mild to intense, and can range from upsetting and overwhelming thoughts to frightening hallucinations and delusions that can lead to accidents.?? Incidentally, accidents that occur under the influence of hallucinogens can also happen as the result of delusions that are not part of a bad trip -- people occasionally develop delusional beliefs that can lead them into danger, such as believing that they can fly or that they can safely climb to dangerous heights, or that running into traffic is not dangerous. These kinds of delusions are unusual, but serious injuries and deaths have happened in these situations, and it is impossible to predict how a hallucinogen will affect you.?? A bad trip is a highly individual experience, but these are some aspects that are often described by people who have had a bad trip: Time Dilation This is the experience of time standing still. This can make it feel as if the other unpleasant aspects of the trip will never end. Tip: If someone is having a bad trip, it can be reassuring to tell them it wont go on forever, even if they feel as if it will. Negative Reinterpretations and Paranoia Previously positive or neutral interpretations of life or relationships can suddenly become negative. Someone having a bad trip might feel that their life is worthless, that they or someone else they normally feel fine about is bad or acting against them, or that the whole world is bad or corrupt. These feelings can be all-consuming and can cause the person having a bad trip to panic and try and get away from the people around them. Tip: Generally, it is unwise to allow someone who is having a bad trip to go off on their own, but be aware that acting confrontational or following them may increase their feelings of antagonism or paranoia. Try to have a trusted friend accompany them, saying they want to help them stay safe. However, a stranger who comes across as caring, genuine and calm may be more acceptable. Although involving police or medical personnel may be highly upsetting for someone having a bad trip, it is preferable to having them hurt themselves. Hallucinations Most of the hallucinations that people have while tripping take the form of visual distortionsâ€"such as walls breathing, colored or geometric formations, or illusions.?? Sometimes these distortions are extremely vivid, such as a familiar persons face morphing into that of a demon. Occasionally, hallucinations take the form of seeing beings or objects that dont even exist. Tip: Usually, people who are tripping are aware that these hallucinations are the effects of a drug, and can be reassured that what they are seeing is part of the trip. Mood Swings Your mood can change dramatically when you are tripping, and feelings of sadness and despair can reach new depths, while anxiety can quickly develop into panic.?? Tip: Although acts of violence or self-harm are unusual while tripping, tell someone as soon as possible if you are having any thoughts about harming yourself or someone else -- you are not thinking clearly and indulging in these thoughts may have regrettable consequences. If someone else who is tripping seems at risk of harming themselves or someone else, get help immediately. Call 911 if necessary. How to Stop a Bad Trip Although it is not possible to switch off the effects of hallucinogenic drugs, a bad trip can be transformed into a more positive experience if the person having the trip is open to being supported or comforted. Often, lying down and listening to soothing music in the presence of a calm support person can help. The most intense period of the trip typically occurs from one hour to three hours after the drug is consumed, so time will usually ease the most intense aspects of the trip, but the effects will often continue for an additional six to twelve hours after that, during which time the person will not be able to sleep.?? If the person is open to receiving medical help, which they may be if they think the intensely unpleasant aspects of the trip could be alleviated, you could accompany them to a walk-in clinic or the emergency room. There may be medical interventions that could help.?? However, never attempt to self-medicate by taking other drugsâ€"this is risky and could worsen the effects of the trip or cause drug interactions. It can also lead to developing problems with other drugs taken in an attempt to calm down, such as heroin. The best way to avoid a bad trip is to not take hallucinogenic drugs. While you may be intrigued by the idea of tripping, there is a reason that people dont usually take them for longâ€"sooner or later, they usually have a bad trip, and never want to repeat the experience. So my best advice is to ignore peer pressure, dont take psychedelic drugs, and that way, they wont give you a bad trip.

The Harmful Effects Of E Cigarettes - 1080 Words

An electronic cigarette (E-cigarette) is an electronic device which can provide the same feeling of smoking to users. E-cigarettes are designed to help smokers to quit smoking, therefore, some people think that an e-cigarette is a nice substitute for cigarettes, and it can help the smoker to cease smoking. Rahman, Hann, Wilson and Carter discover that, for those people who do not want to stop smoking or cannot quit smoking entirely, e-cigarettes would be an aid for them (8). However, some people think that the disadvantage of e-cigarettes overwhelms its advantages. In Parrot’s article, he claims e-cigarettes may bring negative effects to the user’s body and consciousness; e-cigarettes cannot efficiently perform their original function—help smokers quit smoking (1). In Offermann’s study, he found that e-cigarettes release some chemicals which would harm the human body, and it should be limited the same as cigarettes (44). Moreover, Cataldo, Petersen, Hunter , Wang and Sheon claim that e-cigarettes cannot fulfill their original effect, reduce the number of smokers, but these devices are bringing a huge profit to tobacco companies. Also, E-cigarettes may lead to an worse scenario to society—renormalization of smoking. (362) E-cigarettes should be controlled in order to avoid more people misusing them, and let the people know the disadvantages of e-cigarettes. E-cigarettes are successfully aiding smokers to cease smoking and reducing the consumption of cigarettes. Rahman et al.Show MoreRelatedE Cigarettes, The Next Big Thing1612 Words   |  7 PagesE-Cigarettes, the Next Big Thing The Los Angeles Times states: â€Å"Electronic Cigarettes are either a potent weapon in war against tobacco, or they are insidious menace that threatens to get kids hooked on nicotine and make smoking socially acceptable again† (Morin). E-cigarettes are now becoming more widespread, especially among young people. 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These studies have shown that exposure to PM2.5 from ambient air pollution and/or tobacco smoking is linked to a number of cardiovascular conditions including hypertension126, coronary artery disease127, myocardial infarction128, 129, atherosclerosis126, and arrhythmia130. To this end, short term exposureRead MoreShould Electronic Cigarettes Be Regulated?1090 Words   |  5 Pagesin one’s favor, or one’s choices may work in contrariety of one’s goals altogether. Electronic cigarettes, also called e-cigarettes or e-cigs, are an alternative choice to smoking actual cigarettes. Whether e-cigarettes should be regulated is a controversial topic among the people of the world today. A few people withhold the beliefs that electronic cigarettes should not be regulated as regular cigarettes are. It is possible that they believe that the regulation will lead to the prohibition or cease

Symptoms And Treatment Of Bipolar Disorder - 1125 Words

My patient has been diagnosed with several mental disorders. The major diagnosis would be bipolar disorder. She also suffers from borderline personality disorder, Post-traumatic stress disorder (PTSD), and anxiety. The American Psychiatric Association s Diagnostic and Statistical Manual of Mental Disorder defines bipolar disorder as a recurrent mood disorder that includes periods of mania or mixed episodes of mania and depression (Murphy, 2012, p. 44-50). It was previously known as manic depressive disorder. It is most common in young adult hood. It usually affects people in their early twenties. Bipolar disorder does not prejudice any particular gender, age, or race. Bipolar disorder is a disorder that affects a person’s mood. The person’s mood changes from mania to depressive very rapidly. According to Depression and Bipolar Support Alliance (DBSA), bipolar disorder shortens a person’s life expectancy almost ten years, mainly due to suicide. 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Strategic and SWOT Analysis of GlaxoSmithKline (GSK) plc. Free Essays

Introduction: GlaxoSmithKline plc (GSK) is a British multinational consumer healthcare, vaccines, biologics and pharmaceutical company. It is a 5th ranking FTSE 100 Company based on market capitalization as at closed on 27th July 2012 (Morning Star, 2012). It was established in the year 2000 by the merger of Glaxo Wellcom plc and SmithKline Beecham plc and has its headquarters in London, United Kingdom (GlaxoSmithKline Plc. We will write a custom essay sample on Strategic and SWOT Analysis of GlaxoSmithKline (GSK) plc. or any similar topic only for you Order Now , 2012a). Strategic Management Process- Macro-environmental scanning, strategy formulation and implementation: According to Sir Andrew Witty, Chief Executive officer of GSK, Pharmaceutical industry is very complex and dynamic in nature. Various sorts of unprecedented challenges are faced by the industry. There is a constant increase of pressure from healthcare providers, regulatory issues and patent expiries. These have contributed to an environment that has subjected to lower growth and high risk factors (Annual Report: GlaxoSmithKline Plc. 2011). GlaxoSmithKline has concentrated their business on three primary priorities i.e., growing diversified global business, delivering more products of value and simplifying the operating model. Through these priorities they aim to deliver sustainable growth, improve long-term financial performance and reduce risks and thus adhere to their mission of improving quality of human life that enables people to do more, feel better and live longer (GlaxoSmithKline Plc., 2012b). SWOT Analysis: Location of Factors StrengthsWeakness InternalStrong Sales. Good marketing infrastructure. Industry leading RD team. Ability to cut down on costs. Good balance sheet and financial statements. Effective implementation and execution of strategic priorities, life cycle management strategies and business fundamentals. Initial commercial expectation could not be delivered by RD team. Highly dependent on competitive and dynamic Central nervous system and respiratory markets. OpportunitiesThreats ExternalEntry into antibodies and biologics segment of market. Potential to deliver strong growth by RD team. Potential to expand business in emerging markets. Strong cash and assets position. Effect of generic products sales on sales of the company. Change in governmental and federal laws as it concerns with the healthcare. (Adapted from Annual Report: GlaxoSmithKline Plc. 2011) GSK has capitalised on its strengths and available opportunities over the years and has successfully minimized weaknesses and eliminated threats. BCG Matrix: Relative Market Share. High Low Market Growth Rate. High Stars. Question Marks. Low Cash Cows. Dogs. (Adapted from- Annual Report: GlaxoSmithKline Plc. 2011) GSK has high relative market share and high market growth rate along with good cash flow. This puts GSK under â€Å"star† category in BCG matrix. Porter’s Five Forces: Threat of new entrants: Due to the high costs required to enter the pharmaceutical and healthcare industry, the threat of new entrants is quite low. The economies of scale for production may not be very significant but there are other barriers to entry. It is very timely and costly process to develop new products that requires extensive research and development (Kasapi, 2011; Gottinger et al., 2010). The government and federal laws and Food and Drug Administration impose strict rules and standards on the companies that can act as a barrier to entry. Patent expiries is a huge barrier for the new entrants in this industry, as the patents last about 20 years and thus the products are protected by their respective companies. The new firms trying to enter the market could find this very discouraging. The already established firms like GSK have constructed strong brand names and loyalty with its customers thus making it difficult for new firms to build up a competitive brand name (Kasapi, 2011). Threat of substitutes: GSK faces a huge threat from generic brand medication- often seen as the main substitute of the products produced by pharmaceutical companies. Complementary Alternative Medicines (CAM) is another substitute of GSK products. The generics, CAM and brand names are the same product delivered to the customers, the only difference being name and price (Kasapi, 2011). Bargaining power of buyers: Buyers do not pose significant threat on GSK, as the company spends most of its RD to develop new patent products. The major consumers of products are doctors, pharmacists, patients, hospitals and other healthcare facilities. Considering the number of buyers in the market, the power of buyers is relatively small (Otieno, 2006). Bargaining power of suppliers: The main suppliers for GSK are labor, raw material providers, patient’s in clinical trials, study staff, investigators and other ranging from production, marketing to distribution (Otieno, 2006). The suppliers hold immense power and can impose a considerable threat to the company by withholding supplies or reducing the quality of supplies and thus can have a major effect on GSK. Rivalry among competitors: Pharmaceutical industry is very aggressive and dynamic . There is the constant struggle for market share within the dynamics of the industry based on innovation and new patent products. The rivalry is such in this environment where only the strongest would survive (Kasapi, 2011). GSK has used foresight and planning to position them for success in the long term. Recommendations: GSK should reduce risks and threats by broadening its range, expanding in to new product areas with potential and seizing opportunities across other geographic boundaries. It should explore the segment of vaccines, biopharmaceuticals and consumer healthcare that has definite potential and thus increase its sales growth. It should focus on the geographical potential of its business in emerging markets and economies. GSK should also focus on its RD team- its training and development and new scientific discoveries to ensure constant delivery of current products and new products in future. The global restructuring programme and the slight change in business model that can open channels of diversification and business growth could be expected to be more profitable in the long-term. It should concentrate on Return on Investment and reducing its working capital to sustain its current position and emerge as a market leader in future. References: Annual Report: GlaxoSmithKline Plc, 2011. Annual Report for Shareholders, Middlesex. [online] Available at: http://www.gsk.com/investors/reps11/GSK-Annual-Report-2011.pdf. GlaxoSmithKline Plc, 2012a. GSK: Our Company. GlaxoSmithKline Plc. [online] Available at: http://www.gsk.com/about/company.htm [Accessed July 29, 2012]. GlaxoSmithKline Plc, 2012b. GSK: Our Mission and Strategy. GlaxoSmithKline Plc. [online] Available at: http://www.gsk.com/mission-strategy/index.htm [Accessed July 29, 2012]. Gottinger, H., Umali, C. Floether, F., 2010. Strategic Alliances in biotechnology and pharmaceuticals. 1st ed., New York: Nova Science Publishers, Inc. [online] Available at: http://stratec-con.com/Strategic Alliances.pdfpage=17. Kasapi, Z., 2011. Management as applied to New Products Penetration in the Competitive Environment of Pharmaceutical Industry. Interdisciplinary Journal of Research in Business, 1(10), pp.73–85. [online] Available at: http://www.idjrb.com/articlepdf/idjrb10n1p9.pdf. Morning Star, 2012. FTSE All-Share Index Ranking. Morningstar. [online] Available at: http://tools.morningstar.co.uk/t92wz0sj7c/stockreport/default.aspx?SecurityToken=0P00007OD0]3]0]E0WWE$$ALL [Accessed July 29, 2012]. Otieno, C.J., 2006. ANALYSIS OF STRATEGIC ALLIANCE DEALS IN THE GLOBAL CNS INDUSTRY. Simon Fraser University Library, (1). [online] Available at: https://el.trc.gov.om/htmlroot/ENGG/tcolon/e_references/NDLTD/Industrial Biotechnology Engineering/Thesis/Analysis of strategic alliance deals in20the global CNS industry.pdf. How to cite Strategic and SWOT Analysis of GlaxoSmithKline (GSK) plc., Essay examples

Proposal for Cross Training Employees free essay sample

Employees at Nakai have been working for Nakai for an average of ten years and it is time to offer them the chance to handle more responsibilities. Cross training is training an employee to do a different part of the organizations work. Training worker A to do the task that worker B does and training B to do As task is cross training. Cross training is good for managers, because it provides more flexibility in managing the workforce to get the job done. Cross training an employee is good for the employee as well as for the employer by job enrichment and job enlargement. Cross training is easy to do and will benefit everyone. Cross training Start with a simple spreadsheet which help prepare a strategy plan. The spreadsheet will include all activity during cross training. Each employee will train the other employee his or her job for a month and then vice versa. We will write a custom essay sample on Proposal for Cross Training Employees or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Management will interview both parties to see how the prospects are going. Overall, Nakai will work more efficiently and will help make Nakai a great place to work. A little bet of cross training will go a long way to ease our lives at least at work. Cross training has many benefits and is not hard to accomplish. Please take this proposal into consideration. Cross Training Nakai International Employees Since 1916, Nakai International hot foil manufacturing company has developed elegant gold and silver color threads that were first used for kimonos. Nakai’s products are now used for both households and industry. Nakai future plan is to expand into the vacuum metallization process which includes expansion into electronics. In this process Nakai should improve current employees by cross training. As the company expands so will the responsibility of the employees so it’s important to prepare them for what’s ahead. Cross training employees will help the employee to be flexible and manage other areas that need help. There are many benefits from cross training employees and Nakai should start the process before starting an expansion into electronics. Employees need to work as a team and cover for each other when needed. Cross training will benefit the employee and the employer. The process is not difficult once it’s carefully planned. Each circumstance should be considered and managed professionally. Cross training employees is a powerful tool that will help Nakai operate effectively.

Cowtowns essays

Cowtowns essays To the cowboys cattle towns or cowtowns ,as purists referred to them, were merrily desolated towns in the mist of the desert. It was here that these cowboys could rest, get a bite to eat, gamble, or meet women. Most people thought of cowtowns as evil towns, because so much immorality went on in them. At times these places could be exhilarating or sometimes even hazardous. This era was known as the Wild West. Many of these towns existed in Colorado, Kansas, Oregon and numerous other regions of the United States. Cowtowns came about because people needed beef in other parts of the U.S., particularly in the Eastern states. At fist cattle were driven from Missouri to Sedalia and later to Baxter Springs, Kansas. In early 1867 Joseph G. McCoy set out to establish a small town in which he could keep cattle. He found a settlement on the route of the Union Pacific Railway Company called Abilene. McCoy purchased land and built cattle pens. It took a little persuading for the Texans to herd their cattle north, but the first carload of cattle was shipped east on September 5, 1867 to Abilene, Kansas. Abilene was the fist of the cowtowns. Each cowtown, thereafter, had the same general layout. Soon after the cowtowns had been established, the noise and smell of the cattle was an ongoing nuisance to the residents. Most cowtowns went through a stage of chaos and corruption. In July 1871 the more highly regarded women of Abilene made a petition to the mayor to remove the evil in our mist, and prostitutes were moved to another part of town. At this time the ladies of the night, as the prostitutes were called were kept in an area called Hide Park. Violence was also widespread in cowtowns. Cowtowns were tamed, unaccompanied by two-gun marshals. These men were used because they were quicker on the draw than their cowboy opponents. These marshals established law and order. ...

The Greatest Ninja Battle in 1581

The Greatest Ninja Battle in 1581 It was a lawless era in Japan, with petty feudal lords fighting a never-ending series of small wars over land and power. In the chaotic Sengoku period (1467-1598), the peasants often ended up as cannon-fodder or incidental victims of the samurai wars; some commoners, however, organized themselves to defend their own homes, and to take advantage of the constant warfare. We call them the yamabushi or ninja. The key ninja strongholds were the mountainous provinces of Iga and Koga, located in what are now Mie and Shiga Prefectures, respectively, in southern Honshu. Residents of these two provinces gathered information and practiced their own techniques of espionage, medicine, warfare, and assassination. Politically and socially, the ninja provinces were independent, self-governing, and democratic - they were ruled by town council, rather than by a central authority or daimyo. To the autocratic nobles of other regions, this form of government was anathema. Warlord Oda Nobunaga (1534 - 82) remarked, They make no distinction between high and low, rich and poor... Such behavior is a mystery to me, for they go so far as to make light of rank, and have no respect for high ranking officials. He would soon bring these ninja lands to heel. Nobunaga embarked on a campaign to reunify central Japan under his authority. Although he did not live to see it, his efforts began the process that would end the Sengoku, and usher in 250 years of peace under the Tokugawa Shogunate. Nobunaga sent his son, Oda Nobuo, to take over the province of Ise in 1576. The former daimyos family, the Kitabatakes, rose up, but Nobuas army crushed them. The surviving Kitabatake family members sought refuge in Iga with one of the Oda clans major foes, the Mori clan. Oda Nobuo Humiliated Nobuo decided to deal with the Mori/Kitabatake threat by seizing Iga Province. He first took Maruyama Castle early in 1579 and began to fortify it; however, the Iga officials knew exactly what he was doing, because many of their ninja had taken construction jobs at the castle. Armed with this intelligence, the Iga commanders attacked Maruyama one night and burned it to the ground. Humiliated and furious, Oda Nobuo decided to attack Iga immediately in an all-out assault. His ten to twelve thousand warriors launched a three-pronged attack over the major mountain passes in eastern Iga in September 1579. They converged on Iseji village, where the 4,000 to 5,000 Iga warriors lay in wait. As soon as Nobuos forces had entered the valley, Iga fighters attacked from the front, while other forces cut off the passes to block the Oda armys retreat. From the cover, the Iga ninja shot Nobuos warriors with firearms and bows, then closed to finish them off with swords and spears. Fog and rain descended, leaving the Oda samurai bewildered. Nobuos army disintegrated - some killed by friendly fire, some committing seppuku, and thousands falling to the Iga forces. As historian Stephen Turnbull points out, this was one of the most dramatic triumphs of unconventional warfare over traditional samurai tactics in the whole of Japanese history. Oda Nobuo escaped the slaughter but was roundly chastised by his father for the fiasco. Nobunaga noted that his son has failed to hire any ninja of his own to spy out the enemys position and strength. Get shinobi (ninja)... This one action alone will gain you a victory. Revenge of the Oda Clan On October 1, 1581, Oda Nobunaga led about 40,000 warriors in an attack on Iga province, which was defended by approximately 4,000 ninja and other Iga warriors. Nobunagas massive army attacked from the west, east, and north, in five separate columns. In what must have been a bitter pill for Iga to swallow, many of the Koga ninja came into the battle on Nobunagas side. Nobunaga had taken his own advice about recruiting ninja assistance. The Iga ninja army held a hill-top fort, surrounded by earthworks, and they defended it desperately. Faced with overwhelming numbers, however, the ninja surrendered their fort. Nobunagas troops unleashed a massacre on the residents of Iga, although some hundreds escaped. The ninja stronghold of Iga was crushed. Aftermath of the Iga Revolt In the aftermath, the Oda clan and later scholars called this series of encounters the Iga Revolt or the Iga No Run. Although the surviving ninja from Iga scattered across Japan, taking their knowledge and techniques with them, the defeat at Iga signaled the end of ninja independence. A number of the survivors made their way to the domain of Tokugawa Ieyasu, a rival of Nobunagas, who welcomed them. Little did they know that Ieyasu and his descendants would stamp out all opposition, and usher in a centuries-long era of peace that would make ninja skills obsolete. The Koga ninja did play a role in several later battles, including the Battle of Sekigahara in 1600, and the Siege of Osaka in 1614. The last known action that employed Koga ninja was the Shimabara Rebellion of 1637-38, in which ninja spies aided the shogun Tokugawa Iemitsu in putting down Christian rebels. However, the age of the democratic and independent ninja provinces ended in 1581, when Nobunaga put down the Iga Revolt. Sources Man, John. Ninja: 1,000 Years of the Shadow Warrior, New York: HarperCollins, 2013. Turnbull, Stephen. Ninja, AD 1460-1650, Oxford: Osprey Publishing, 2003. Turnbull, Stephen. Warriors of Medieval Japan, Oxford: Osprey Publishing, 2011.

Has grammar teaching ever really gone Essay Example | Topics and Well Written Essays - 4500 words

Has grammar teaching ever really gone - Essay Example It has been argued further that linguists should be additionally responsive towards the relations among their research and the school syllabus (Weaver, 1996, p. 321). Grammar plays a key role not only in English language but also in every language around the globe. Although there are still altered beliefs regarding the significance as well as outcome of the grammar education, the majority of educators put a lot more importance to the grammar teaching within the foreign language education. As a result, for a long period, the grammar teaching has been considered as the major factor for the second language education. Some studies recommend teaching grammar by using the method of deduction. After describing the grammar rules comprehensively, educators in learning courses order students to keep the rules in mind and combine them by paraphrasing approach (Weaver, 1996, p. 332). It is based on the oral language education and view sentence as the component, as a result generating language tradition naturally via reproducing, rehearsing, as well as committing it to memory. The purpose of using cognitive method is the significant education along with practice. While applying cognitive approach to any foreign language, one can notice that it takes over the distinctive features of grammar teaching highlighted in the ‘Grammar Translation Method’. However, it pays no attention to the negative aspects of over-stressing syntactic rules and heavily overly depending on translation. Often CLT classes are inclined to overlook more or less every aspect of a language apart from speaking. Grammar is overlooked, articulation is overlooked, terminology is overlooked, and reading as well as writing is also overlooked. The most unpleasant situation is the result of devastating neglect of grammar during CLT classes. It plainly supported by operational importance. However, simultaneously, it still

Managing with Web 2.0 Research Paper Example | Topics and Well Written Essays - 1250 words

Managing with Web 2.0 - Research Paper Example (Girrell, 2010) The application of Web 2.0 tools and applications can help companies and organizations in knowledge management, work coordination & decision making. Web 2.0 tools help companies manage knowledge, coordinate work and enhance decision making in a number of ways. Blogs, wikis and social networking help companies and their employees communicate and boost productivity. After all, blogs can provide information to users in a less formal way yet attainable form and grant readers the opportunities to respond to the writer, ask, questions, comment, etc. This interaction bridges the corporate users and the readers/customers or potential customers and builds relationships. (Johnston, 2010) Since Web 2.0 tools are user friendly, communication and knowledge creation are easy. For instance, for the workforce, wikis serve as a â€Å"blackboard† a space in which corporate workers and an increasingly mobile workforce can communicate with each other, formalize projects and the components thereof, document progress and do so in a less costly manner. After all, wikis, like most Web 2.0 tools contain costs. This is especially true since Web 2.0 tools do not require IT department implementation. (Johnston, 2010) Blogs, wikis and social networking tools solve the problem of individual emails, IMs and the creation of numerous emails conveying information, raising questions or documenting progress. Web 2.0 solves the problems of connection across a large company or department and provides the users with flexibility. It offers the manager or creator the opportunity to post the information and the other workers or users with 24 hour viewing from anywhere they can log into such platforms. For this reason, all parties have a sense of autonomy and connectedness despite virtual connectivity. Therefore companies could benefit from using Web 2.0 tools

The Alfred Hitchcock Signature in his Films, Shadow of a Doubt and Vertigo :: Movie Film Essays

The Alfred Hitchcock Signature in his Films, Shadow of a Doubt and Vertigo All directors of major motion pictures have specific styles or signatures that they add in their work. Alfred Hitchcock, one of the greatest directors of all time, has a particularly unique style in the way he creates his films. Film analyzers classify his distinctive style as the â€Å"Alfred Hitchcock signature†. Hitchcock’s signatures vary from his cameo appearances to his portrayal of a specific character. Two perfect examples of how Hitchcock implements his infamous â€Å"signatures† are in the movies, A Shadow of a Doubt and Vertigo. In these movies, numerous examples show how Hitchcock exclusively develops his imagination in his films. One major attribute in Hitchcock films is how creatively Hitchcock tricks the audience about the fate of the characters and the sequence of events. Many people argue that it is a tactic by Hitchcock to surprise his audience in order to increase the suspense of the movie. For example, in Shadow of a Doubt, the audience assumes that young Charlie is an innocent young girl who loves her uncle dearly. However as the movie progresses, Young Charlie is not as innocent as the audience suspects. Young Charlie, once a guiltless child, ends up killing her evil uncle. In Vertigo, the same Hitchcock trickery takes place. In the beginning, the audience has the impression that the Blond women is possessed by another woman who is trying to kill her. The audience also has the notion that the detective is a happy man who will solve the murder case correctly. Just before the movie ends, the audience realizes that the detective was specifically hired by a man to kill his wife. The detective, in the end , seems to be the hopeless, sad victim. In these movies, there are also signatures of Hitchcock that show doubling.

Diversity in Early Childhood Programs Essay

This essay is going to look at the various ways in which you can identify and promote learning opportunities for children of all ages. It will describe how the early education frameworks assist in supporting the learning of early year’s children. This essay will also explain how to plan activities in order to meet all the children’s needs. Finally it will describe how to monitor and assess the children’s learning through a variety of assessment techniques. Within early learning provisions it is important for them to support the children’s learning by following the guidelines set out for them by the early education framework in this country. There are two parts to the curriculum framework in England; Early Years Foundation Stages (EYFS) and the National Curriculum. The EYFS sets the statutory standards that all early years providers must meet. This includes all maintained schools, non-maintained schools, independent schools and all providers on the Early Ye ars Register. (EarlyYears) The EYFS is set out for the age group three to five and it aims are to provide consistency between early years settings, through the use of shared resources and information thus promoting the same key concepts, skills and knowledge. The EYFS also aims to provide settings with a secure foundation which will allow all the children to progress through school. Moreover the EYFS hopes to provide partnerships between different practitioners and parents or carers. They also hope to promote equality of opportunity for all children through the EYFS. The national curriculum contains the programmes of study and attainment targets for all subjects, at all key stages, except key stage 4. ‘The national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens.’ ‘The national curriculum is just one element in the education of every child†¦ The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.’ (Curriculum) The national curriculum is set out for chil dren aged five and over, it leads all the way through until the age of sixteen. It is a set curriculum which ensures that standards are consistent and maintained across the country, the National Curriculum should be implemented in all schools  after children have reached their fifth birthday. Learning aims and objectives are put in place to ensure that activities planned meet the required needs in the chosen area of development. An aim is what you intend to introduce to the children, it should set the scene and limit the activity to a certain type of activity although it does still need to be flexible enough to incorporate change of direction if necessary. The objective is shows how this is going to be achieved. The objective should break the activity down into smaller units so it is measureable. For example by the end of the day the children will be able to understand that heat causes ice to melt. An example of this was during placement at 5-8 age group I completed my observations, my aim was to promote their fine motor development and objectives were to observe during structured play. Early years settings also provide learning opportunities for their children by using an integrated approach. This approach provides the children with a greater learning experience. ‘The adult should integrate their planning into a theme. The lesson or session can be mapped and planned around the theme along with the curriculum. For example if the theme is transport then the children can count the wheels on different vehicles in maths, read a story about transport in literacy and in art the children can draw different vehicles.’ (IntegratedApproach) Within the school I’m on placement on at the minute, 5-8, we have a house and homes theme, we have incorporated this into most of the activities and currently they are designing, writing about and constructing the houses. When on my previous placement with 0-3 years they had a Christmas theme whereby their activities were designed around this. They produced Christmas cards, completed displays, sung songs about Christmas and read books all based on this theme. At my placement working with 0-3 they had a theme for one week on growing, the children that were able to have to draw pictures of themselve s, they also had to bring pictures in from home of when they were little or of them over a period of time so we could look at how they’d grown. When designing and teaching these activities it is important for the teachers to take into account inclusion. There must not be any barriers stopping any child from learning, it is essential to remove these so all children can take part; this does not just include special needs or specific needs children but everyone. Activities may need to be adapted or differentiated in order for all the children to  take part. Moreover it is essential for the school to promote an anti-discriminative practice, this is a fundamental part of early years care and education and it must be taken seriously. Discrimination comes from many sources and not everyone will know what they are saying, this is why it is vital to tackle any remarks or actions immediately, in a sensitive manner, so everyone knows how important this issue is. At my placement which is age range 5-8 there are children with speech difficulties, the teachers must ensure that they treat all the children as individuals and treat them fairly. They always include them in class discussions and give them the chance to answer just as like any other children. In my experience of working with 0-3 they ensure anti-discriminatory practise is maintained by providing ramps for push chairs and they also welcomed children from different cultures. Within an early years setting it is important to plan effectively so all areas of learning are covered and a wide range of activities are presented. Planning can be long, medium or short term and it will need to consider the curriculum as well as the individual needs of the children. The length of long term planning varies from setting to setting, most settings will see a long term plan as anything over six weeks, commonly in schools long term plans are for a whole academic year. Long term plans tend to include ‘an outline of how the curriculum is to be delivered, a consideration of the themes that are used over the period.’ CCLD Long term plans mean that you plan activities and observations in advance, you follow the curriculum when planning these and you have to be able to change and adapt your activities to suit different situations. The length of a medium term plan or curriculum plan depends mainly up on the length of the long term plan. In the majority of schools the medium term plan shows coverage for a half term. The main features of a medium term plan include details of the types of activities of which are to offer, how the activities link to the EYFS or NC and the order the activities will be carried out. Medium term plans will include learning outcomes and will include themes and topics. Short term plans show what is to happen each week or session; these plans may be referred to as ‘session planners’ or ‘weekly planners’. This sort of plan includes details such as staffing and resources, it also shows the order the activities will be carried out. Moreover it will display details of how activities will be adapted to provide opportunities for particular children. It will also set out the learning outcomes and show which activities will be assessed. Finally the short term plan will demonstrate how the adult can support specific children through the activities and outside of these. At my placement 5-8 they have a whole week of working with money and understanding the different denominations; at the end of the week the children have the golden box whereby the children who received the most gems for their work through-out the week are rewarded with prizes. Early years settings must cater for all children and their individual needs. When planning activities for young children it is important to take into account their specific needs. All activities must accommodate children at whatever level or with whatever need they have. It is important for the teacher to differentiate activities in order for all the children to take part. Within my placement 5-8 my teacher ensures there are different sized pencils out on the tables for all the children to use, she also makes sure there are right and left handed scissors out on the tables for those children who need them. In my experience working with 3-5 I have also had to cater for a child who could not use sugar paper therefore whenever we were doing creative activities I had to make sure she was using normal writing paper or card. Whenever planning activities it is important to make all the children feel equal, a child with an individual need should not be left out or be made to stand out from the rest. When planning activities and classes it is also essential to take into account children with IEP’s (individual educational plan), this is so you know where they are at with their learning and you can help them to the full extent through-out activities. In addition it is important to take into account different ways of teaching, some children may find it easier to learn if they are hands on doing practical work whereas others may find it easier if they are writing all the information down, so ensure that you cater for all these children in your plans. In order for activities to be suitable for all children you will need  to differentiate them, make sure there’s levels within your activity. Within the classroom there should also be equipment for all children to use scissors which are left and righ t handed, paper which is suitable for all, big pencils and small ones. Changes should take place to make all the children feel ‘the same’ none of them should stand out for being different. Through-out early year’s settings observations must be used this is to ensure you find out what stage of development the children are at. Once you know and understand which level each child is at you can match your activities to their ability and organise the activities to meet their needs. Within my placement 5-8 my teacher plans activities to coordinate with her observations that she has made throughout the year. The activities are differentiated according to ability. For literacy the children had to match up homes of different animals to the animal that lives there, for the less abled children they had to cut out the pictures and stick them together for the more abled children they had to write the sentences out below the pictures. Once observations have been completed on the children the teacher can use her data to effectively plan her lessons to cover the curriculum and meet the children’s needs. Within early years settings it is important that children take part in a variety of play. As all types of play provide learning opportunities for children it is essential that the day is varied to incorporate as many play activities as possible. Children should take part in activities which promote all areas of development. Within my placement 3-5 we had a role play area whereby the children could use their minds to create imaginative play. The soft play castle also gave the children a chance to use their imagination and develop their own play ideas. The various play activities can be categorized as imaginative play; role play and home corners can come under this category. Art activities and DT activities can be categorized as creative play. Within my placement 5-8 we did mendi patterns outside in the playground using chalk, as well as this developing their creative play it also promoted their physical motor development. Physical activities such as PE and play time can promote their gross physical development. Walking through fields and exploring the various animals and plants that you can  find can develop physical motor skills as well as the children’s exploratory skills. In my experience 0-3 a child discovers and promotes their development through sensory play, when outside the children played with sand, water, foam and jelly. The children were sat playing in it with hard toys, they could discover how the different materials felt. It is important for children to also use ICT as this can support their learning. There are a wide variety of programmes that children can use to promote all areas of their learning. Within my placement we use a program which the children can control themselves, on this site there are activities for numeracy, literacy and art as well as most of the national curriculum. This site is accessible for key stage 1 and 2. Parent involvement tends to be encouraged within schools and early year’s settings as often parents and children can provide the skills and knowledge to introduce new ideas. For example a parent from another culture may be able to go in and show the children what their diet is like. Within my placement 5-8 a parent helper will come in every Tuesday afternoon to help with the activities that are on that day. The parent may help with reading and creative activities. There is also a parent who comes into placement and teaches athletics, she is a marathon runner herself so she often helps at sporting events and at athletics club. Within early years settings there are also occasions when professionals and agencies may get involved in providing learning opportunities for the children. Within my placement 5-8 a speech therapist will come in once a week to visit two children who have speech impairments, she will take them to one side for an hour to support them through their speech programme. Another professional who also comes into school is the sports teacher from the local leisure centre who teaches one PE lesson a week to each class. As part of the adult role within an early years setting you must ensure that all the correct resources are available for the children to use and that there are enough materials for any situation. The resources need to be sorted out in advance of an activity or situation either by the teacher or the school, depending on who provides them. The resources must be age appropriate, fit for purpose and all the children who are participating  should be able to learn from the experience. Early years settings also need to consider whether the use of ICT would assist with the children’s learning. Within my placement 3-5 the staff would organise their activities at least a week in advance and would pass on a list of anything they needed to the managers who would be able to buy the materials and resources. They could then discuss in advance how much of anything they needed and if for any reason something wasn’t available they had time to change their activity. It is important for the adults within the setting to monitor the children’s learning. During activities the children should be monitored to make sure they are learning from these experiences. If the activity has been planned with aims and objectives, you should be able to determine whether the outcomes have been met; this can be observed by discussion or observation. Participation levels should also be monitored to see how long children stay at the activities which have been set out and which ones are the most popular. Activities should grasp the children’s imagination and should stimulate their learning. The more captivating an activity is the longer a child will want to be at it. At all my placements over the three age ranges I have evaluated the activities that I have carried out. Within my evaluations I have written about how long the children stayed there and whether they enjoyed it, I can use the information I found here to plan my activities for the future. Formative assessments are ongoing assessments that monitor the children’s strengths and weaknesses. This information can then be used to form informal parts of activities. Assistance can be provided to give children the opportunity to gain confidence in developing new skills and plenty of opportunities are provided to enable the child to practise and master them. Summative assessments draw together all the information gathered about the children and it is often used to compile a written report. It is seen as a ‘summing up’ of a child’s progress to date. It is very difficult for practitioners to be completely objective when carrying out observations as they are used to working so close with the children; this known as observer  bias. The danger of observer bias is that the observer may bring in behaviours or skills of the child that confirm their current view. One way of determining that this does not happen is to set clear aims for observations. It is important for adults to try and incorporate observations on skills into planned play activities, many children will not ‘perform’ well if they know they are being watched. While at placement 5-7 the teacher will set out activities that enable her to observe the child carrying out the skills whilst in a ‘normal’ play environment. If she would like to see their social development she may set up games that requires teamwork, or if she feels some of the children need to work on their fine motor development she may set up an area which get the children to put pegs in boards or use scissors to cut out pictures. When observing babies and young children it is important to remember that there play and interests change within a few days. As they discover more things within their world they will move from one interest to another. Once a child has been observed or assessed this information can be used to inform the future planning of activities which will help promote development for the individual child. Planning will only be effective if the information that is gained from observation is used to structure activities, and fulfil the child’s developmental needs. For example if a child cannot use scissors do not provide them with an activity whereby they have to cut round a picture; this may lower their self-confidence and self-esteem. Most evaluation criteria’s involve checking whether children have reached the intended learning outcomes, however this can be difficult to measure unless an assessment takes place during or after the activity. A child may have appeared to understand something or enjoyed playing with materials but they may not have necessarily learnt anything new. By building in assessments to activities practitioners can see what the child has understood and learnt. It is important that assessments are not seen in any way as a test. Within my placement 3-5 a member of staff would often be in charge of observing activities and evaluating what they believe the children have gained from it. The staff member would also be able to ask questions and work alongside the children at the activity to see how much they have  learnt and understood. Reference Snaith, M. , Tassoni, P. , Squire, G. , (2007). , Children’s Care Learning and Development. , 2nd Ed. , Oxford. , Heinemann. IntegratedApproach. , Available at www.sagepub.com/upm-data/9679_010979.pdf. , Accessed on 29/04/14 Curriculum. , Available at http://www.schoolzone.co.uk/schools/NCres/docs/MASTER_final_national_curriculum_11_9_13_2.pdf . , Accessed on 29/04/14 EarlyYears. , Available at https://www.gov.uk/government/policies/improving-the-quality-and-range-of-education-and-childcare-from-birth-to-5-years/supporting-pages/early-years-foundation-stage. , Accessed on 29/04/14

Allegory of the Cave Essay 7 - 1404 Words

Behind The Lens Many people question themselves when they think they aren’t right about something because everyone else around them believes the opposite. What you think might be truer than you think because the world tends to believe what they want to, and not the truth. In Plato’s philosophical example of life in the â€Å"Allegory of the Cave† he explains and questions his views on human existence and the reality of things. Everyone has a different reality and a way that they perceive things but other factors like the media influence and persuade us. The media has the power through the radio, television, or other technologies to tell us things that might not even be true but we have to believe them because we don’t know what is true. The†¦show more content†¦The business of the media is to treat us like their slaves and so that we help in believing what is false so that it satisfies them in making them more reliable. Seeing things might not alw ays be a good thing because the media has the ability to manipulate our eyes with all the technology that they are capable of having, â€Å"†¦the prison house is the world of sight†¦Ã¢â‚¬  (Plato 2). The ‘world of sight’ are all the things that we see and can interpret which is the worst thing the media has the ability to persuade because they can turn something real into something that is totally fictitious but to our eyes can seem real. Our eyes are vulnerable into turning into a prison house perceiving all these lies that the media shows us. Plato had many ideas that not only related to reality but the branches of reality and the things we see everyday might not even be real, â€Å"†¦how could they see anything but the shadows if they were never allowed to move their heads† (Plato 1). The shadows again represent all the lies that media tells us and we can never turn back because since the media is so widespread and everyone believes what they tell us, for the reason that their job is entitled to. The persuasion and effect that it has on humans is ruining the existence of us as a whole because the vulnerable we get the worse the world will get. Our human existence is in crisis because of the influence the media has on us. When we see things the mediaShow MoreRelatedAnalysis Of Phillipe Benetons Equality By Default1062 Words   |  5 Pagessuggests that equality stems instead from the absence of active consideration due to the lack of a viable alternative. To Beneton, â€Å"Modern Thought (Equality by default)... is characterized by the rejection of the good life as the end of political action† (7). In simple terms, equality by default is based on the idea that two things cannot possibly be anything other than equal. 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