Groups essays

Gatherings articles Vad r en grupp? Television olika uppfattningar I denna frga har uppsttt, Den individualistiska synen som har sin utgngspunkt I individen och individuella utvecklingar fr att frklara ett beteende och lair grupporienterade synen, som ser individen som en del av ett strre framework. Det kan vara en grupp, en association eller ett samhlle. Det finns mnga definitioner p vad en grupp r, men frenklat kan man sga att det r en samling individer som umgs och har relationer drug varandra, oftast fr att n ett ml eller att utfra en uppgift. Det finns ven mnga indelningar p hur en grupp r uppbyggd, vilket jag tycker att jag har mrkt under min tid I det militra. Nedan fljer ngra exempel p indelningar: En indelning bygger p frestllningen att varje samhlle och association r sammansatt av grupper som uppkommer spontant I ett samhlle, som familjer, slkter, kamrat-och umgngesgrupper Dessa kallades fr primrgrupper. Ãâ€"vriga gruppbildningar kom ur denna synpunkt att betraktas som sekundra fenomen och kallades drfr sekundrgrupper. . Jag har tex. ftt en stor kamratgrupp frn de ursprungliga arbetsgrupperna p SSS. Vissa grupper har man som referensgrupper. En referensgrupp fungerar som en mttstock I vrderingen av egen och andras status. Lair positiva referensgruppen representerar mycket av det efterstrvansvrda I livet. Man kan ven skilja mellan Dom-grupp och Vi-grupp, dr vi-gruppen r en grupp som man knner sig tillhra och som man kan identifiera sig medications och dom-gruppen en grupp som man knner sig frmmande infr och medlemmarna kanske uppfattas som avvikande. En annan grupp som frmst r uppbyggd fr att ta tillvara organisationers intressen r en formell grupp, de har e... <!

21 Bucket List Items For Graduating College Students

21 Bucket List Items For Graduating College Students The possibility of a container list - alluding to things somebody ought to do before the person in question kicks the can - doesnt simply need to apply to more seasoned people. Understudies, as well, can make their own basin rundown to ensure they get in each and every memory and bit of fun before hurling their tops at graduation. Here are a few interesting points adding to yours: 1. Admit a Crushâ Terrifying? Sure. Be that as it may, on the off chance that you think youll lament not telling somebody in particular how you feel about them before you both go separate ways subsequent to graduating, its opportunity to put it all on the line. All things considered, regardless of whether it doesnt work out in a good way, you wont need to truly observe them once more, isn't that so? 2. Take Pictures of People Who Have Made a Difference in Your College Lifeâ When do you recollect your years at school, who made a difference most? A specific educator or two? A few companions specifically? Possibly a tutor or director? Regardless of whether youre persuaded that youll keep in contact with these people for a considerable length of time, snap a photo at any rate. You can snicker at how youthful everybody looked when youre old and dim and thinking back pretty much all the senseless things you did in school. 3. Express gratitude toward Your Favorite Professor Odds are one teacher, specifically, stands apart for the impact the individual had on you during your time in school. Disclose to them thanks before you leave. You can express gratitude toward them face to face, compose an email or even leave a little card to say thanks (or possibly a present) for them on graduation day. 4. Attempt Food You Never Did Somewhere on Campus On the off chance that youve never gave a particular sort of food a shot grounds, assemble your pride and dive in before you graduate. Youll get a decent encounter presenting yourself to something new and - you never know - you could very well wind up loving it.â 5. Get Yourself a Graduation Gift From the Bookstore Indeed, your assets are most likely significantly more tightly than typical around graduation time. Be that as it may, squeeze your pennies and prize yourself with a blessing, regardless of how little, from the book shop. A basic keychain, tag holder, guard sticker, business card holderâ or travel pack will remind you for quite a long time to come around perhaps the best achievement up until this point. 6. Thank the People Who Helped Pay Your Way In the event that grants, your folks as well as others helped pay your way through school, make a point to tell them the amount you value their help. One proposal: Include an image of you in your top and outfit on graduation day in a basic however ardent card to say thanks. 7. Compose Something for the School Paper You might be bashful, you may not consider yourself a decent essayist and you may have never composed for the paper. Be that as it may, youll be graduating soon - which means youve prevailing at school and have significant exhortation to impart to your friends. Inquire as to whether you can make an accommodation, and take a couple of hours to assemble something that goes along your shrewdness. 8. Snap a Photo of Yourself and Your Room It might appear to be senseless now, however how fun will it be to glance back at what you looked like and what your room/condo looked like five, 10 or a long time from now? Dont let something that you see each day currently sneak away with time. 9. Go to a Part of Campus Youve Never Been Before Regardless of whether youre at the littlest of schools, head to an edge of grounds youve never been. You could very well get another point of view of what things look like and come to value a side of your school that feels fresh out of the box new similarly as each other piece of it is feeling old. 10. Go to a Sports Event Youve Never Been Toâ Football and ball games might be extremely popular on your grounds, yet take a stab at something new. On the off chance that its a ravishing day, snatch a few companions and a few bites and go watch a softball or Ultimate Frisbee game. Its an extraordinary method to unwind and get another school memory. 11. Swim in the Campus Pool Numerous understudies overlook theres a grounds pool - or are too reluctant to utilize it. However, these pools can be gigantic, flawless and a ton of fun. Snatch your suit, desert your weaknesses and go have some good times game of Marco Poloâ with a few companions. 12. Have Your Favorite/Most Influential Professor Sign a Book They Wrote At the point when you consider which teacher has been the most splendid during your time in school, a couple without a doubt stand apart from the remainder of the group. Have them sign a duplicate of their most recent book before you graduate for an incredible remembrance youll love for a considerable length of time. 13. Take an interest in a Campus Tradition Being hurled into a wellspring on yourâ birthday? Going on a 12 PM trip with yourâ fellow sorority or brotherhood individuals? Make a point to partake in any event one grounds convention before you graduate for an enduring, vital memory. 14. Go to an Event on Something You Know Nothing About You headed off to college to learn new things, isn't that so? So head on over to an occasion youd normallyâ neverâ consider joining in. You dont need to do something besides tuning in and learn. 15. Treat Yourself to a Nice Meal Off Campus You might be so used to terrible biscuits in the grounds café and similar dishes in the feasting lobby that taking off grounds for a decent supper appears to be totally out of the domain of plausibility. Odds are, notwithstanding, that you can make a few inquiries and locate an excessively yummy, moderate spot that will give youâ with an extraordinary mealâ and an incredible memory. 16. Vote in Student Government Elections Alright, sure, you may have thought they were exhausting or immaterial previously. In any case, presently that youre graduating, you have a truly genuine obligation to desert a solid heritage and emotionally supportive network for the classes that will tail you. Respect them by votingâ for understudy leadersâ who you think will keep up the guidelines different understudies set for you when you originally showed up nearby. 17. Go to a Professional Sports Game Off Campus In the event that you live in a major city and have never been to a pro athletics game, right now is an ideal opportunity to go! All things considered, how senseless would you feel in the event that you needed to admit, for quite a long time and years after you graduate, that despite the fact that you lived in, state, Boston for a long time, you never observed a Red Soxâ game? Snatch a few companions and head out. 18. Go to a Cultural Event around Regardless of whether you live in what you consider to be the littlest of humble communities, theres a culture there that cant be supplanted and that youll most likely miss once youre gone. Go to a verse hammer, an exhibition, an area reasonable or whatever else being put on around and retain everything you can before you move some place new. 19. Go to a Museum around No one can tell what history your school town brings to the table. Challenge yourself to get familiar with somewhat more before you graduate by hitting a gallery around. It could be a workmanship historical center, a history gallery, or in any event, something that addresses the interesting character of your city. Shockingly better: Use yourâ student discountâ for confirmation. 20. Volunteer Off Campus Regardless of whether you dont collaborate with individuals off grounds such a lot, the network that encompasses your school has helped make your experience conceivable. Give back a little by chipping in for a one-day, one-month, one-semester, or one-year promise to an off-grounds association that bolsters your own qualities and needs, as well. 21. Accomplish Something That Scares You On the off chance that you glance back at your school years and acknowledge you avoided any and all risks, you probably won't push yourselfâ out of your solace zoneâ enough. Take a full breath and challenge yourself to have a go at something new and frightening. Regardless of whether you think twice about it, youll master something important to you.

Argumentative Essay Outline Make it Convincing!

Argumentative Essay Outline Make it Convincing! How to write an outline for an argumentative essay Pick up the info you’re planning to use when writing the outline for the essay. Be convinced you have reliable sources of information that you can verify. Or it will be too difficult to prove any of your statements. First of all, pick up a controversial topic. If you do so, you will have a wide choice of things you can write about. Keep in mind that in your paper you will need to highlight both pros and cons. That’s why it may be more effective to choose the topic that is neutral to you. It shouldn’t trigger your personal feelings and emotions so that you feel comfortable when discussing it. For example, if you want to the topic such as illegal abortion, you should mention pros and cons of it. How to come up with a great argumentative essay outline? The structure is the key How to write an argumentative essay outline? Well, that’s a very important question. In fact, it is almost the same as usual. You probably know it perfectly well. Your essay should contain the intro, the body, and the conclusion. You should make your reader think, analyze, and believe your words. Let’s take a close look at each item of outline for argumentative essay. The introduction That’s where you need to build up the basement for an argumentative essay outline. It should contain thesis, relevant background information, and a hook. What’s a hook? It’s your first sentence that is used to grab the attention of the reader. This sentence should make the reader start viewing your outline. As far as the background information is concerned it is aimed at giving the reasons why you should read this text and what it’s all about. You should do your best to get the reader interested so that he/she wants to find out the conclusion. Then you need to come up with a thesis. Here you write what you consider about the selected topic. It means you describe your attitude towards it. Developing and refuting your argument Here you need to note down the claims. In fact, the amount of them for the college argumentative essay outline can be defined by the tutor or by yourself. Each claim you’re using should firmly support the argument you have chosen before. Don’t forget to use evidence to prove the claim. Use only reliable sources of information to provide any kind of evidence. Afterwards, you indicate the opposite statement. Your task is to refute it. In other words, you will need to use strong evidence. Of course, you will have to support it with reliable sources. The conclusion In this part, you should repeat why this essay topic is essential to discuss. You need also state what would happen with the world around you if something happens as you’ve described. What’s bad or good about it? Now your outline of argumentative essay is ready and you can breathe out. You can start writing the essay or have some tea. Tips for writing a great argumentative essay outline You have learned all you may require about the structure of the outline of an argumentative essay. So, it’s time to find out the tips and tricks to add more spice to it. Find your thesis Keep in mind that you will have to find something that can become the central and main part of the MLA argumentative essay outline. If you read it and ask yourself “So what?”, it’s a bad thesis. Be ready to change the thesis every time your mind gives you a new brilliant idea. Make your mind burst We mean you have to brainstorm as many ideas that can support your thesis as you can. You can do it wherever you go. Even if you are taking shower or walking the dog. Well, the further you are from your outline the more ideas you will generate. So, relax and wait for the burst. Make a list of ideas Write down all the ideas that you’ve generated and group them according to the relevance. Grouping the ideas will help you leave only essential ones that you can find reliable sources to support them. Find your author If you lack time or ideas to write about in your argumentative essay outline high school or APA argumentative essay outline, there’s a great solution for you. It’s looking for an academic writer whom you trust. You should check if this person can be reliable by a few questions on the topic. Thanks to the high competition, the price for such services is low and the quality is high. You are familiar with the structure and you can check any ready-made outline if it looks and sounds fine. You can control every step and every piece of the future outline. Thus, no one will be able to cheat you.

Jane Austen s Pride And Prejudice - 2493 Words

Just as you cannot love anyone else until you love yourself, you cannot be true to anyone else until you are true to yourself. The novel Pride and Prejudice illustrates a powerful message of being true to oneself through the powers of the author s own outlook. As opinionated women of her time, Jane Austen voiced her views through her own writing. Even though the objective of the book was to entertain readers, Austen never failed to wittily use plot and characters to express her own stance. Her distinctive own style of writing has left future generations something to scrutinize over. In the play Hamlet, Shakespeare wrote â€Å"to thine own self be true,/And it must follow, as the night the day,/Thou canst not then be false to any man,†Ã¢â‚¬ ¦show more content†¦The path to finding oneself relies on the on being true to oneself. Many cruise by life following societal standards without questioning oneself. This allows one to be average and normal. While many are afraid of be ing an outcast, some are willing to take the risks and challenge society; in Pride and Prejudice, Elizabeth and Mr. Darcy show examples of defying the standards of society to fight for their own beliefs. During the beginning of the novel, the Bingley sisters criticize Elizabeth for walking in the rain to see her sick sister, Jane. One of the sisters exclaim, â€Å" To walk three miles, or four miles, or five miles, or whatever it is, above her ankles in dirt, and alone, quite alone! † (8.10). For them as â€Å"very fine ladies† (4.11), it was considered inappropriate for a lady to walk alone in mud although it was for the sake of her sister. However, Elizabeth allowed herself to be the subject of judgments if it meant helping her family. Later in the book, she makes a decision that is frowned upon by people around her. She rejects Mr. Collins who is a cousin of her father. A sole objective a women in the eighteenth century was to get married to a respectable man. E lizabeth despite a good marriage opportunity rejects Mr. Collins. She believes that marriage without love is doomed to misery. Through Elizabeth, Austen successfully conveys feminine individuality. Austen deliberately portrays Elizabeth`s

Possible Warning Signs on Website That Writes Papers for You You Need to Know About

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Gandhi National Movement Free Essays

Mahatma Gandhi was the fore front eminent political and ideological leader during the Indian independence movement. He pioneered satyagraha, resistance to tyranny through mass civil resistance. His philosophy was firmly founded upon truth and ahimsa (nonviolence). We will write a custom essay sample on Gandhi National Movement or any similar topic only for you Order Now His philosophy and leadership helped India gain independence and inspired movements for civil rights and freedom across the world. Gandhi first employed civil disobedience while working as an expatriate lawyer in South Africa. He fought for the resident Indian community’s struggle for civil rights. After his return to India in 1915, he organised protests by peasants, farmers, and urban labourers concerning excessive land-tax and discrimination. After assuming leadership of the Indian National Congress in 1921, Gandhi led nationwide campaigns to ease poverty, expand women’s rights, build religious and ethnic amity, end untouchability, and increase economic self-reliance. Above all, he aimed to achieve Swaraj or the independence of India from foreign domination. Gandhi famously led his followers in the Non-cooperation movement that protested the British-imposed salt tax with the 400 km (240 mi) Dandi Salt March in 1930. He launched the Quit India Movement in 1942, demanding immediate independence for India. Gandhi spent a number of years in jail in both South Africa and India. The nationalist movement grew into a wide spread mass anti-imperialist movement at the end of the First World War. Mohandas Karamchand Gandhi came into prominence at this time and became the undisputed leader of the nationalist movement. Powerful mass movements were launched under his leadership. These involved defiance of laws, peaceful demonstrations, boycott of educational institutions, boycott of courts, picketing of shops selling liquor and foreign goods, nonpayment of taxes and the closing of vital business. These non-violent but revolutionary methods influenced millions of people belonging to all sections of society and infused in them bravery and self-confidence. Millions now braved the repression resorted by the govt boldly courted imprisonment and faced lathicharges and firings. Gandhiji lived the simple life of an ascetic and talked to the people in a language they could understand. He came to be known to the people as Mahatma Gandhi. Gandhiji made social report a part of the programme of the nationalist movement. His greatest achievement in the field of social reform was the campaign against inhuman institution of untouchability which had degraded millions of Indians. His other achievement was in the field of cottage industries. He saw in the charkha, the spinning wheel, the salvation of the village people and its promotion became part of the congress programme. In addition to infusing people with the spirit of nationalism it provided employment to millions and created a large group of people who were ready to throw themselves into the struggle and court imprisonment. The charkha became so important that it eventually became a part of the flag of the Indian National Congress. Gandhiji devoted himself to the cause of Hindu-Muslim unity . He regarded communalism as anti-national and inhuman. Under his leadership the unity of the nationalist movement was secured and the people worked hard for independence. As a practitioner of ahimsa, Gandhi swore to speak the truth and advocated that others do the same. He lived modestly in a self-sufficient residential community and wore the traditional Indian dhoti and shawl, woven from yarn that he had spun by hand himself. He ate simple vegetarian food, experimented for a time with a fruitarian diet, and undertook long fasts as a means of both self-purification and social protest. He inspired many prominent Leaders across the World, who applied his principles in their own countries, in fight against tyranny and for gaining Independence. Gandhiji is referred to as Mahatma or â€Å"Great Soul† (magnanimous), an honorific first applied to him by Rabindranath Tagore). In India, he is also called Bapu and officially honored in India as the Father of the Nation. His birthday, 2 October, is commemorated as Gandhi Jayanti, a national holiday, and worldwide as the International Day of Non-Violence. Gandhi was assassinated on 30 January 1948 by Nathuram Godse of RSS. He was really a Mahatma born in the disguise of a Man. ————————————————- How to cite Gandhi National Movement, Essay examples

Legislative Assignment free essay sample

Nursing is a large health care field that has enlarged its scope of practice over the years. In US history, the presence and influence of APNs was very important. The role of Nurse Practitioners has steadily expanded. First, was a horizontal movement to embrace expertise in medicine. Second, the scope moved vertically to encompass graduate nursing education. Since 1996 there has been a rapid, transformative evolution of the position APNs hold. Today APN Regulation includes specific elements i. e. licensure, accreditation, certification and education (LACE). Each state independently determines the legal scope of practice, as well as the recognized roles of APNs and the regulation of entry level nursing programs. In the state, where I live, on September 21, 2002, the Illinois Society for Advanced Practice Nursing (ISAPN) was created to write the rules for administration of the Nursing and Advanced Practice Nursing Act. This Act is updated every seven years. The ISAPN board of Directors includes nineteen members who are advanced practice nurses. We will write a custom essay sample on Legislative Assignment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The President, vice president, secretary, treasurer, chairs, and representatives have 3 year terms. They can be reappointed for one more year after that. They represent the interests of APNs in Illinois and meet at least every two months. In addition to these meetings, there are regional meetings every quarter. These meetings are open to the public and provide a way to give educational information on health issues to citizens. During these meetings, updates on policy and practice issues that affect APNs in Illinois are presented. On October 5th, 2007 Advanced Practice Nursing Act was updated. Licensed practical nurses, registered nurses, and advanced practice nurses worked together on topics and rules i. e. education, licensing violations/discipline, continued competency, scope of practice, and structure of the nursing boards. They are monitored by ISAPN. APNs practice under directives of the Advanced Practice Nursing Act. They also practice under their own authority in ways appropriate to their specialty, scope of practice, education, and experience. The Act changed the professional relationship between physicians and nurses by expanding the scope of practice for APNs in hospitals and Ambulatory Surgical Treatment Centers (ASTC). APNs are authorized to practice across the nation and have prescriptive privileges in 49 states. The Advanced Practice Nursing Act in Illinois allows APNs to prescribe, select, order, administer, store, accept samples of, and dispense over-the-counter medications, legend drugs, medical gases, certain controlled substances, and other preparations, including botanical and herbal remedies (Illinois General Assembly, 2011, 2012). To prescribe and dispense legend drugs and legend controlled substances (Schedule II, III, IIIN, IV, or V Controlled), an Illinois advanced practice nurse needs to have a collaborative agreement with a physician who delegates limited prescriptive authority to the nurse. In addition to the requirements above some guidelines and limits are applied to prescribe medications. An APN may have one or more collaborating physicians. The physician’s scope of practice determines what services APNs can perform and what medications can be prescribed. Four categories of APNs are recognized in Illinois: certified nurse practitioner, clinical nurse specialist, certified nurse midwife and certified registered nurse anesthetist. I worked as a critical care registered nurse for all of my career years. Currently I’m in Acute Care Nurse Practitioner (ACNP) program. This will result in career changes, because I see an increase need for ACNPs and want to be a part of that field. The standards of care for the ACNP include Nursing’s Scope Standards of Practice and Standards for Acute and Critical Care Nursing Practice (American Association of Critical-care nurses (AACN), 2010). Nursing standards of care is foundation for ACNP practice. Education, acute care competencies, research, and evidence-based practice will expand nursing standards of care to ACNP’s practice. I look forward to learn and develop new skills to provide the best care for our clients.

A Literary Critique of C. S. Lewis Essays - Criticism Of Atheism

A Literary Critique of C. S. Lewis Essays - Criticism Of Atheism A Literary Critique of C. S. Lewis A Literary Critique of C. S. Lewis: The Case for Christianity, The World's Last Night and Problem with Pain I. Introduction II. Brief Biographical Information III. The Case for Christianity - Right and Wrong as a Clue to the Meaning of the Universe IV. The Problem with Pain - Divine Omnipotence V. The World's Last Night - The Efficacy of Prayer VI. Conclusion A Critique of C. S. Lewis "A Relativist said, 'The world does not exist, England does not exist, Oxford does not exist and I am confident that I do not Exist!' When Lewis was asked to reply, he stood up and said, 'How am I to talk to a man who's not there?'" - C. S. Lewis: A Biography Clive Staples Lewis was born, in 1898, in Belfast. C. S. Lewis was educated at various schools in England. In 1914, Lewis began studying Latin, Greek, French, German and Italian under the private tuition of W. T. Kirkpatrick. He then moved to Oxford where his studies were interrupted by World War I (1917). Two years later he was back in Oxford resuming his studies. In 1924, Lewis was "elected" to teach Literature and Language at Magdalen College, Oxford and remained there till 1954. During this time period in his life, Lewis wrote the majority of his work. Lewis moved to Cambridge for the remainder of his life teaching Medieval and Renaissance Literature.1 C. S. Lewis was a man dedicated to the pursuit of truth who" believed in argument, in disputation, and in the dialectic of Reason. . ."2 He began his pursuit of truth as an atheist and ended up as a Christian. His works the Problem of Pain and Mere Christianity dealt with issues he struggled with. Mere Christianity consists of three separate radio broadcasts. One of the broadcasts was titled The Case For Christianity. In The Case For Christianity, Lewis discussed two crucial topics in his apologetic defense of Christianity. They were the "Right and Wrong as a Clue to the Meaning of the Universe" and "What Christians Believe". This critique will address the first chapter. "Right and Wrong as a Clue to the Meaning of the Universe", can be broken into three parts. The first deals with moral law and its existence. The second addresses the idea of a power or mind behind the universe, who, is intensely interested in right conduct. Also that this power or God is good. Good as in the area of truth, not soft and sympathetic. The third point moves to Christianity, its attributes and why it was necessary for the long" round-about" approach . The law of nature binds humans as would the laws of gravity apply to a falling stone. It is called the law of nature because it does not need to be taught. Lewis points out that an odd individual may exist "here and there who didn't know it, just as you find s few people who are colour-blind or have no ear for tune. But taking the race as a whole, they thought that the human idea of Decent Behavior was obvious to every one."3 Lewis brilliantly defended his statement of natural law's existence. Two arguments, which argue for relativity, posted against him are the "herd" instincts or genetic inborn in us ( i.e. motherly love, survival or sexual impulses) and that which is taught socially or learned. Historically, these to interpretations of human behavior have clashed, however, he suggest that "reason" is above both. He clarifies his position by classifying impulses as separate from the decision to follow the impulse itself. The "learned" argument is refuted by his analogy of a boy on the island who is unaware of the existence of the process of multiplication. He never attended school and learned them. The education would be classified as "human convention". This human convention, consequently, did not invent multiplication just as it did not invent the law of nature. However, this comparison is based on a false assumption. The law of nature, as Lewis argued, is not taught but some how exists as an inherent part of the human psyche. This law also presents itself in the form of decisions and actions in line with what ought to

Idiom and Expression Resources for ESL Learners

Idiom and Expression Resources for ESL Learners Sooner or later all English students learn idioms because English uses so many idiomatic expressions that it is truly impossible to learn English without learning at least a few, but these figures of speech and colloquialisms may be hard for some English as Second Language learners to immediately grasp, especially because they often rely on cultural norms in English-speaking countries to provide meaning for their use. In any case, ESL learners should employ the use of context clues to attempt to understand what someone might mean when they say I just killed two birds with one stone by uncovering that video of both of them at the scene of the crime, which means achieving two objectives with one effort. For this reason, stories involving a number of idioms - oftentimes folk tales and those written in dialectic (spoken) style - are some of the best resources for teachers and students of ESL alike. Context Clues and Weird Expressions Oftentimes a simple English-to-Spanish translation of an idiom will not make immediate sense because of the multitude of words and connotations the English language has to describe our everyday world, meaning that some of the actual intentions of the words might get lost in translation. On the other hand, some things just dont make sense taken out of the cultural context - especially considering many popular American English idioms have dubious and untraceable origins, meaning oftentimes English speakers say them without knowing why or from where they came into existence. Take for instance the idiom I feel under the weather, which translates in Spanish to Sentir un poco en el tiempo. While the words may make sense on their own in Spanish, being under weather would probably entail getting wet in Spain, but it implies feeling sick in America. If, though, the following sentence was something like I have a fever and havent been able to get out of bed all day, the reader would understand being under the weather means to not be feeling well. For more specific in-context examples, check out ​Johns Keys to Success, An Unpleasant Colleague, and My Successful Friend - which are all full of beautifully expressed idioms in easy-to-understand contexts. Idioms and Expressions with Specific Words and Verbs There are certain nouns and verbs that are used in a number of idioms and expressions; these idioms are said to collocate with a specific word such as put in put a fork in it or all in all in a days work. These general nouns are used repeatedly in English, and in the idioms are used to represent a commonality shared between multiple subjects. Like, around, come, put, get, work, all, and as [blank] as are all commonly used words associated with idioms, though the full list is fairly extensive. Similarly, action verbs are also often used in idiomatic expressions wherein the verb carries with it a certain universality to the action - such as walking, running or existing. The most common verb thats used in American idioms are forms of the verb to be.   Check out these two quizzes (Common Idiomatic Phrases Quiz 1  and  Common Idiomatic Phrases Quiz 2) to see if youve mastered these common idioms yet.

A Comparison of Gifted Education in UK and Singapore Essay

A Comparison of Gifted Education in UK and Singapore - Essay Example This discussion declares that the citizens showed their unrest with the education system, especially because of the ongoing Western influence on Singaporean beliefs and values in the period 1965-1985. The younger and emerging middle class citizens encouraged the government to promote democracy and public participation in its decision-making processes concerning matters such as education. Singapore had a single party dominated government, which did not represent the opposing views of its citizens appropriately. To counter the negative attitude of its citizens, Singapore’s government introduced a systemic educational reform to improve the education system in the early 1980s. It streamed students according to their different academic abilities, and in consequence, they could focus and challenge their unique abilities. The Ministry of Education proposed this education system and termed it as ‘Ability-Driven Education’ system of education. The new streaming system enab led students to learn and evolve at their own intellectual learning speed.As the report discusses  groups of gifted individuals could now experience opportunities and gain due recognition. The gifted education program naturally became a basis of Singapore’s new education system following the conviction that the gifted and talented would serve as future leaders and propel the country to greater heights.  Gifted education refers to the special practices and procedures used in education of children identified as gifted or talented.

Skills for Academic Learning in Law Essay Example | Topics and Well Written Essays - 1000 words

Skills for Academic Learning in Law - Essay Example FORMATIVE ASSESSMENT 2: 40101/02 1. HARD COPY RESEARCH a. FIND THE CASE OF REVILL v NEWBERY [1996] GIVE THE CITATION FOR THE CASE AND EXPLAIN WHAT IT MEANS BRIEFLY STATE WHAT THE LEGAL ISSUES IN THE CASE ARE Citations are in two forms. One is the paper form and the citation for the above case in paper form is: Revill v Newbery [1996] 1 All ER 291 and it contains the following: 1. the heading of the case; 2. the number of the volume; 3. number of pages; and 4. the year in which the case was decided. Several cases decided by the courts are not printed. The reason is to avoid the expenditure of typesetting and printing. Only very important cases are printed. When the cases decided by the courts were printed on the Internet an overflow of information ensued.This resulted in trying to find out a neutral way to cite a case. (World Legal Information Institute, WorldLII). This normally has the following informations: The year in which the case was decided The title of the court in an abbreviated form; and The number of the decision. Thus, the above case can be cited as: Revill v Newbery (1996) 2 WLR 239 Legal issues of the case: The issues in Revill v Newberry [1996] 1 All ER 291, is that an aged allowance possessor was sleeping in his hut with a scattergun, to put off thieves. On discovering the plaintiff, attempting to break in, he shot his gun via a hole in the shed, hurting the plaintiff. At first occurrence, the defendant effectively raised the justification of ex turpi to keep away from the claim. Conversely, the Court of Appeal approved the plaintiff's prayer, assenting that the defendant was neglectful to have shot blindly at body height, without a caution or even shooting a forewarning shot into the air, and that the response was...(World Legal Information Institute, WorldLII). The issues in Revill v Newberry [1996] 1 All ER 291, is that an aged allowance possessor was sleeping in his hut with a scattergun, to put off thieves. On discovering the plaintiff, attempting to break in, he shot his gun via a hole in the shed, hurting the plaintiff. At first occurrence, the defendant effectively raised the justification of ex turpi to keep away from the claim. Conversely, the Court of Appeal approved the plaintiff's prayer, assenting that the defendant was neglectful to have shot blindly at body height, without a caution or even shooting a forewarning shot into the air, and that the response was out of every section to the danger (http://www.lawteacher.net/tort-law/lecture-notes/liability-for-land-premises-lecture.php accessed on 27 October 2009). This case was filed by Mr. Major Dhillon for recovery of damages resulting in financial losses. The financial losses were due to a number of breaches of duty on the part of one or more of the defendant accountants. These accountants were his advisors between 1997 and 2004. Further Mr.

The Implementation Of Policies And Legislative Social Work Essay

The Implementation Of Policies And Legislative Social Work Essay Children are de ¬Ã‚ ned as in need when they are unlikely to achieve or maintain, or have the opportunity of achieving or maintaining, a reasonable standard of health or development; or whose health and development are likely to be signi ¬Ã‚ cantly impaired, or further impaired without the provision of services under s.17(10); o are disabled as defined in s.17(11); or those who are in specific need of safeguarding under Part V of the (CA)(1989). Ann had recently been separated with her husband due to domestic violence and is currently living in a womens refuge with her 12 years old daughter. She had reported feeling depressed and lack resources. The development of a definition of domestic violence in Yemshaw v Hounslow LBC [2011] UKSC 3 (SC), decision by the court set a precedent that was used in meeting the needs of families. Children witnessing domestic abuse have now been included in the definition of harm under s.31(9) of the CA (1989). Section 17(1) of the CA (1989), places a general duty on Local Authorities (LA) to safeguard and promote the welfare of children within its area who are in need. It is based on the presumption that so far as it is consistent with their duty, children upbringing should be promoted within the family with an emphasis on parental responsibility as defined under s.3(1) of the CA (1989). This is complemented and reinforced under s.10(3) of the CA (2004), which requires LAs to have regard to the importance of parents and other persons caring for children in improving the well-being of children. LAs are directed through their specific duties and powers specified in Part 1 of Schedule 2 to provide services considered appropriate to meet the needs of children in need with the aim of avoiding the need for care proceedings . This includes homelessness, the psychological effect of witnessing abuse and disruption with school. Under s.17(6) the LAs can provide accommodation, counselling or as in th e cash of domestic violence, assistance in cash. Social workers are charged with discretion in making ethical decisions and should therefore use case law for additional guidance (Brammer, 2010: 190). In R v Nottingham City Council [2001] EWHC Admin 235, it was established that assessment is not a discretionary duty. Additionally, In R. (on the application of MM) v Lewisham LBC [2009] EWHC 416, it was held that the consideration given to the referral fell far below the standard required by law. The CA (1989) stipulates the legal framework within which Social Work practice with children in need is situated. Its child-centred approach is embodied in the welfare paramountcy principle s.1 and the welfare checklist s.1(3) states factors that must be considered with respect to determining the childs best interest. This welfare principle is also evident in s.3(5) and s.17. It adopt the principle that any delay s.1(2); in considering whether to make, vary or discharge s.31 and s.8 orders, s(1)(4); is likely to prejudice the childs welfare; and no order should be discharge except it is unequivocally in the childs best interests. The complexities and uncertainties of family life have brought about evolving policies and guidelines to complement the legislative framework (Davis, 2009). An understanding of childrens needs requires a multidisciplinary evidenced-based assessment, which is prescribed under The Framework for the Assessment of Children in Need and their Families (DoH, 2000). This is conferred under s.7, LA Social Services Act (1979) and requires LAs to comply with their duties. The Every Child Matters (DfES, 2003) led to the enactment of the CA (2004): it requires LAs under s.11(4) to have regards of statutory guidance to cooperate and make arrangements to safeguard and promote the welfare of children. Working Together to Safeguard Children (DCSF, 2010) specifies how agencies should work together: it states unequivocally the proactive early identification of additional needs and the provision of appropriate services. The complexities and tension of multi professional perspective is recognised in The Common Assessment Framework (CAF) (DfE, 2009) and based assessment on consistency and coordination between agencies (Brammer, 2010). There are potential dissonances between legislative framework and the ethical frameworks, which informs social work practice. Parton (2006) noted the complexities of balancing child empowerment and professional judgement, and suggested that Social workers should advocate for children through their active participation in accordance with s.17(4A and 4B). Graham (2011: 1541) highlighted a substantial cultural shift to include children in planning and decision-making through the construction of the social model of childhood. This principle sought to reconcile the concept of child autonomy and right, with professional accountability and responsibility (Williams, 2008). The concept of best interest and the welfare of the child set out in s.1(3) and A8 of the United Nations Convention on the Rights of the Child (1989) is also embodied in decision-making (Butler and Hickman, 2011). In a speech at the Institute of Public Policy Research, Educational Secretary Michael Gove claimed that safegu arding children is inundated with optimism bias (Media, 2012). The law confers both a discretionary and obligatory duties, and the prediction of impairment is given emphasis under s.31 and s.17. It is therefore critical for social workers to have an ethical consideration when discharging their powers and duties, and reflect social work values in their proportionality of intervention under the Human Rights Act (HRA) (1998) which is seen as an additional scrutiny of practice (Brammer 2010: 114). The value of outcome focus needs analysis and multi-agency working is compatible with social work values. It recognise the complexities and sensitivity of domestic violence, and emphasis on the compounding effect of stereotypical assumptions and stigma faced by individual and families (Sheppard, 2006). Social workers conceptualisation according to Connolly, et al (2006) is invaluable in promoting social inclusion. This is particularly relevant to Anns situation. Assessment should not be based on a single event; careful consideration must be given the long-term effect of domestic violence (Williams, 2008). It must be conducted sensitively with an emphasis on respectful uncertainty, flexibility, openness and honesty about professional involvement (Laming, 2003). Strafford,et al (2010:13) locates the process of assessment in the context of a Systems approach. Social workers need to be aware of the likely impact of any intervention on the family. Social workers are required to adopt a principled approach based on negotiation and partnership. The CA (2004) requires LAs to coordinate services with relevant agencies: this gained explicit recognition in the Working Together to Safeguard Children guideline and reflects an acknowledgement that disadvantage occurs within a context of multiplicity of interlocking factors and social dynamic of the family (Graham, 2011). Social workers must therefore, integrate best-known evidence to inform professional judgement to accounts for the uniqueness, uncertainties and potential value conflicts (GSCC, 2003). Anti-discriminatory and anti-oppressive practices are integral to social worker practice and enshrined in law. The GSCC (2003: 1.5) code of practice stresses the importance of respecting diversity and different culture and values. Further, s.22(5) requires due consideration to be given to a childs religious persuasion, racial origin and cultural and linguistic background which is also encapsulated in A.14 of HRA (1998), the right not to be discriminated against. The amendment of parental responsibility by the Adoption and Children Act (2002) to include adult with real relationship accounts for value placed on recognition of diversity of families to combat social exclusion (Strafford,et al 2010: 16). Millar and Corby (2006) highlighted the positive effect of a detailed assessment: Munro (2011) and Wise et al (2011: 95) are however, critical of the bureaucracy and the prescriptive nature of the Assessment Framework, which distracts social workers from their core therapeutic function. This presents a dilemma of balancing the need of a more rigorous assessment framework with the CAF (Crisp, et al, 2007). Social inclusion and integration are intrinsic to social work, however, Palmer (2003) and Goldthorpe and Monro (2005) notes that there is concern amongst social workers that the high eligibility criteria have seen a shift from family support to reactive child protection practice thereby further excluding and marginalising families. This have led social workers to question the concept of needs led service provision. Stafford, et al, (2011) reports on the conflicts and complexities around issues of confidentiality and information sharing within multidisciplinary teams. This posed a dilemma between the welfare of the child and Anns right to confidentiality. Domestic violence occurs within the context of both civil and criminal domain. This present are a wide range of shared and diverse models of knowledge and practice amongst professionals involved with children and families (Graham, 2011). OLoughlin and OLoughlin (2008: 41) noted the complexities of balancing the rights and responsibilities of parents and the rights and needs of children. This present a dilemma between a principled welfare approach and s.8 orders as highlighted in Debbonaire (2012). Cleaver et al (2010) noted that whist childrens needs occur within the family and environmental context and often interlinked with those of their parent: It is crucial that practice is child-centred and needs considered separately through childrens active participation (Mullender 2002: 121). The complexities of parental contact from the perpetrator of abuse might expose the children to witnessing more abuse. The legislative framework and policies have an enormous impact on social work practice. The complex interplay of skills, values and knowledge; the prevailing social attitudes; and the conflicting and overlapping imperative, have been analysed as the range of dilemmas and conflicts faced by social workers. What is most noteworthy, however, is the need for sound professional judgement and ethical consideration.

False Claims

Rgtgfggdgdfsgggggggggggggggggggggggggggggggggggg ggggggggggggggggggggggg ggggggggggggggggggggggg ggggggggggggggg gggggggggggggggg gggggg dfdfdf fdfdfdf dfdfdfdf dfdfdfdf ffdfdfd dfdfdfdf dfdf fdfdfdf d dff dddwsassee eeerrr errerer rerwren e rr er e re re rer e rer e r ere r er ert rtytytuy tyu ty ty u yuyuty ty rt yrtyrtyrt t yty try ty rty try rty rt yrt rtughuuhhihuihuh ewwewewe wewewe ttttt rrrrrr 45 45 45 njknjk hnjh lkl kl kl k mnkmnk nkn klj kj kj kj k jkj kjkj dffdf dfdfd t rt rtrtrdfdfdfdftrrt rtrt rtrt ererererre yty tytyt ererer er iujiuiu jk jk jk jk j It’s normal and therefore acceptable to have mistakes and undeveloped sections in your first draft. However, if you don’t understand the criteria or the mistakes I’ve pointed out, please see me. If you have many areas marked â€Å"no evidence,† don’t try to revise your first draft; it’ll be easier to start over.The problem section eventually needs to include all of the following, so me of which may be in the same paragraph though others will take several paragraphs: A. an anecdote (a story that illustrates the problem—this should be your first paragraph); this’ll be in a your own words today, but in later drafts you’ll quote the original; B. a definition and description of the problem–an explanation of what it is; define key terms; C. relevant background (maybe scientific or historic); D. the size/scope of the problem (usually, the number of cases in a given time frame for a given area as well as some statistics on how wide spread the problem is); E. consequences of the problem (what happens as a result of the problem, which could include multiple.

Analysis Of The Narrative Frank - 3152 Words

Assessment Narrative Summary Frank is a 33 year old African American male. Frank self disclosed that he prided himself on being a family man. He married his wife Fiona, a 28 year old Korean born woman, who he met shortly after his discharge from the army. The two have been married for seven years. Frank described their marriage as good (Johnson, 2004). Frank and Fiona have toddler twin daughters together. Frank had been driving trucks as an independent contractor for approximately nine years. Truck driving was his sole employment since his discharge from the military eleven years earlier. Frank had severed two tours of combat duty in the army during the Vietnam War. He was drafted out of high school and reenlisted for a second tour.†¦show more content†¦Frank had previously been arrested three times for drunk driving, the most recent being six months earlier. He remained on probation for his last drunken driving offense and was yet to be adjudicated for the shooting episode. Immediately after the shoot ing Frank moved into a nearby hotel, as he had difficulty facing his children and wife. Since the shooting his drinking has increased. Frank has started to see a therapist at substance abuse outpatient treatment program. After three sessions, Frank is ready to address his drinking and has decided to go to an alcohol detoxification program and is willing to engage in treatment after his detoxification program. DSM 5 Diagnosis This section, using the DSM-5, has determined Frank has met the criteria for a moderate Alcohol Use Disorder (AUD). The National Institute on Alcohol Abuse and Alcoholism (NIAAA) (2013) outlines anyone meeting any two of the 11 criteria’s under the DSM-5, within the same 12-month period would receive a diagnosis of AUD. The severity of an AUD, mild, moderate, or severe, is based on the number of criteria met (NIAAA, 2013). The presence of four to five symptoms would indicate a severity of moderate AUD (NIAAA, 2013). Based on Frank’s story shared in sessions, the therapist has determined that Frank has met five criteria’s of the DSM-5. Below are the specific DSM-5 criteria’s the therapist used to make this determination: Criterion 1: Alcohol is often

Synthesis Essay Coach Smith - 1421 Words

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Dean Smith was both a visionary and ethical leader. This essay will detail how Coach Smith was a visionary leader that fostered an inclusive environment and used transformational leadership, with a focus on individual consideration, to methodically mold his teams. Additionally, the essay will show how Coach Smith was an ethical leader as he avoided falling into the ethical trap of worry over image and used the essential intellectual trait of intellectual perseverance in confronting the ethicalShow MoreRelated Sports Journalism Essay1872 Words   |  8 Pagesthere, and so is my willingness to be involved in it. I believe I can help people in some small way by opening their eyes to different outlooks on certain items that may come up, such as if a new hitter can push a team over the top, or if the new coach isn’t doing his job correctly. 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