Passionate and Impassioned

Passionate and Impassioned Passionate and Impassioned Passionate and Impassioned By Maeve Maddox A reader wonders about the words passionate and impassioned: Do they mean the same thing? If not, when should you use one and not the other? The word passion derives from a Latin verb that means â€Å"to suffer† or â€Å"to undergo.† One use of the noun is to name the sufferings of Jesus. For example, a â€Å"passion play† is a performance that reenacts the arrest and death of Jesus. The title of Dreyer’s play about the trial of Joan of Arc is called The Passion of Joan of Arc in reference to her sufferings, which the filmmaker felt paralleled the sufferings of Christ. Another sense of passion is â€Å"strong emotion.† It can refer to sexual passion or to a strong emotion like anger or indignation. A passionate person is readily swayed by emotions. In such expressions as â€Å"a passionate kiss† and â€Å"a passionate embrace,† the connotation is usually sexual. Someone swayed by strong feelings about some nonsexual purpose might be described as â€Å"a passionate reformer,† or â€Å"a passionate preacher.† Sports enthusiasts are said to be â€Å"passionate about football.† Although the words are mostly synonymous, impassioned perhaps has the connotation of strong feeling rooted in conviction. Here are some recent examples of both adjectives as used on the Web: The actor  then applied to the Grand Duke, and the latter, a  passionate lover  of  dogs, signified his desire that the request be granted. Part II explores the ways that prosecutorial  passion  might affect  plea. Because marriage is for the rest of my life, I think it will be more enjoyable if I married a person who is like a friend, as opposed to marrying for passionate love. WVU Womens Basketball Carey wants  passionate effort  against Oklahoma Freida Pinto Gave An Impassioned Feminist Speech Every Woman And Man Needs To Hear Impassioned crowds protest Ferguson decision in Boston Synonyms for passionate when the context is sexual: amorous ardent loving sexy sensual erotic lustful Synonyms for passionate in other contexts: intense emotional fervent vehement heated spirited energetic frenzied fiery wild violent Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Comparative Forms of AdjectivesEmpathy "With" or Empathy "For"?What Is the Meaning of "Hack?"

How to Become a Phlebotomist

How to Become a Phlebotomist Phlebotomists are allied health professionals who bravely do something that makes even the toughest among us squirm sometimes: taking blood. Not for the faint of heart (or, more specifically, those who faint at the sight of blood), phlebotomists play an essential role in testing, diagnosing, and treating patients. The Day-to-DayPhlebotomists work in a variety of different clinical settings: hospitals, private clinics, laboratories, community health centers, blood donation centers, nursing homes, and private care facilities. They are responsible for sterilizing and preparing all of the equipment used for drawing blood, and for the actual blood-drawing itself. And taking blood is their primary task, many phlebotomists also process other bodily samples for testing.Attention to detail is key- everything needs to be labeled correctly, and kept free of any kind of contamination. Phlebotomists are also responsible for their own safety, and protecting themselves and other patients from infec tions spread via blood, such as HIV or hepatitis. Phlebotomists also have the added challenge of working with some patients who are afraid of needles, so a good bedside manner (not to mention strategies for distracting uneasy patients from the needle stick) comes in handy, as well.Phlebotomists’ shifts vary depending on where they work, and may include unorthodox weekend or holiday hours.For more on what it’s like to be a phlebotomist, check out these videos:What’s It Like to Work as a Phlebotomist?My Job: PhlebotomistTo become a phlebotomist, you’ll need to complete at least a high school degree and a phlebotomy-specific training program from a community college or vocational school. Most employers also require that their phlebotomists pass the national certification exam. Some states also require that phlebotomists be licensed, so be sure to check your own state’s requirements. For more on the phlebotomist exam and certification process, visit th e National Phlebotomy Association.The PayPer the U.S. Bureau of Labor Statistics (BLS), phlebotomists earn a median salary of $30,670 per year, or $14.74 per hour.The OutlookLike many allied health career paths, phlebotomy is growing: the BLS expects it to grow by a healthy 25% by 2024. If you have the nerves of steel to wield a needle with confidence, it could be a great career path for you.

Stigmas of Mental Illness Essay Example | Topics and Well Written Essays - 750 words

Stigmas of Mental Illness - Essay Example Thus, it will result in a lack of understanding of the mentally ill by the society. The mentally ill, shameful of being seen as psycho, lunatic, crazy, and as a black sheep, will often stay silent about their condition which, in turn, deprives them of essential services. Evidently, there is little that has been done to educate the public of the predicaments and stigmatization that mentally ill people face (Eric, 2010). Some of the stigmas faced by the mentally ill when they disclose their conditions include rejection and ridicule at schools or workplaces, discrimination in social relationships, housing, employment as well as the rejection and ridicule on their families (Eric, 2010).The media has also been observed to exacerbate this discrimination, by presenting this illness negatively (Eric, 2010). This paper shall seek to understand the effects of adverse representations of the mentally ill. It will also show how society creates a vicious cycle of effects that leads to the mentally ill not getting the facilities that they would require to lead a happy and productive life. Through research and interviews, it will be established that some of the stigmas of mental illness include rejection and ridicule at school or work. Family members of the mentally ill are also affected with these similar rejections. Media portrays mental illness in a negative light and, thus, does not promote awareness issues. First, this study will explore how people are treated at work and school when they disclose their mental illness. Second, it will explore the impact that disclosing a mental illness has on family members. Lastly, it will explore the treatment of the media towards mental illness. A mentally ill patient faces two kinds of stigma. The most prevalent is the public stigma. This is the reaction that that the public has on the mentally ill (Corrigan & Watson, 2002). Most people with mental illness face a higher level of discrimination in western countries than

Summary Assignment Example | Topics and Well Written Essays - 250 words

Summary - Assignment Example It had also adopted ‘active industrial policies’ that lured foreign investment in exchange of knowledge transfer. Another important element of its success has been its proximity to Hong Kong where inflow of capital and know how was easy. By focusing on backward areas that were near Hong Kong, it introduced reallocation of labor from agriculture to other activities. The local government and entrepreneurs were given incentives to introduce reforms. The reforms and industrial revolution was accompanied by high quality low waged human skill and infrastructure that was able to mass produce. China has not followed the traditional western culture of best practices but has concentrated on improved performance through incentive driven approach, especially during transition period of growth and development. Indeed, while China lacks in freedom, the billion plus population is high growth market for foreign investment. It has introduced fresh reforms to incorporate the concern regar ding environment concern, human rights and more conducive environment for foreign business. This is a way to declare that its growth is not merely a bubble with short life span. Reference Case study: Understanding a Development Miracle: China.

Body Mass Index Essay Example for Free

Body Mass Index Essay Body Mass index is a formula that determines the mass of body fat a person has. This formula is used to determine your weight proportion compared to your height if you’re on target, overweight or obese. Today we will use the formula by plugging in my own personal information and determining if I am over weight, on target or obese. To start I plug in the formula BMI=703w/h2. W = weight, H = height. I am 5foot 5 so in the formula my height will be 5. 5. After plugging in my info, I multiply 5.5 squared times 5.5 giving me the answer 30.25. I then divide 703W by 30.25 H. This then gives me the answer 23.24. Making W 23.24. Which is Equivalent to not being overweight. 703w/5.5(2) 703w/30.25 23.24w According to the chart my inequality fits in between the Compound inequality equation 23 BMI 25 which says I’m probably not overweight.   I don’t agree with this formula for I know for a fact that according to my height I am severely obese. However according to this formula I am probably not over weight. In addition to this the formula only uses your height and weight, it does not determine you fat mass or your muscle build. From going to the gym I’ve Learned that muscle weighs a lot more then fat. Which means that with this formula someone in perfect shape can be assumed to be obese: when in fact there in shape. The solutions chart that says whether you’re obese, overweight, or perfectly fit is giving in Intervals. The chart gives you a range of numbers from low to high. You determine where your body mass determines by the number of intervals you land on or in between. None of these numbers are to Infinity. The ranges have a start date and end date. In conclusion after plugging in the necessary figures and using the Body Mass Index formula it was determined that this formula gives inaccurate  results. For according to my doctor I am severally over weight and this formula has me sounding like a super model.

Pueblo View of Death and the Relationship of Rain :: Pueblo Culture Cultural Essays

Pueblo View of Death and the Relationship of Rain Works Cited Missing One of the fundamental elements of Pueblo worldview is: The concept of a dual division of time and space between the upper world of the living and the lower world of the dead. This is expressed in the description of the sun's journey on its daily rounds. The Pueblo believe that the sun has two entrances, variously referred to as houses, homes or kivas, situated at each extremity of its course. In the morning the sun is supposed to emerge from its eastern house, and in the evening it is said to descend into its western home. During the night the sun must travel underground from west to east in order to be ready to arise at its accustomed place the next day. Hence day and night are reversed in the upper and lower worlds ... (Titiev 1944). Life and death, day and night, summer and winter are seen not simply as opposed but as involved in a system of alternation and continuity-indeed, a fundamental relationship of cycles. These opposites form what we can call a bipartite view. For black there is white and for something like the heavens there must be a corresponding underworld below us. As part of this bipartite view, death is "birth" into a new world, and many Pueblo burial practices parallel those of birth except that four black lines of charcoal separate the dead from his home in the village while four white lines of cornmeal mark the walls of a newborn baby's home. This world and the world of spirits are transformations of each other. At death a cotton mask - a "white cloud mask" - is placed on the face of a dead person. The spirits of the dead return to this world as kachinas. All kachinas are believed to take on cloud form of what Pueblo call "to be cloud people" and their spiritual essence, or navala, is a liquid that is manifested as rainfall. When the kachinas (as ritual figures) depart, they are petitioned, "When you return to your homes bring this message to them that, without delay, they may have mercy for us with their liquid essence [rain] so that all things may grow and life may be bountiful." Everything, in Pueblo belief, is dependent on rainfall, which, when combined with Mother Earth, is the essence of all things. Hence navala is also the essence of the individual self, conceived of as a liquid, and a Pueblo will say, "I have the liquid essence of my fathers," to express the English notion of being of the same flesh and blood.

Cramming: Time and Long Term Memory

Universal Vice: Cramming â€Å"Whoops! It's the night before the big exam, and you haven't done a lick of studying all semester. Looking back on it, you know that you should have been hitting the books all those nights you were watching television, but there's nothing you can do about it now. Don't throw in the towel yet, though–it's time to get cramming. † How often do you do this? Most common among high school and college-aged students, cramming is often used as a means of memorizing and the practice of working intensively to absorb large volumes of informational material in short amounts of time.It is a widely-used study skill performed in preparation of an examination or other performance-based assessment. Best stated by H. E. Gorst in his book, The Curse of Education, â€Å"as long as education is synonymous with cramming on an organized plan, it will continue to produce mediocrity. † Students are often forced to cram after improper time utilization or in ef forts to understand information shortly before being tested. Improper time management is usually the cause for last-minute cramming sessions, and many study techniques have been developed to help students succeed in lieu of cramming.Generally considered as a negative study technique, cramming is becoming more and more common among students at the secondary and post-secondary level, not mentioning those who are as young as five years old. Pressure to perform well in the classroom and to engage in extracurricular activities in addition to other responsibilities often results in this kind of study habit, cramming. According to W. G. Sommer, â€Å"students in a university system often adapt to the time-constraints that are placed upon them in college, and often use cramming to perform well on tests†.In his article, Procrastination and Cramming: How Adept Students Ace the System, he states, â€Å"Many students outwardly adapt to this system, however, engage in an intense and priv ate ritual that comprises five aspects: calculated procrastination, preparatory anxiety, climactic cramming, nick-of-time deadline-making, and a secret, if often uncelebrated, victory. These adept students often find it difficult to admit others into their efficient program of academic survival. † Students have crammed for decades. What most of us don’t know is how many use this study strategy.The lit review in the article references a collection of studies that puts the percentage somewhere between 25 and 50. In this research sample, 45 percent were on the agree side of a scale that measured the extent of cramming. These are some of the very pragmatic questions explored empirically by the researchers: How widespread is cramming among students? Do students think cramming is an effective study strategy? Does cramming work, as in how does it affect course grades? And the really bottom line questions: How effective is cramming in the long run?What’s the impact on le arning and retention? Czarina Isabel F. de Leon, a freshman college student of University of the Philippines – Diliman states, â€Å"I believe that many students cram all the time. Maybe, this is due to lack of knowledge with regards to time management and discipline. But honestly speaking, I can say that cramming helps me in some way. I don’t know if it’s just me who feels that cramming stimulates my brain cells more. It seems like I am able to formulate more ideas and to absorb more information whenever I cram for some of my school works and tests.In spite of this, I don’t think that cramming has affected my grades that much because there are so many factors that can influence class marks. If I were to choose from cramming and not cramming, I would definitely choose the latter. This is because I know for a fact that if I wouldn’t cram, I’m sure that my work is clearly done and not just scrapped from somewhere. I do believe that cramming p roduces risky works, in such a way that a person who crams is not sure whether he did his job well or not. Perhaps the question that most needs addressing is this one: How come some exams can be mastered so successfully by students who’ve prepared by cramming? You might think it’s just a problem with multiple-choice exams. Not so. In this study and others, the amount of cramming students reported was not a function of exam type. Are teachers testing too much recall on their exams? It might be interesting to go through an exam and see how many questions can be answered with material you could memorize but not understand at all or well.Cramming is often discouraged by educators because the hurried coverage of material tends to result in poor long-term retention of material. In a 2007 study conducted by University of South Florida psychologist Doug Rohrer, it was determined that last minute studying reduces retention of material and may hinder the learning process in the long term. There is a biological reason for this. The problem is that cramming information places it into our brains in short term storage. This is where you put everyday information that is not really worth remembering.In order to learn we have to transfer information into long term memory. Once there, you can retrieve it far easier over a longer period of time. All information are processed in the brain and stored in short term memory. The problem is that these information sort of overloads the brain and are not kept for very long. Can you remember every single event that happened to you in a given day? Think of the literal thousands of bits of information you are exposed to every day. It's not necessary to remember it all, so the brain dumps it after a time.Can you remember what you had for breakfast the day before yesterday? What shirt you wore? How much lunch cost? How many steps there are in preparing for exams? No. What makes you think you will remember some factoid from clas s that you never heard of before? Sure you may remember it for a day or two, but that's it. Only when you make an effort to remember something repeatedly do you transfer that information into the other kind of memory, long term memory. Cramming fails because you’re relying on short term memory.In spite of these facts, cramming will always be an option for those who need to accomplish a large amount of task in a short period of time. Like any other vices, cramming can be very addictive and may supply us what we need for now, but we may not benefit from it for a long period of time. Since it is continuously done by most of us nowadays, not only by students but also by some adults as well, avoiding it will be very difficult for all of us. It’s like a universal vice that most of us used to live with and it can be applicable for everyone.Cramming is a vice that will forever be present in this world – it may be lessened but will never be eradicated, especially for stu dents like me. â€Å"While cramming probably won't get you an â€Å"A,† it can definitely save you from an â€Å"F. † So suck it up and get ready for a long, hard night. And vow to be a better student from now on. † Works Cited: â€Å"Cramming (education) -. † Wikipedia, the free encyclopedia. Web. 27 Sept. 2009. . Pangilinan, Candy. â€Å"Candidly  » Cramming and homecoming. † PEP. ph: The Number One Site for Philippine Showbiz | Home. 2 Dec. 2007. Web. 27 Sept. 2009. . â€Å"How to Cram for a Test – wikiHow. † WikiHow – The How-to Manual That You Can Edit. Web. 27 Sept. 2009. . Weimer, Maryellen. â€Å"Key Questions about Cramming  «. † Teaching Professor. 02 Dec. 2008. Web. 27 Sept. 2009. . â€Å"Cramming – Definition of cramming at YourDictionary. com. † Dictionary Definitions, Sentence Examples, Synonyms and More. Web. 27 Sept. 2009. . â€Å"Cram – Definition of cram verb (LEARN) from Cambr idge Dictionary Online: Free English Dictionary and Thesaurus. Cambridge Dictionary Online: Free English Dictionary and Thesaurus – Cambridge University Press – Cambridge Dictionaries Online – Cambridge University Press. Web. 27 Sept. 2009. . Handy, Edna Wells. â€Å"Why Students Fail. † Autoredirect to main site. Web. 27 Sept. 2009. . â€Å"The dangers of cramming for exams. † PSU BMB. Web. 27 Sept. 2009. . Weinberg, Tamar. â€Å"How to Cram for Exams – How To – Lifehacker. † Lifehacker, tips and downloads for getting things done. 02 Mar. 2008. Web. 27 Sept. 2009. . de Leon, Czarina Isabel . Personal Interview. 14 October 2009.

Importance of Play for Children Aged Between 4 and 6 Essay

The importance of play for children between 4 and 6 Written by Tessa Batchelor Submitted to New Zealand College of Early Childhood Education 2011 This Booklet outlines the importance of the play curriculum and learning for children aged between 4 and 6 years. Creative, imaginative and physical play will be focused on as well as the adults’ role in the promotion of play and the importance of a positive environment for play and learning. Included in this will be examples of play opportunities that link to Te Whariki and explain intended learning outcomes. The information within this booklet is intended to be a resource for early childhood professionals. How Creative Play Can Promote Learning: Creative play can promote learning in several ways. Three ways this booklet will focus on are cognitive development, fine motor skills and social development. Cognitive skills between the ages of four and six can be developed through creative play. It is stated in Beaver, Brewster, Jones, Keene, Neaum and Tallack (2001), that creative play involves children developing individual ideas in ways that are not immediately apparent. It is valuable for children to engage in problem solving, resulting in the ability to take responsibility for their own learning (Smith, 1998). Concentration can be developed by children engaging in creative play due to extended periods of focus on their chosen task. By the age of six children have gained the ability to concentrate on a task without having their attention diverted from ten minutes to longer periods of time. During a creative play activity children will often portray one object as another, which cultivates the use of their imagination (Beaver, et al, 2001). Beaver, Brewster, Jones, Keene, Neaum and Tallack (2001) details how creative play can promote learning in children by encouraging the use of fine motor skills. Fine motor skills include small finger movements, manipulative skills and hand eye co ordination (Santrock, 2007). Between the ages of four and six fine motor skills are becoming well coordinated (Beaver, et al, 2001). â€Å"Hand, arm, and fingers all move together under better command of the eye† (Santrock, 2007, p. 187). An example of how creative play can help develop fine motor skills would be when a child is using a pencil to create a picture; they are using a fine hold involving the thumb and fingers. This builds on their hand eye co ordination (Beaver, et al, 2001). Creative play also encourages social development. This involves associative play which includes other children joining in play together (Smith, 1998). Santrock (2007) explains that associative play gives children the opportunity to play together in a social setting and in a creative manner, with little to no organisation. †¦ Children make intermittent interactions and/or are involved in the same activity although their play remains personal† (Beaver, Brewster, Jones, Keene, Neaum and Tallack, 2001, p. 368). Being involved in a creative activity promotes children sharing and taking turns. Participating in an activity within a social setting presents the opportunity to make and maintain friendships (Beaver, et al, 2001). Creative Play Opportunity for Four to Six Year Olds: One creative play opportunity for four to six year olds is a play dough activity involving varied materials. To set up this activity, distribute equal amounts of play dough evenly across a table. This activity needs to be situated in a resource area with access to various materials, including glass stones, bottle lids, ice block sticks, small wooden sticks, shells, material pieces, straws, feathers, and glitter. Incorporate a wide range of scissors and other implements such as cake containers, paper plates, paper muffin cases, play dough pizza cutters, rolling pins, differently shaped biscuit cutters and plastic cutting utensils. The children choose what materials they wish to include in the play opportunity creating a free play environment. Although creative play should begin with an individual expression of children’s’ ideas and have an open ended outcome, intended learning can still occur. Penrose (1998, p. 96) states â€Å"creativity is a process and the expression is in the doing-not the result†. The intended learning for this play opportunity is problem solving, creative and imaginative skills, co ordination of eyes, hand, arm and body and exploration. This play opportunity will promote the intended learning outcome by encouraging children to problem solve. This can occur because of the children’s’ chosen use of the varied materials and the new concepts that they create in relation to their choices. Because older children are already aware of the conventional uses for the materials imaginative ideas are necessary for the ability to portray one thing as another (Beaver, et al, 2001). Hand eye co ordination and fine motor skills are promoted by this play opportunity due to the manipulative manner in which play dough is used (E. Salcin-Watts, Class Handout, August 5, 2010). Children are involved in exploration through comparisons in textures between the play dough and various materials. Somerset, 2000). Beaver, Brewster, Jones, Keene, Neaum and Tallack (2001) acknowledge that all children learn through play at their own level, therefore this play opportunity provides a wide range of materials. This is to ensure that the diverse needs in a group of children are met. The play dough supplied should be safe to chew but discouraged due to the belief in many cultures that playing with food is unacceptable. Distinguishing the difference between using food substances for play dough and cooking is valuable for cultural sensitivity (Penrose, 1998). As the play dough is evenly distributed across the table, each child has equal opportunity to be involved. This play opportunity links to Te Whariki through Strand 3 – Contribution, Goal 2. â€Å"Children experience an environment where they are affirmed as individuals. Children develop a perception of themselves as capable of acquiring new interests and abilities† (Ministry of Education, 1996, p. 68). By engaging in this play opportunity young children are helping their own interests and curiosity progress, they are becoming aware of what their strengths and abilities are (MoE, 1996). Strand 5, Exploration Goal 1 can also be linked to this play opportunity. â€Å"Children experience an environment where their play is valued as meaningful learning and the importance of spontaneous play is recognized. Children develop the ability to make decisions, choose their own materials, and set their own problems. †(Ministry of Education, 1996, p. 84). In this play opportunity young children have access to appropriate materials and are stimulated to enhance their problem solving skills. (MoE, 1996). Imaginative Play Imaginative play can promote learning in varied ways. In this booklet children’s learning of self expression, language development and social development will be discussed. Beaver, Brewster, Jones, Keene, Neaum and Tallack describe imagination as â€Å"the ability to form mental images, or concepts of objects not present, or that do not exist† (2001, p. 118). By participating in imaginative play children have the opportunity to begin expressing themselves and their interpretations of the world around them. Feelings of anxiety about unknown situations can be alleviated by acting out and exploring possible scenarios and outcomes in a familiar setting (Somerset, 2000). New characters or situations can be formed during imaginative play which encourages children to express themselves in unique ways (Beaver, et al, 2001). Role play accommodates for children’s sense of the world and creates a safe environment to explore their feelings (Beaver, et al, 2001). An important part of imaginary play is the dialogue that happens between children (Penrose, 1998). â€Å"Imaginative play provides children with a means of communication with others and themselves. † (Beaver, Brewster, Jones, Keene, Neaum and Tallack, 2001, p. 414). Symbolism is indispensable in understanding language both orally and written. Older children display the ability to use symbolism when they no longer need the ‘real thing’ and begin making their own props or improvising to act out their imaginary play (Penrose, 1998). When children watch the world around them language is a big part of what they observe. Somerset recognises that â€Å"As a child grows, adult words to fit a situation are borrowed, practised and adopted. † (2000, p. 63). Therefore whilst engaging in imaginary play language is being developed through phrases, words and conversations children have heard in their community. Imaginary play can encourage group activities, especially when engaging in role play. In dramatic play children take on a role and every child has their part to play (Penrose, 1988). Children between the ages of 4 and 6 have the ability to participate in c-operative play (Beaver, et al, 2001). Social development is displayed in this age group through the use of co-operative play as children are playing for longer periods of time and are taking responsibility for their peers needs and actions (Penrose, 1998; Beaver, et al, 2001). By partaking in co-operative imaginary play children can acquire the capability to problem solve, build on leadership skills and communicate in various ways in regards to turn taking (Penrose, 1998). Play opportunity for Imaginary play for 4-6 year olds: An imaginary play opportunity for children aged between 4 and 6 is a family role play scenario. To set up this activity a family corner/area will need to be created. To create a family area you will need to ensure that the children have enough space to move around and play together, that children have various materials accessible to them and that equipment imitates things children would see in the home (Somerset, 2000). When providing equipment for the family area it is important to include common objects from other cultures also. For example having kete (Maori flax woven bags/baskets) for children to go shopping with. When providing dress up equipment ensure there are a wide range of different jobs available. Children by the age of 4 will often have picked up on stereotypical gender roles, it is important to encourage children to act out a diverse range of roles. By choosing dress up clothing that is easily put on it gives children the opportunity to involve themselves in the play regardless of ability (Beaver, et al, 2001). Intended learning for this play opportunity is social development, language development and communication through expressing one’s self. Social development at the ages of 4 to 6 can consist of taking turns and taking responsibility of their peer’s actions (Penrose, 1998). In this play opportunity children will be required by their peer’s to share roles and take turns with equipment. A family play situation promotes children’s ability to recognise the rules for behaviour they have experienced. This play opportunity creates a safe space to practice these rules. For example when a child is pretending to be a mother and disciplining their doll for breaking the rules set by the child (Smith, 1998). Smith explores this by stating â€Å"They develop more and more complex rules and roles for themselves in dramatic play. † (1998, pg. 18). Arthur, L. , Beecher, B. , Death, E. , Dockett, S. , Farmer, S. (as cited in Dockett, S. , Fleer, M. , 1999) show how this play opportunity relates to language development by stating â€Å"When children engage in dramatic play, especially shared pretend play, there are many opportunities for language interaction. † (2007, pg. 87). Children will use phrases heard in their home while acting out family situations, for example a repetitive phrase used by a mother could be â€Å"time to snuggle down into bed† which a child involved in this play opportunity could repeat to a doll or peer also involved (Penrose, 1998). Children involved in a family play opportunity can use this safe space to express themselves. This play opportunity is a safe way for children to explore their feelings as they can opt out of play at any time which consequently helps children to feel more comfortable and more able to explore their own emotions and express themselves (Beaver, et al, 2001). This family play opportunity entails all of the following â€Å"Imaginative play helps children to practise adult roles and social relationships, to share each other’s experiences and to integrate various aspects of their own experiences, to inhibit conflict and to develop cooperation, to enhance verbal communication and to express emotion. † (Smith, 1998, pg. 18). This play opportunity links to Te Whariki through the Communication strand and Contribution Strand. Te Whariki explains that an adults’ responsibility in practice is to provide a drama rich environment that extends children’s ifferent concepts, ideas and cultures. Strand 4 Communication, Goal 4; â€Å" Children experience an environment where they discover and develop different ways to be creative and expressive. † (MoE, 1996, pg. 80) shows that children can develop a familiarity with drama in which they express their feelings and moods, and explore situations and cultures (MoE, 1996). This play opportunity displays children’s chance to be expressive in regards to emotions and act out situations. Strand 3 Contribution, Goal 3; â€Å" Children experience an environment where they are encouraged to learn with and alongside others. † (MoE, 1996, pg. 0) shows that children can develop â€Å"strategies and skills for initiating, maintain, and enjoying a relationship with other children – including taking turns, problem solving, negotiating, taking another’s point of view, supporting others, and understanding other people’s attitudes and feelings – in a variety of contexts;† (MoE, 1996, pg. 70). This play opportunity encompasses these strategies as children are participating in co-operative play in which they need to, for example, take turns with the dramatic play equipment (Beaver, et al, 2001). Physical Play Physical play can promote learning in several ways. The ways this booklet will focus on are gross motor skills and social and emotional development. By the age of 4 children are confident in climbing up and over large equipment. Between the ages of 4 and 6 children are developing agility and strength. These skills are important for such physical movements as jumping and climbing. Due to climbing children begin developing the ability to balance. Children between these ages are learning hand eye coordination due to new skills in catching, kicking and throwing balls (Beaver, et al, 2001). Arthur, L. , Beecher, B. , Death, E. , Dockett, S. , Farmer, S. ecognises that â€Å"One of the fascinating things about motor skills is that they develop with practice. † (2007, pg. 81). Therefore through repetition children can learn skills involving gross motor skills. Once children are four years of age the speed of their running can be changed more conveniently and their physical competency is displayed through the ability to accomplish tasks such as long jumps while running, skipping or hopping. By achieving in physical activities children have their skills consolidated and consequently develop confidence in their physical aptitude.

314325top00 Essays - Free Essays, Term Papers, Research Papers

314325top00 Essays - Free Essays, Term Papers, Research Papers 314325top00 Assignment Cover Sheet Qualification Module Number and Title HND in Business Management BHND 5203 - Strategic Management Student Name No. Assessor Shaznan Fairoze Sally (CL/HNDBM/66/47) Ms. Inoka Gunarathne Hand out date Submission Date Assessment type Assignment Presentation Duration/Length of Assessment Type Individual CW (3000 words) Presentation (15 minutes) Weighting of Assessment 50% 50% Learner declaration I, Shaznan Fairoze Sally (CL/HNDBM/66/47)certify that the work submitted for this assignment is my own and research sources are fully acknowledged. Marks Awarded First assessor IV marks Agreed grade Signature of the assessor Date Feedback Form International College of Business Technology Module: BHND5203 - Strategic Management Student: Assessor: Ms. Inoka Gunarathne Assignment:Individual Assignment Strong features of your work: Strong features of your work: Areas for improvement: Areas for improvement: Marks Awarded: Marks Awarded: Abstract I have selected CIC holdings as the company for this report and have assessed it using the Ansoff's Growth Matrix and Evaluated its Business Unit using the GE matrix. I developed possible alternative strategies for the company and related them to substantive growth, limited growth and retrenchment and chosen the best future strategies for the business. Table of Contents TOC \o "1-3" \h \z \u Introduction PAGEREF _Toc469389385 \h 3 CIC Holdings PAGEREF _Toc469389386 \h 3 Ansoff's growth-vector matrix For CIC Holdings PAGEREF _Toc469389387 \h 4 Directional Policy Matrix PAGEREF _Toc469389388 \h 7 INDUSTRY ATTRACTIVENESS PAGEREF _Toc469389389 \h 9 INDUSTRY ATTRACTIVENESS PAGEREF _Toc469389390 \h 10 INDUSTRY ATTRACTIVENESS PAGEREF _Toc469389391 \h 10 Competitive Strength PAGEREF _Toc469389392 \h 11 Competitive Strength PAGEREF _Toc469389393 \h 11 Competitive Strength PAGEREF _Toc469389394 \h 12 GE MATRIX PAGEREF _Toc469389395 \h 12 Possible Alternative Strategies CIC can use for its company growth PAGEREF _Toc469389396 \h 14 Retrenchment PAGEREF _Toc469389397 \h 15 Substantial Growth PAGEREF _Toc469389398 \h 15 Limited Growth Strategy PAGEREF _Toc469389399 \h 16 Appropriate future strategy for the organization PAGEREF _Toc469389400 \h 17 Strategy evaluation criteria PAGEREF _Toc469389401 \h 17 Suitability: PAGEREF _Toc469389402 \h 17 Acceptability PAGEREF _Toc469389403 \h 19 Feasibility PAGEREF _Toc469389404 \h 20 References PAGEREF _Toc469389405 \h 21 Table of Figures TOC \h \z \c "Figure" Figure 1 Ansoff's Growth vector matrix PAGEREF _Toc469389858 \h 4 Figure 2 Directional Policy Matrix PAGEREF _Toc469389859 \h 7 Figure 3 GE MATRIX PAGEREF _Toc469389860 \h 12 Figure 4 GE MATRIX (Jurevicius, 2016) PAGEREF _Toc469389861 \h 13 Introduction CIC Holdings Initially Known as Imperial chemical industries (ICI) was incorporated in 1964 and quoted in the Colombo Brokers association. Now rebranded as CIC Holdings PLC. The company began its operations by manufacturing agricultural pipes and now has diversified into many ventures such as Agriculture, Animal feeds, Farm produce, veterinary medicine, Agro chemicals, poultry, Pharmaceuticals etc. CIC is constantly repositioning itself in exploring growth sectors both locally and globally. And now has tapped the global markets with Ag ri produce such as rice. They work with the mission and vision of: Vision : To be an innovative Group of companies creating value through effective fulfilment of market needs. Mission : To enhance the quality of people in the region by developing a diverse portfolio in Healthcare, industrial, consumer products, crop solutions and services, driven by customer satisfaction and improvements in technology. We will harness the potential of our people to derive competitive advantage and to add value to stakeholders whilst safeguarding the environment. (CIC.lk,2016) Ansoff's growth-vector matrix For CIC Holdings Figure SEQ Figure \* ARABIC 1 Ansoff's Growth vector matrix Market penetration isthe safest of the four options. Here, the company should focus on expanding sales of its existing product in its existing market . CIC can develop new strategies , to encourage more people to choose the company's product or use more of it. As CIC is in the agricultural industry, where consumers purchasing it uses the product in the kitchen, CIC could develop new strategies such as including kitchen utensils for free e.g. : spoons, cups etc. that would draw the customers attention into purchasing the product as they could save money from purchasing those extra utensils. Another strategy CIC could use is by adding extra product into their packaging e.g. : adding 200g extra to their 2kg package of rice and mentioning "extra 10%" in the packaging to make consumers aware of the extra included. More of the product with the same prices of the competitors would draw attention from buyers to purchase the product. (Mindtools.com, 2016) Product development is slightly more risky, because you're introducing a new product into your existing market. Here, the company is selling different products to the same people , who are already aware and have

Citing Conference Proceedings - Harvard Style

Citing Conference Proceedings - Harvard Style Citing Conference Proceedings – Harvard Style Every now and then, intellectuals climb down from their ivory towers and gather to swap ideas and discuss research. These are known as academic conferences and often serve as the ground from which new ideas grow. As such, you may need to cite conference proceedings – the collected presentations given at a conference in published form – when writing a paper. Most referencing systems have a format for how to cite this kind of source, so it’s important to familiarize yourself with the rules. Herein we provide details of how to cite conference proceedings using Harvard style referencing. There are other referencing systems available, though, so remember to check which system your college or school prefers. Published Proceedings The papers presented at a conference are often published as a collection known as the conference proceedings. If you need to cite the entire proceedings of a conference, the format to use is: Surname, Initial(s). (Year) Full Title of Conference Proceedings. Conference Location, Date. City of Publication, Publisher. So, for example, if you were citing the proceedings of the Third Annual Proofed Conference as a whole, it would appear in your reference list as: Proofed (2015). Proceedings of the Third Annual Proofed Conference. Cambridge, May 24-27, 2015. Cambridge, PMP Publications. More commonly, you’ll want to cite one paper from published conference proceedings. In this case, your reference should include the specific paper you’re citing followed by where it can be found: Author Surname, Initial(s). (Year) Title of Paper, Full Title of Conference. Location, Date. City of Publication, Publisher, page range. If, then, you wanted to cite Alan Presenter’s paper from the Third Annual Proofed Conference, it would appear in your reference list as: Presenter, A. (2015) The Glory of Conferences, Proceedings of the Third Annual Proofed Conference. Cambridge, May 24-27, 2015. Cambridge, PMP Publications, pp. 105-127. You may also need to include access details for papers found online (e.g., a URL and a date of access). Unpublished Presentations More occasionally, you may want to cite a presentation you saw at a conference, but which isn’t available in published form. In these cases, you’ll need to provide the following details in your reference list: Contributor’s Surname, Initial(s). (Year) Title of Presentation, paper presented at Title of Conference. Location, Date. If you were to cite Alan Presenter’s paper before it was published, the reference list entry would therefore look like this: Presenter, A. (2015) The Glory of Conferences, paper presented at Proceedings of the Third Annual Proofed Conference. Cambridge, MA, May 24-27, 2015.

Symbolism In Trifles by susan glaspell Essay Example | Topics and Well Written Essays - 750 words

Symbolism In Trifles by susan glaspell - Essay Example Wright and the situation which led to the main conflict that is throughout the play. The first set of symbols which are associated with the trifles are the kitchen items which are seen, all which are referred to first as being in a mess. The set of noticed items include fruit that has frozen, preserves that Mrs. Wright was working on and pans that are under the sink. The main association is with the fruit that is frozen and with the preserves that haven’t been cared for. This is significant as it becomes a meaning which is related to the marriage and how it wasn’t cared for or preserved. This is what led to the cold and icy relationship that both were a part of. This is followed by the pans that are kicked under the sink leave the same impression, which shows that the cooking and care is one which is stuffed into a corner and hasn’t been used properly, similar to the marriage which Mrs. Wright is in. The next item which becomes symbolic is the loaf of bread. This isn’t significant except it hasn’t been placed in the bread box, which causes it to dry quickly and isn’t a way of caring for the items in the kitchen. The loaf of bread becomes symbolic with the marriage not being set in the right place and instead becoming one based on the wrong understanding within the relationship. While the men state that this is related to bad housekeeping, the women that are speaking notice that the uncommon changes in the kitchen are related specifically to Mrs. Wright not being able to create the right approach to the idea of being a wife and having a husband which is able to care for the marriage. The clothing is another symbol which is noted. This becomes significant because of the types of clothing that is expected. The first is an apron which Mrs. Wright has requested. The apron is significant because it shows how Mrs. Wright only believes the marriage was good so she could offer housekeeping chores, as opposed to having a true mar riage. The second is a shawl that is required. There is also a quilt which is mentioned and which the women notice that she is piecing together. The statement which is made with this is based on knotting the quilt, instead of sewing it. The knots are significant with the thoughts of Mrs. Wright, which doesn’t offer a proper way of putting together the quilt but instead shows that her marriage is tied together loosely. The significance of the individual items are also identified with the state that each of the pieces are in. The sewing left behind is noted as being good half way through the piece then changing. Mrs. Hale states that â€Å"Here, this is the one that she was working on, and look at the sewing! All the rest of it has been so nice and even. And look at this! It’s all over the place! Why, it looks as if she didn’t know what she was about!† (Glaspell, 962). There are also noticed changes with half of the counter being clean and the other half be ing a mess. The concept of the items being half way clean and the other half messy continues with a hinge that is half way pulled off of the door. Each of these indicate that the marriage was one which was also becoming a mess and was falling apart, similar to the items seen. The last trifle which works as a symbol is the bird. This is significant because of the cage which is found; however, the bird is gone. The women looking at the trifles note that Mrs. Wright used to like to sing but stopped. They also note