Stephen King Unwitting Screenwriter Essays - Fiction, Filmmaking

Stephen King: Unwitting Screenwriter Place Title Here Movies are becoming more and more popular with new special effects and stories that are intriguing and gripping. Movies now have lasting effects on viewers, since the stories are becoming more involved and more in depth. Screenwriters are constantly trying to create better screenplays to have made into motion pictures, yet there are thousands, if not millions, of screenwriters out there trying to earn a wage. The Writers Guild of America reports that in one year an average of 40,000 screenplays will be submitted and out of those only 120 will be made into motion pictures. (Field 5) Stephen King, who has no affiliation to being a screenwriter, has written numerous novels that almost everyone knows without them having ever read one word. Stephen King has a way of writing that appeals to both readers and film lovers. King who is an author of books has beaten out millions of screenwriters in the movie business. What is funny is that King himself does not expect a movie adaptation when he writes his stories. Stephen Kings writing style is the main reason why Kings novels are almost always found on the big screen. King purposely uses images in his novels that tell stories themselves. These images help enhance the story as the reader reads Kings work. These images are ones made by the reader and are limited to just the images we see on screen. Of course some of the better King movies do have wonderful imagery that can be associated with the same image the reader would have made in his mind. One popular movie that was based on Kings work is Stand by Me, which has terrific examples of this imagery. Stand by Me is based on Kings novella The Body which can be found in Different Seasons. The Body is a coming of age story about a boy named Gordie Lachance. Gordie is faced with the death of his brother, but is confused about his feelings. He knows he should be mourning for him, but he does not seem to have any remorseful feelings towards his brother. The story is about Gordie and 3 of his close friends on a journey through the woods to find a dead body. Throughout their journey they face all types of obstacles and go through a series of ups and downs. In the end they find the body and face a climatic altercation with the neighborhood gang. The four boys end up scaring the gang away and go home without ever telling anyone about their journey. The theme to the story is about losing ones innocence, the transformation from being a child into being an adult. The film portrayed the theme very well and viewers did not lose much if they have never read the actually novella. When a book transfers over to a film much of the content is usually lost. It is a very tough feat to keep everything that was in the book in tact and still portray the same effect. When a reader reads a novel, they take their time and they get involved with the characters and learn about them. When a viewer watches a movie, the director needs to pump out as much information as he can in two hours and still stay within the parameters of the book. What happens most of the time due to budget or time constraint is not everything from the book is transferred over to the film, which causes gaps in the story. Also, directors need to find actors that can portray the feelings of the character and at the same time complete the look of the character. Sometimes one thing is sacrificed for another and the character is not as magnificent on screen as they were in the book. The fact that the book loses a lot of content prevents many directors from trying to adapt books into film, but there are dire ctors that try. When writing a story and writing a screenplay the two are very much alike but at the same time very different. A screenplay is basically a movie on paper. Everything that happens on the screen would be put into words, from camera

Memorial Health System CPOE Implementation

Memorial Health System CPOE Implementation Introduction In an effort to improve the efficiency of healthcare services, health care organizations engage in the development of new IT projects. The IT projects help to promote organizational performance and provide means through which an organization can achieve its goals. Advertising We will write a custom essay sample on Memorial Health System CPOE Implementation specifically for you for only $16.05 $11/page Learn More The management of the organization plays a vital role in project planning and implementation and in effecting the organizational change to enhance the use of the new technologies. To achieve successful implementation of IT projects, project managers ensure that projects fall within the projected budget and schedule according to the initial plan. IT project failures arise when the budget and timeline differ with the intended budget and schedule. In the case study, ‘Memorial Health System CPOE Implementation’, a combination o f poor management decisions contributed to the project failure. Indicators of Project Failure in the Case study In the case study, the CPOE project initiative lacked clarity of purpose from the outset. The objectives and purpose of the project were not set out clearly (Wager, Lee, Glaser, 2009, p.397). The main objective of the CPOE project was to minimize the rate of medical errors by providing a computer-based system for doctors to administer prescriptions. However, it was not clear to the health system stakeholders including the community-based independent health care providers regarding how the new system would reduce their workload while at the same time minimize the rate of medical errors as opposed to the manual system. The stakeholders felt that the new system would turn out to be expensive and time consuming. Another indicator that contributed to the failure of the CPOE project initiative was the lack of sufficient leadership support for the project. Although the first CE O, Fred Dyer, and the Chief Information Officer (CIO), Joe Roberts, supported the project initiative, the interim CEO, Barbara Liu, opposed the project prior to his appointment. Liu lacked of commitment and had reservations about the utility of the initiative. However, he was forced to spearhead the implementation of the project initiative by the board members who felt that terminating the initiative would bring substantial financial loss. Advertising Looking for essay on it? Let's see if we can help you! Get your first paper with 15% OFF Learn More Lack of leadership support also becomes evident when Liu appointed an opponent of the initiative, Dr. Sparks, as the new CIO, who delegated the oversight role to Sally Martin. He then refused to adopt Martin’s recommendations meant to ensure project success, showing his lack of commitment to the project initiative. In the case study, the health system’s stakeholders and the health care providers wer e opposed to organizational change. The organizational inertia exhibited by the stakeholders and providers contributed to failure of the CPOE project initiative. During the proposal and evaluation of the CPOE project initiative, most health stakeholders opposed it for fear that it would increase their workload. Even after its approval, many prominent physicians transferred their services to other health systems that could not implement the CPOE system. The efforts of the proponents of the project including the CEO, Fred Dyer, could not produce intended results because majority of the stakeholders resisted the new changes. The organizational inertia increased resistance to new changes contributing to the CPOE project failure. Project complexity also contributed to the failure of the CPOE project initiative. The management lacked a full understanding of the scope and complexity of the project in terms of resources and timelines required. To promote the CPOE approval, Dyer and Roberts , presented an exaggerated implementation timeline, which to some board members was unrealistic. Later, Martin, the project manager, presented a new budgetary changes including $500,000 integration software that was not included in the initial budget. In addition, the CPOE project fell behind schedule as it failed to meet the 18-month initial schedule. The complexity and scope of the project overwhelmed the organization and called for the budget and timelines to be revised contributing to the project failure. The organizational environment in the case study prevented healthy debate and exchange of ideas contributing to the failure of the CPOE initiative. The stakeholders and the healthcare providers were not consulted prior to the implementation of the project. Those opposed had to seek an alternative way of voicing their opinion; for instance, prominent physicians transferred their services to other health systems. Lack of candor is also evident when the CIO, Dr. Sparks, instruct ed the project manager, Martin, to report positively about the project progress despite the logistical challenges thus contributing to the project failure.Advertising We will write a custom essay sample on Memorial Health System CPOE Implementation specifically for you for only $16.05 $11/page Learn More Conclusion and Recommendations To promote the success of the CPOE project, I would have clarified the purpose of the CPOE initiative including its benefits like how the new system would minimize medical errors and reduce their workload. This clarity would increase the support for the project, as the stakeholders would understand its benefits. In addition, to ensure success of the project, I would have ensured that only qualified and committed project manager and CIO headed the undertaking. Committed leadership would make important decisions to ensure that the initiative is successful. To overcome organizational inertia, I would recommend training programs to enlighten the stakeholders on the necessity of the new technological changes prior to implementation for majority of people oppose change for lack of knowledge (Kerzner, 2004, p.28). I would also recommend that the project be implemented in different phases each with a realistic timeline and sufficient resources to ensure that the implementation runs to completion. Organizational culture of candor through free communication between project managers and the leadership could help promote success of the project. Reference List Kerzner, H. (2004). Advanced Project Management: Best Practices on Implementation. San Francisco: John Wiley sons Inc. Wager, K., Lee, F., Glaser, J. (2009). Health Care Information Systems: A practical Approach for Health Care Management. San Francisco: John Wiley Sons Inc.Advertising Looking for essay on it? Let's see if we can help you! Get your first paper with 15% OFF Learn More

Ejemplos de cartas de invitación

Ejemplos de cartas de invitacià ³n Las cartas de invitacià ³n pueden utilizarse como documentacià ³n de apoyo en las solicitudes de visas de turista, tambià ©n conocidas como de paseo o de placer. En este artà ­culo se informa sobre en quà © contexto debe redactarse  una carta de invitacià ³n y  se redacta un ejemplo para inspirarse. Adems, teniendo en cuenta que la incorrecta utilizacià ³n de una visa de turista puede dar lugar a problemas migratorios graves, se informa sobre quà © usos son problemticos y quà © hacer para asegurarse la renovacià ³n de la visa cuando llegue el momento. Quà © saber antes de pedir que nos escriban una carta de invitacià ³n Lo fundamental a la hora de redactar la carta de invitacià ³n es seguir las directrices que se explican en el artà ­culo carta de invitacià ³n para visitar Estados Unidos y adaptar los ejemplos a las circunstancias de cada caso, dando este artà ­culo ms abajo varios ejemplos que se pueden seguir. Pero antes de ponerse a escribir una carta de invitacià ³n es fundamental entender unos puntos bsicos. En primer lugar,  resaltar que la carta de invitacià ³n no forma parte de la documentacià ³n obligatoria cuando se solicita una visa de turista, tambià ©n conocida como de paseo o de placer. Incluso hay consulados donde no se las examina. Es una opcià ³n. Asimismo, hay que entender que lo fundamental no es tener un buen ejemplo de carta de invitacià ³n, sino que es que el solicitante cumpla  con todos los requisitos para la visa. En otras palabras, que la persona que escribe la carta de invitacià ³n desde los Estados Unidos està © legalmente y tenga una buena situacià ³n econà ³mica no es realmente el elemento fundamental que el oficial consular tiene en cuenta a la hora de conceder o negar la peticià ³n de la visa. Lo que examina con especial atencià ³n es la situacià ³n del solicitante. Y respeto a esto à ºltimo, dos factores pesan muchà ­simo. Hay que convencer al cà ³nsul de que se tienen lazos sà ³lidos familiares y/o profesionales en el paà ­s de origen o residencia y, por lo tanto, no hay ninguna intencià ³n de que si se concede una visa a Estados Unidos el beneficiario la va a aprovechar para ingresar al paà ­s y quedarse en à ©l. Por otro, hay que probar recursos econà ³micos suficientes para que en el caso de que se viaje a EEUU el extranjero no se vaya a convertir en una carga econà ³mica para el gobierno americano ni caiga en la tentacià ³n de quedarse en el paà ­s. Por à ºltimo, recordar que hay muchas otras causas que hacen imposible o muy difà ­cil -al menos por cierto tiempo- que un extranjero obtenga una visa, como ciertas enfermedades, un pasado delictivo grave, deportaciones previas o, incluso, haber estado ilegalmente con anterioridad en Estados Unidos, principalmente cuando aplica el castigo de los tres y de los 10 aà ±os. Ejemplo de cartas de invitacià ³n Se trata precisamente de eso, de un modelo, por lo tanto hay  que adaptarlos a la realidad del solicitante de la visa y del que escribe la carta, la relacià ³n entre ambos, fechas, lugares, etc. Adems, recordar firmar siempre la carta, que no tiene que ser manuscrita. De hecho, puede ser escrita en una computadora para asà ­ asegurar que se pueden leer fcilmente todas las palabras. Sept. 2, 2018Marisol Pà ©rezAv.39 apt 5-D Queens New York NY 11375 USA(Work): 917-999-9999(Home): 616-555-5555Email: marisolperezmarisolperez.comTo: Antonio Pà ©rez Paseo del Obispo 15, San Martà ­n, Mà ©xicoDear Dad,I invite you to visit me, my husband and Antonino, your new grandson at our home in New York.My husband and I will be taking care of your entiretrip, including the round trip air fare, food, housing, medical insurance and all your other personal expenses. Sincerely, your daughter Marisol Pà ©rez A tener muy en cuenta para evitar problemas con visa de turista Las cartas de invitacià ³n son para obtener una visa de turista. Su objeto es disfrutar como turista, hacer negocios o recibir tratamiento mà ©dico. Por lo tanto hay que tener mucho cuidado cuando la intencià ³n es distinta, como por ejemplo, casarse, ya que en estos casos podrà ­a haber muchos problemas y serios, incluso en el caso de matrimonio real con ciudadano americano. Incluso puede ser problemtico en el caso de un marido o una esposa de un/a ciudadano/a estadounidense, entrar al paà ­s con la intencià ³n de quedarse hay que recordar que no es la visa correcta, y puede ocasionar problemas. Asimismo, recordar que este visado se puede extender, una vez en Estados Unidos, para alargar la estadà ­a. Que la fecha hasta la que se puede permanecer legalmente en el paà ­s es determinada en la frontera o aeropuerto con el documento conocido como I-94, nada tiene que ver la fecha de expiracià ³n de la visa. De hecho, es perfectamente factible que el visado no està © expirado y que su titular sà ­ està © ilegalmente en Estados Unidos. Y que es fundamental no permanecer ms tiempo del permitido ya que podrà ­a dar lugar a la cancelacià ³n o revocacià ³n automtica de la visa, incluso sin notificrselo a su titular. Y es perfectamente factible que à ©ste se entere de que su visa ya no vale cuando intenta ingresar a Estados Unidos en un viaje futuro. Posibilidad de viajar sin visa En la actualidad, los ciudadanos de 38 paà ­ses, entre ellos los chilenos y los espaà ±oles no necesitan visa para ingresar a Estados Unidos como turistas por un plazo de tiempo inferior a los 90 dà ­as. Esto es asà ­ porque esos paà ­ses pertenecen al Programa de Exencià ³n de Visas.   Para estas personas la carta de invitacià ³n es irrelevante y por completo innecesaria. Destacar que las personas con doble nacionalidad y que ostentan un pasaporte de uno de los paà ­ses en el programa pueden tener el beneficio de ingresar a USA sin visa, respetando ciertas condiciones. Eso es asà ­ aà ºn cuando nunca hayan residido ni residan en la actualidad en el paà ­s cuyo pasaporte le otorga ese privilegio. Por ejemplo, podrà ­an beneficiarse venezolanos que tienen tambià ©n pasaporte italiano o peruanos con pasaporte japonà ©s, etc. Test de respuestas mà ºltiples sobre la visa de turista La mejor forma para entender quà © esperar al sacar la visa de turista y quà © hacer para conservarla es conocer sus principios bsicos.  Toma este quiz, trivial o test sobre visas  para evitar sorpresas desagradables.   Puntos clave La carta de invitacià ³n no es necesaria. Pero puede ser conveniente.Lo ms importante para sacar la visa es que el solicitante cumpla los requisitosFalta de lazos familiares y/o econà ³micos en paà ­s de residencia es causa principal de denegacià ³n de visaLa carta de invitacià ³n es irrelevante para ciudadanos de paà ­ses que pueden ingresar a EE.UU. sin visa. Este es un artà ­culo informativo. No es asesorà ­a legal para ningà ºn caso concreto.

Lumber Spine Disc Prolapsed in MRI Annotated Bibliography

Lumber Spine Disc Prolapsed in MRI - Annotated Bibliography Example The painful and incapacitating prolapse of a lumbar spine disc or discs is one of the commonest problems which can affect the spinal column in humans. The main cause is poor posture and many people with this condition are older people. There are of course many other spinal conditions such as spinal injuries, tumors and innate abnormalities. Any or all of these will result in pain and possible incapacity. Many of these abnormalities are related to the particular area of the lumbar spine. Such people become hospital patients and need the best possible treatment that modern medical knowledge and technology can provide in order that they recover as quickly as possible, and can return to their normal activities as soon as possible without adverse side effects. In modern-day medical practice in western style hospitals, three different methods of medical imaging are used. A patient who attends with a suspected lumbar spine disc prolapse will usually undergo CT scans or preferably MRI. considered the latter to be the most useful method as it best exposes spinal lesions and so points to the most obvious reason for the symptoms experienced. Lakshminarayanan gives the example of a possible symptom as numbness and tingling sensations in the patient’s limb Magnetic Resonance Imaging or (MRI) is a modern medical imaging technique that has to a large extent superseded most other imaging modes in suspected cases of lumbar disc prolapse. It is a safe method, as it does not expose either the patient or health workers to the possibility of harm from ionizing radiation as occurs with x-rays. Instead, it is based upon the resonance or movement of hydrogen atoms. MR imaging uses a large magnetic field to produce an image for further analysis.

Is the character Crake a hero or a villain in Margaret Atwood's Oryx Essay

Is the character Crake a hero or a villain in Margaret Atwood's Oryx and Crake - Essay Example of annihilation also involved the establishment of a new world inhabited by a peaceful, herbivorous, environment-friendly variety of human-like beings. He created them and kept them safe in a dome and then set out to annihilate the entire race of mankind. His friend Jimmy, the narrator-protagonist of the novel is spared to take care of Crake’s new creations called ‘Crakers’. My contention is that with all his super-human brain powers and wisdom Crake is ultimately a villain, not a hero. Crake, unlike Jimmy, is not open-hearted. He is treacherous though in his own way affectionate towards Jimmy, even appreciative of his essential goodness. But he has no qualms in using Jimmy for his own ends. He betrays the trust Jimmy puts in him. Jimmy loses his mother under curious circumstances at a very young age. His father, an outstanding genographer who works happily for an organ-producing multinational firm, exerts only a mild impact on him. He is more attached to his mother, an embittered microbiologist who in disillusionment throws away her job and becomes an activist, demanding a going back to nature. Crake is Jimmy’s one and only best friend in the whole world, even after the holocaust and his killing of Crake, Jimmy regards him so (Oryx and Crake, 391). Jimmy shoots him in panic, shock and confusion. But he never lets go the responsibility Crake thrusts on him and never blames him. In contrast Crake keeps him under constant surveillance from the very beginning a nd entraps him quite cleverly into his own schemes, using him and his innate peculiarities to benefit his own schemes (376). He is a failure as a friend, though Jimmy-turned-Snowman is still clinging to his memories. Crake is a betrayer. His treatment of Oryx, just like that of Jimmy is a pathetic testimony of his deep-rooted harshness of mind. He has advanced methods of surveilling the activities of others. Oryx is not aware of it. He tells her that his Blyss Pluss Pill would pave the way to the

An Exploration Into 14 Bauhaus Books by Lazlo Moholy-Nagy in Relation to Visual Culture Essay Example for Free

An Exploration Into 14 Bauhaus Books by Lazlo Moholy-Nagy in Relation to Visual Culture Essay When analysing the 14 bauhaus books by Lazlo Moholy-Nagy (see figure 1) in relation to its historical context, at least 5 components have to be considered. These are: the image itself; the movement it is part of; the artist, Lazlo Moholy-Nagy, that made it; the bauhaus- the institute it was produced for and where the artist taught and how these parts have changed or influenced modern times. My argument is that all of these separate components, the main being the movement of Modernism, made life better for the International populations that welcomed it, through the universal progression that modernism once promised. 4 Bauhaus Books is not a pretty image. The dirty red mixed with the hard texture of the metal type is not pleasing to the eye for any viewer. But then again it is not meant to be pleasing, the image is a brochure cover, nothing more. Although by todays standards it is crude in design, vaguely relating to the brochure that it covers, which does go into detail about some new typographical forms, it was rather advanced for 1929 as it was a Modernist piece – rejecting decoration. No longer focussing on decoration produced a new language of design that could be understood by everyone, including workers in modern industry. Moholy-Nagy followed his own teachings on typography fully, stating that: â€Å"Letters should never be squeezed into an arbitrary shape like a square. A new typographic language must be created combining elasticity, variety and a fresh approach to the materials of printing. † (Naylor, 1968, p. 127) This approach to communication through printed material can still be seen today, particularly in adverts which have a very short amount of time to impact on and communicate to an audience. A stand-out type coupled with a few witty lines has found itself at the centre of most printed advertisements today (see figure 2), which, it could be argued, can trace its heritage back to the modernists ideas of simplicity. We are all now accustomed to this, but back in the early 1900s it was met with fierce opposition and, although new aesthetics were being created, official designers and architects preferred to follow the word of Ruskin who stated: â€Å"We want no new architecture The forms of architecture already known to us are good enough for us, and far better than any us† (Naylor, 1968, p. ) This narrow-minded approach to design held back progress and kept Europes standard of living the same, which, especially for the working classes, was unacceptable. From this, modernism rejected the historical styles before it, such as the Enlightenment phase, that focussed on decoration and perceived that greatness lay in the reconstruction of the past. Instead modern designers, in the smoke of the Industrial Revolution, created a new style – the International Style. The International Style had called for change and the change was to blur the class distinctions. The â€Å"millions of home-owners painted their walls beige† (Greenhalgh, 1990, p52) in an attempt to fit in with this style. This cheap method of interior design, using hardwood for fittings and mass produced light fittings made the International Style available and popular. Modernism created objects that functioned with little or no decoration. These objects were mass produced,widely available and more importantly cheap to purchase. For example the Tefal kettle (see figure 3) which has only the water gauge projecting out of a white block for decoration. This simplistic approach to design was, in the eyes of the modernists, an enhancement of purity. The same could be said for 14 books. That its simplicity is its decoration and that the text is the object needed for its design purpose. Something functional yet visually satisfying. Modernist designers used the technique of abstraction in their work to help convey a visual trend and to combine the three areas they believed to be true design. This was architecture, furniture and graphic design. Abstraction meant that modernists could use ideas found in a particular building or a colour palette from a painting to create solid habitable homes or items for these homes. A well known example for this is from the painting of Mondrian – composition in red and blue (see figure 4). This was abstracted by the designer Rietveld to create a home (see figure 5) and a chair (see figure 6). Both of which the user had to engage with, as the world had gained a passive lifestyle the chair was designed for better seated posture and the home bragged fold out compartments, tables and beds so that living was a conscious decision. Unfortunately the chair was not mass produced and only a prototype as there was â€Å"not enough interest in it, as it was not comfortable to sit in† (retrieved on January 10, 2011, from www. contemporarypractice. wordpress. com). This abstraction was seen as a rational use of design, using one useful item aesthetics to create another and was used by most modernist designers. The downside to this would be that everything lacked spontaneity. Supposedly a unique series of furniture could look like another, but modernists did not mind this, as they wanted everyone to be equal. The Bauhaus, of course, was the school of modernist design in Europe. It symbolised new technologies and ideas for teaching. Even the building (see figure 7) was a modernist piece. The building had no decoration except for the glass sheets that covered it, which itself was a relatively new item, having been invented in 1832. Glass sheeting, ironically, was used in the crystal palace, which was a celebration of the aristocracies achievements, the opposite message of modernists to â€Å" reate a new guild of craftsmen, without the class distinctions which raise an arrogant barrier between craftsman and artist. † (Naylor, 1968, p. 9) This quest for the combination of form and function is, in my opinion, found in Josef Hartwigs 1924 chess set that has, instead of the traditional figures, pieces that consist of geometric shapes (see figure 8). The design of each piece shows how it moves- for example the 2 diagonal lines that make the bishops cross show that it is constrained to dia gonal movement. The negative side of this simplicity was a lack of emotion in all creations, as well as an impersonal approach to design. These made the masses feel common, which did not sit well with the elite of the time, who were used to the decorative forms of the Romantics that preceded them. This was, in many ways the enemy of the Bauhaus, referred to as â€Å"that strange decorative disease†(Naylor, 1968, p. 14). Simplicity was key for the Bauhaus and 14 Bauhaus Books was no exception. Understated colours and the photograph used for the main image how this. The type itself is clear and typical of the Bauhaus. Lazlo Moholy-Nagy taught at this revered school and stressed that â€Å"Typography must be clear communication in its most vivid form. Clarity must be especially stressed, for clarity is the essence of modern printing. † (Naylor, 1968, p. 127)Clarity is indeed expressed in 14 Bauhaus Books, where no complex symbolisms or congested space occurs. Lazlo Moholy-Nagys views on teaching was as radical as his rules. He sought to rid the preliminary course he took over in 1923 of emotion. He saw the soul as part of the body and not in control of it. This wasnt welcomed by some of his colleagues and students, who described his arrival as â€Å"a pike in a pond full of goldfish† (Whitford, 1984, p. 128). Moholy-Nagy differed from his predecessor in every way. He wore a pair of overalls and nickel-rimmed glasses, emulating an industrial worker , whereas the former teacher, Itten, dressed more like a monk, with a perfectly shaved head â€Å"creating an aura of spirituality and communion with the transcendal† (Whitford, 1984, p. 23) mirroring the enlightenment movement that modernism rejected. Moholy-Nagy was to cast out everything irrational in his course. Instead he focussed on teaching techniques and a wider variety of media, stating that: â€Å"anyone who knew nothing about photography was a kind of visual illiterate, and that an artist who restricted himself to any single media should not be taken seriously. † This can be seen in 14 Bauhaus Book s, where a variety of media is used. The combination of photography, graphics and type give the design a very individual feel. For although Moholy-Nagy insisted he used no emotion, one cant help but feel a personal aspect behind this cover, a contradiction to his own rule. Moholy-Nagys link with industry spilled over to an infatuation with the machine. The machine to him was the invention of the century, replacing the transcendental spiritualism of past eras. He saw it as the way to gain equality for the masses. Stating that: â€Å"Everyone is equal before the machine There is no tradition in technology, no class-consciousness. Everyone can be the machines master or its slave. † (Whitford, 1984, p. 128) Using the machine as a figurehead, Moholy-Nagy, along with other modernists and constructivists bettered the world. The change brought about by modernism was huge. As the movement grew in popularity all classes changed their way of living. They were boxed in with hardwood fittings and lived in a functional, conscious home. These homes would later be criticised for being to small and impersonal, but at the time they were considered the modern home. It wasnt just the home that was improved through modernism. Factories over Europe America and Asia used more and more machinery, quickly churning out more products in a day than a craftsman, what had come before, could produce in months. This led to more jobs, fewer costs and a better standard of life for everyone. Though this also was met by criticism: that the worker had become non-human, â€Å"an appendage to the machine† (Greenhalgh, 1990, p. 54). The fact that people worked 10-12 hour shifts to maintain their lifestyle did not sit well. Marxists stated that industrial work meant that â€Å"Man is alienated from other men. † (Greenhalgh, 1990, p. 54) It could be argued that the limitations and ideas set in place for this simple graphic design, which is rather crude by todays standards, has helped the international masses. The change that came about because of the movement of modernism, along with Moholy-Nagys approach to design and the new tuition in the Bauhaus of a generation of architects, furniture designers and graphic designers has helped to shape the world of today. Modernist buildings fill todays cities, from huge skyscrapers consisting of tons of glass, such as the Seagram Building, New York (see figure 9), to mass housing, that was and is cheap, yet functional. This International Style that 14 Bauhaus Books boasts to belong to a collection millions of posters , magazine covers, and furniture designs. Always with its main aim to better daily life through technology, for â€Å"not the product the but man is the end in view† (Naylor, 1968,p. 156).

Each Mans Son :: essays papers

Each Mans Son ï » ¿1) Doctor Ainslie’s role in the community is to take care of the injured people of Cape Breton. He works long hours to keep up with the demand of the patients. He is also very much respected by everyone in the community. Molly thinks that Doctor Ainslie is a very well educated person. She thinks of Dr. Ainslie as a great role model for her son. 2.) Page 27 is saying that whatever the doctor does it is never good enough for him. He is too hard on himself, never being pleased with himself. Doctor Ainslie is hard on the outside but inside he is a very caring person. 3) Dr. Ainslie doesn’t think too highly of Archie. He thinks that Archie is not very smart and that he deserted his family. 4) I believe that Alan is not dependent on his father for everyday life. I do think that Alan is very dependent upon his father for the money of his education but that’s it. Molly believes that Alan can be a doctor just like Dr. Ainslie. Get his education from the USA and come back to Cape Breton or go far away to help others. 5) He can understand because he was in her position he once was poor where margret was rich her whole life. Mining effects almost everyone in the town. Miners are very poorly paid so the houses they live in are shared between two families. The men work in the mines all day, go home to get cleaned, eat supper, and then go down to the bar. They come home covered in black coal dust. The younger miners are very cocky and have nothing better to do after work that to pick fights. The middle aged men are very quiet and worn out. Mining takes a great toll on the workers lives. After working in the mine for a few years they look 10-20 years older then what they should look like. If they survive mining in time for their retirement they are lucky. A young Newfound lander (20) is brought into the hospital after an accident The Newfound lander’s hands are badly hurt and bandaged up in clothes The doctor operates, he cut off 1 hand and a finger The doctor talks to his friends to find out what had happened The young man took a bet to see if there were one or two cables running in the colliery

How Effective Are Drip Irrigation Systems Environmental Sciences Essay

The article evaluates the efficiency, effectivity, societal, economic and environmental impacts of the trickle irrigation system. The trickle irrigation system has the possible to increase the agricultural productiveness and besides to cut down H2O use required for irrigation. It is a system of pipes and tubing located under the dirt. Water is passed through these pipes which end at near the roots of the workss. This makes the H2O loss minimal. Initial phase is planing the system and its installing follows it. The article states the advantages and disadvantages of the system and besides cites grounds with respect to the societal, economic and environmental facets. Poverty is one of the primary concerns the universe faces in its route to development. Eradication of poorness tends to be the premier purposes of authoritiess worldwide. Lack of proper nutrition is a major cause lending to poverty. Bettering agricultural criterions can assist in bring forthing more nutrient and therefore counter the deficiency of nutrient factor. One manner to better agricultural criterions is to develop the irrigation methods used. Irrigation is closely related to poorness. Irrigation benefits the hapless through higher production, higher outputs, low hazard of harvest failure and higher and twelvemonth unit of ammunition farm and non-farm employment. Irrigation leads to high value market oriented agricultural production [ 1 ] . However, in developing states like India, the agricultural sector is to a great extent dependent on the south-west monsoons. In position of the lifting temperatures worldwide due to planetary heating and alterations of conditions forms asso ciated with it, dependance on rains is non ever a possible solution. Failure of proper rains can stultify the agricultural sector which can take to an overall rise in poorness. Thus efficient methods of irrigation demand to be developed. The trickle irrigation system is one such method of irrigation that is being utilized. Drip irrigation is H2O salvaging, efficient and effectual lacrimation system.The article focuses on the different facets of the trickle irrigation system, its part in poorness relief and the societal economic and environmental impacts of this engineering. Subsurface trickle irrigation or SDI is another manner of terming a trickle irrigation system. As stated by C. Shock, trickle irrigation is the slow even application of low-pressure H2O to dirt and workss utilizing plastic tube placed near the workss & A ; acirc ; ˆâ„ ¢ root zone [ 8 ] . Water is supplied to the dirt at really low rates from the system of the plastic tube pipes which are fitted with emitters at the terminals. Therefore loss of H2O through vaporization, H2O run-off and infiltration is minimized to a great extent. Besides H2O contact with the roots, foliages and fruits of the works is reduced which helps in bar of formation of disease on the works. Since the tube is buried under the dirt, it is less at hazard of harm due to weeding and cultivation activities. Planing a subsurface trickle system requires an experient qualified interior decorator. As G. Harris has stated, proper hydraulic design is the initial measure in put ining a successful SDI system [ 5 ] . This will guarantee that the system effectively trades with the restraints imposed by the harvest and dirt features, field size, topography, H2O supply and form. The system must be capable of run intoing the harvest H2O demand during the peak H2O demand times. A block or zone, which is the part of the field that can be watered at the same clip, is determined by the features of the trickle tube selected. The optimum tubing spacing is determined by the dirt features and the deepness of tube arrangement. If the installings are excessively deep it will curtail the handiness of surface applied foods limits the effectivity of the system for harvest sprouting. Adequate blushing speeds must be allowed for in the design to take deposits from the emitters. This helps to forestall the SDI syst em from acquiring clogged and increases the system & A ; acirc ; ˆâ„ ¢s life. Following the planing comes the installation portion of the SDI system. Proper installing ensures that the system performs optimally and it besides determines the life of the system. Installation is done in sites which have non been cropped late as insect activity or weedy countries could destruct the pipes within yearss of installing [ 6 ] .Initially location of the tube is marked out. A subsoiler can be used or if more accurate placement is needed, GPS can besides be used. Specialized injectors are available for installing of the SDI pipes. The power and H2O beginning restrictions are to be considered during the installing of the system. Filters are besides used which helps in taking atoms and keeps the emitters from acquiring clogged. The major characteristic of this system that makes it extremely desirable is that the H2O usage efficiency will be better compared to other systems or methods of irrigation. Evidence put frontward by C.R. Camp show that drip irrigation systems implemented in Virginia require 30 % less H2O compared to sprinkler irrigation for cultivating maize [ 3 ] . For cotton, the H2O use was reduced significantly by 40 % . Execution of the system in Hawaii helped the husbandmans to acquire a greater output than when utilizing sprinkler irrigation system [ 4 ] . Extra advantages include: Drip irrigation systems are suited to farms holding uneven topography or dirt texture. Precise application of foods is possible. Timely application of weedkillers, insect powders and antifungals is possible. The trickle irrigation system can be automated. Irrigation can be carried out twenty-four hours and dark regardless of the air current, daylight handiness or other cultivation activities [ 7 ] . The SDI system can be used for fertilising. Foods can be supplied in a sustained manner, and regulated in rate and composing, harmonizing to the harvest demands [ 7 ] . The fluid mechanicss help in easy H2O command the figure of points provides first-class uniformity of supply. There are a figure of disadvantages for the trickle irrigation system. Initial investing is rather high for this system. Root development is limited and therefore ensuing in root putrefaction and dust jobs [ 7 ] . The emitters can acquire clogged often and cleaning it is a dearly-won and clip devouring procedure. Accretion of salts might happen at the interface between the moisture and dry zones of the dirt. It is by and large accepted that irrigation can transform society every bit good as land and landscapes. Drip irrigation has brought about a figure of positive and negative societal impacts. It helps in relieving poorness in irrigated countries, minimizes the differential distribution of benefits across husbandmans and increases the societal benefits [ 7 ] . The positive consequence it has brought on the demographics of the Waitaki vale has helped collar the population diminution [ 9 ] . The extra population would non merely beef up the societal construction and webs but besides increase economic growing. Thus services such as wellness and instruction would go more feasible. On the other manus, automated drip irrigation systems tend to necessitate less labour and in low pay economic systems, where occupation chances lag behind growing in labour force owing to lift in population, cut downing hired labors can be socially debatable [ 10 ] . This leads to farther unemployment. Sing the economic facets, drip irrigation systems have helped husbandmans to achieve better net incomes due to higher output. Farmers can conserve H2O more and besides increase the productiveness of their farms. The output of cotton increased by 21 % in Dalby and Moree while in Lucerne, output betterment was between 13-34 % [ 5 ] . The net incomes obtained in tomato cultivation in California were approximately 867 to 1493 dollars more [ 12 ] . Water use was reduced by 45 % for maize cultivation in the Great Plains in USA [ 13 ] . In malice of all these a major hinderance in the execution of the system is the high initial cost. Designing and installing requires qualified people and moreover the cost and clip for care of the system is besides on the higher side. However in the long tally husbandmans can do up for the high initial costs with the higher sum of output they obtain. The trickle irrigation helps in bettering the dirt surface and the environment. It allows pre treated coalbed methane Waterss to flux into the root zone of an agricultural field which minimized environmental impacts by hive awaying damaging salts in the vadose zone [ 11 ] . It reduces off-farm motions of fertilisers and pollutants and improves the H2O usage efficiency of irrigated agribusiness [ 3 ] . It offers possible for increased H2O and nitrate fertiliser efficiency and decreases land H2O taint by NO3 [ 14 ] . The certain negative traits that the system has on the environment are that root putrefaction may happen and degrees of salt rises. Root development is affected taking to deficient protection against deficiency of H2O and hapless root anchorage [ 7 ] . Overall, the trickle irrigation system is an effectual manner of irrigation. It saves on H2O use and allows husbandmans to increase their farm end product. The increased end products helps counter the rise in nutrient demand and helps the poorer subdivisions of the society with more nutrient at cheaper monetary values. Evidence presented in the article show the increased harvest output. Even thought the engineering comes at a higher monetary value, the effects of implementing it will be long lasting and positive.

Overview and Criticisms of Andragogy

Andragogy, the art and scientific discipline of learning grownups, is based on a set of nucleus premises about why and how grownups learn. The first premise is that grownups are autonomous ( Knowles, 1984 ) . As a consequence, grownups learn best when their acquisition procedure can be autonomous, instead than centered in a traditional, dependent educational environment. Second, grownups have both a greater figure of experiences from which to larn and a wider assortment of experiences upon which they can pull ( Knowles, 1984 ) . Third, grownup function development plays an of import portion in spurring acquisition in grownups ( Knowles, 1984 ) . For illustration, as a individual ages and takes on new functions such as that of a attention supplier to a kid or an aged parent, that person has the demand to larn new accomplishments. A 4th premise is that, because grownup acquisition is straight related to adult development, grownup acquisition is focused on work outing jobs or executing new undertakings ( Knowles, 1984 ) . Finally, Knowles ( 1984 ) assumes that grownups are chiefly driven by internal incentives and non external forces. Criticisms of Andragogy Both Lee ( 2003 ) and Sandlin ( 2005 ) describe multiple reviews of Knowles ‘ ( 1984 ) five premises. Lee ( 2003 ) challenges andragogy on the footing that it falsely incorporates the importance of context. Harmonizing to Lee ( 2003 ) , andragogy is an individualistic construct, concentrating merely on the context a learner brings from his or her ain experiences. Andragogy fails to see that the person does non be in a vacuity and that persons have many individualities that may â€Å" impact their positions of acquisition and ways of battle in the acquisition procedure † ( Lee, 2003, p. 12 ) . Sandlin ( 2005 ) undertook an integrative literature reappraisal that found that critical theoreticians found andragogy to be missing in five major and interconnected ways. First, andragogy dainties education as a impersonal, nonpolitical activity. Second, the full construct is based on a â€Å" generic † scholar who tends to be white, male, and in-between category. Third, andragogy appears to value merely one manner of knowing and ignores voices that do non suit into the theory. Fourth, the construct is about wholly individualistic, disregarding the importance of context. Finally, andragogy does non dispute the prevalent societal construction, even if that societal construction promotes inequality ( Sandlin, 2005 ) .My PremisesIn developing my ain premises for andragogy, I have incorporated non merely the reviews presented by Lee ( 2003 ) and Sandlin ( 2005 ) but besides those based on my ain experiences as an grownup scholar and as a instructor of grownups. Most of them refl ect the simple fact that worlds are frequently complicated. My first premise is that grownups may be self-directed in their acquisition journeys, but they may besides elect to set about a acquisition procedure because they are directed to make so by an external force. This premise addresses Sandlin ‘s ( 2005 ) review that andragogy is based on the thought that there is a generic scholar. Men and adult females may hold really different grounds for desiring to larn certain things, for illustration. As an pedagogue, it is of import to listen to the voices of your pupils. Second, grownups may hold been about longer but that does non intend they are capable of larning from their experiences. Most people go through life holding experience after experience, but non all of those experiences are capable of supplying a minute of larning. In add-on, non everyone is interested in or capable of believing about their experiences in such a manner as to larn something from them. This premise incorporates the unfavorable judgment that andragogy, as it was originally presented, merely valued one manner of larning – that of larning from experience ( Sandlin, 2005 ) . A 3rd premise is that grownups may larn non merely to develop the accomplishments and cognition needed for a new developmental function but besides to turn to a demand within their community. This premise addresses the concerns of both Lee ( 2003 ) and Sandlin ( 2005 ) that andragogy is excessively focused on the person and non focused plenty on the societal context of the person or on the demand for persons to turn to unfairness in community. At times, our communities may name us to set about a new function for which we need new accomplishments. In other instances, an grownup might see a job within the community and put out to larn what is needed in order to work towards a solution. Andragogy must admit that larning is non merely about the person. A 4th premise is that grownups might desire to larn to work out jobs but they might besides larn merely because larning is merriment. Again, this is a reaction to the unfavorable judgment that andragogy posits a generic scholar ( Sandlin, 2005 ) . Adults learn for many grounds. An grownup who is researching a new avocation or larning a new athletics may non really be trying to work out a job. Rather, they may be larning because it is fun to make. Finally, grownups might hold multiple motives for larning peculiar things at specific times. We may so be driven to larn for a sense of interior accomplishment, but we may besides be driven to larn so that we can conflict our kid ‘s school territory when they deny our kid something he or she needs. Learning can be a extremely political activity and acquisition can take to political activity ( Sandlin, 2005 ) . Andragogy should ne'er presume that grownup motive to larn is entirely driven by internal demands and desires. Using grounds you select from your readings explicate how race, gender and sexual orientation can impact grownup development or acquisition. Please supply CONCRETE illustrations of EACH positionality ( e.g. one illustration for race, one illustration for gender, and one illustration for sexual orientation ) . ( Hint: Narratives from Adult Learning and Development: Multicultural Narratives may be a good topographic point to get down when seeking to reply this inquiry. ) ( 3 points ) Race, gender, and sexual orientation, in add-on to other personal identifiers such as category, can positively and negatively affect both grownup development and acquisition. In this essay, I briefly examine several concrete illustrations of the relationship between development or acquisition and a scholar ‘s race or cultural individuality, gender, and sexual orientation.Race and Ethnic IdentityRace and cultural individuality can impact larning in a assortment of ways. First, race and cultural individuality can act upon what is of import or proper for an person to larn. La Tortillera, a short narrative by Patricia Preciado Martin ( 2000 ) , provides a good illustration of how race and gender intersect in finding what it is proper for, in this instance, a Latina to larn. In this civilization, it is of import for a adult female and a female parent to larn how to do tortillas for her household. Her female parent shows Ms. Martin over and over once more how to do tortillas, even th ough Ms. Martin finds the tortilla doing lessons to be thwarting non merely because she can ne'er acquire them merely right but besides because they are a reminder of her insufficiencies as a Latina adult female and a female parent. How persons of specific races and cultural individualities are treated can besides play a critical function in how persons experience acquisition. Because of racism, minority pupils are less likely to finish postsecondary instruction ( Swail, 2003 ) . Unfortunately, in a racialist and classist system, minorities frequently attend ill funded schools that lack modern equipment and text editions or that are insecure. If they enroll in college or in an big instruction plan, they may still hold to cover with the long-run effects of racism. Over 50 % of Black alumnus pupils, for illustration, reported being the marks of racist actions on campus and experienced â€Å" isolation, solitariness, disjunction, and favoritism † as a consequence ( Johnson-Bailey, Valentine, Cervero, & A ; Bowles, 2009, p. 192 ) . The affect of racism on larning need non be wholly negative, nevertheless. Developing a strong sense of ego in the face of racism can take scholars to reengage with their civilizations and communities. â€Å" Such bitterness can be directed by more deeply prosecuting with and repossessing one ‘s civilization, history, and heritage, and thereby redefining what it means to be ‘me, ‘ instead than defined ( be either oneself or the dominant civilization ) harmonizing to what one is non aˆÂ ¦ â€Å" ( Smith & A ; Taylor, 2010, p. 53 ) .GenderGender can besides present challenges to the development and larning experiences of adult females and work forces. In the acquisition environment she was analyzing, Cain ( 2002 ) described a state of affairs in which a really traditional power moral forces based on gender developed. The adult females attempted to develop consensus among all participants, while a little group of males took over the meetings and ignored the voic es of everyone else in the room. The lessons for all involved were tragic. â€Å" The importance of this for acquisition is that so many of the initial participants, including all the adult females, learned that their parts were non valued and they quit the group † ( Cain, 2000, p. 70 ) . The work forces ‘s developmental procedure had taught them that their voices were the most of import, and, as a consequence, they ignored and alienated other voices that could hold brought a great trade of cognition to the work. Another illustration that shows how gender can act upon the acquisition experiences of work forces and adult females can be seen in Michael Dorris ‘ ( 2000 ) short narrative Groom Service. In the narrative, Bernard and Marie both exhibit behaviours they have learned as the appropriate behaviours for their gender. What Bernard learns, in peculiar, is described in the narrative. Bernard ‘s accomplishments include runing. â€Å" Subsequently he thought about hunting, how he could hold succeeded the times he had failed, how the animate beings behaved, how they smelled and sounded † ( Dorris, 2000, p. 219 ) . Bernard besides learns proper behaviour around his hereafter in-laws, with whom he will populate in this matrilinear society.Sexual OrientationLike race and gender, sexual orientation can both positively and negatively affect development and acquisition. For illustration, if they are non â€Å" out † to their household, friends, or instructors, sapphic, bise xual, homosexual, and transgender ( LGBT ) pupils may endure from anxiousness about their sexual orientation ( Messinger, 2004 ) . They may make up one's mind to remain in the cupboard because they fear that being unfastened about their orientation might take to violence against them ( Messinger, 2004 ) . They may besides fear that their parents will retreat fiscal and emotional support from them ( Freedman, 2009 ) . As with persons who grow stronger by confronting racism, pupils who develop strong self-identities in the face of homophobia can come through the experience stronger. They frequently show a more extremely developed sense of empathy and better critical thought accomplishments than those who have non had to confront the same challenges ( Messinger, 2004 ) . You have taken Howard Gardner ‘s Multiple Intelligence Test online. You are in charge of developing resident hall helpers. Their highest multiple intelligence is one of your underside three intelligences based on your trial consequences. List your group ‘s acquisition manner and supply a class rubric ( .25 point ) Supply one class aim ( see the CAHA 501 class course of study or seek information on the cyberspace to decently word a class nonsubjective if you do non hold experience composing aims ) . ( .75 point ) Describe how you would learn that nonsubjective to your pupils based on their learning manner. Use concrete illustrations ( at least two ) and do a clear and direct connexion between the acquisition manner and accomplishing the instruction of your aim. ( 2 points )Learning Styles and My Training CourseMy underside three intelligences were societal ( 3.14 ) , body motion ( 3.00 ) , and spacial ( 3.00 ) . For the intents of this essay, my resident hall helpers will be strongest in bodily-kinesthetic intelligence. Learners that excel in bodily-kinesthetic intelligence frequently use parts of their organic structure or their full organic structure as they work through the acquisition procedure ( Smith 2002, 2008 ) . As a consequence, they learn best through hands-on exercisings, including edifice things and function playing ( Armstrong, 2009 ) . The class I will be offering them as portion of their preparation is â€Å" Helping the International Student Transition to American Higher Education. † The class aim is to develop empathy among resident hall helpers for the challenges that international pupils face when get downing college in the United States.Training ExercisesArmstrong ( 2009 ) suggests that one method to prosecute pupils with strong kinaesthetic acquisition intelligence is to function drama or move out what you want them to larn. To assist resident hall helpers gain a better apprehension of what it is like to be an international pupil go toing college in the United States for the first clip, I will offer a function playing exercising. In the exercising, the scholars will draw a scenario out of a chapeau. They will hold to function drama either an international pupil confronting a barrier or challenge or a resident hall helper tasked with assisting the pupil work through the state of affairs. An illustratio n of one scenario that the trainees might move out would be that of a South Korean female pupil who has been harassed by other pupils for walking arm in arm with her female friends. While this is a common behaviour for immature adult females in South Korea, in the United States, it can put pupils up for homophobic torment. The function of the occupant hall helper in this scenario would be to assist the South Korean pupil understand why they are being harassed and to speak through schemes for covering with the negative emotions torment can breed and for advancing personal safety. Another function drama might affect moving like an Ethiopian pupil who has enrolled in a northern college without cognizing that winter vesture, like a coat, is needed. This exercising advances the nonsubjective by assisting the pupils function play a state of affairs in which they take on the character of an international pupil confronting a realistic job. As portion of the preparation plan, I would state the occupant helpers that tiffin will be provided to them. The intent of the tiffin, nevertheless, is to offer them another kinaesthetic acquisition chance. Another manner in which to advance improved acquisition by kinaesthetic scholars is to prosecute them in hands-on activities or, in this instance, a oral cavity and stomach-centered activity ( Armstrong, 2009 ) . Our tiffin would be set up like the cafeteria at an American university. The nutrient would non be labeled, and they would stand for assorted nutrients that are eaten around the universe that might be unusual to American pupils. For illustration, there might be nutrients such as curried caprine animal, lingua greaser, stewed okra, natto ( fermented soya beans ) , blood pudding, kifte ( extremely spiced natural beef ) , kim qi ( spicy fermented veggies ) , and bread fruit and drinks like horchata and ginger beer. Sing such a counter might be disorientating to scholars who are steeped in American civilization and who are used to school bill of fares of pizza and beefburgers. This exercising provides pupils with a concrete, hands-on acquisition experience, that of being forced to choose and eat nutrients that are unusual without any anterior experience or counsel ( McKenzie, 1999 ) . It promotes the nonsubjective by leting the occupant hall helper to see what an international pupil might see the first twenty-four hours in the cafeteria. You have taken the Emotional Intelligence Test online. a ) Argue for or against the usage of emotional intelligence trials in engaging. You need to mention at least TWO ( 2 ) beginnings outside class stuffs to back up your reply. ( 2 points ) I find the thought of emotional intelligence to be extremely attractive. â€Å" Emotional intelligence is a set of abilities that includes the abilities to perceive emotions in the ego and in others, usage emotions to ease public presentation, understand emotions and emotional cognition, and modulate emotions in the ego and in others † ( Mayer & A ; Salovey, 1997 ) . Even though the construct of emotional intelligence presently is supported as a â€Å" separate concept of intelligence † by small empirical grounds ( Merriam, Caffarella, & A ; Baumgartner, 2007, p. 383 ) , I find that this theoretical account speaks to me because it argues for the importance of a really of import portion of life that is frequently denigrated or denied. How we interact and perceive the universe is non merely cold and rational, but instead our emotions play an of import portion in how we perceive the universe and how we learn and make significance. Dirkx ( 2008 ) argues that â€Å" emotional issues ne'er seem really far from the surface in grownup acquisition contexts † ( p. 9 ) . Emotions can impact how the pupil reacts to a schoolroom puting. They can besides impact, positively or negatively, how good an single learns, particularly if a scholar is scared or fearful ( Rager, 2009 ) . In add-on, struggles between scholars can make negative emotions that negatively impact the ability to larn ( Dirkx, 2008 ) . Having emotional intelligence can break aid scholars understand non merely their ain acquisition procedure but besides can assist them understand what their fellow scholars are traveling through. The usage of emotional intelligence trials in hiring, nevertheless, is a different affair. Does emotional intelligence play an of import function in an person ‘s ability to be a good employee? Is it perchance to accurately prove an person ‘s emotional intelligence? The usage of emotional intelligence trials in hiring is turning, yet the cogency of the trials is problematic ( Grubb & A ; McDaniel, 2007 ) . There is no uncertainty that emotional intelligence can be helpful in the workplace. Cote and Miners ( 2006 ) found that workers who had low cognitive abilities could be extremely successful workers if they had strong emotional intelligence to counterbalance for their lacks in other countries. However, the ability to accurately prove for emotional intelligence and to happen a trial that could non be â€Å" faked out † continues to be hard. Grubb and McDaniel ( 2007 ) found that, at least with one peculiar emotional intelligence trial, the EQ-i: Second, it was possible to learn trial takers how to â€Å" forge † emotional intelligence. In their experiment, they found that imposters could be identified in merely 31 % of the instances, but â€Å" most of the respondents were able to increase their mark by forging and non be identif ied † ( Grubb & A ; McDaniel, 2007, p. 56 ) . Of what usage is a trial that can be so easy deceived? On the other manus, other research workers have found emotional intelligence trials to be really utile in engaging patterns. In one survey, the research workers found that emotional intelligence trials were advantageous to minority trial takers, as they tended to hit higher in emotional intelligence than Caucasians ( Van Rooy, Alexander, & A ; Chockalingam, 2005 ) . If engaging were based on emotional intelligence trials with the engaging single unaware of the race of the trial taker, minority appliers might be more likely to be hired, whereas in traditional hiring state of affairss they are more likely to non be hired due to racism. When I took the emotional intelligence trial online, I was extremely dismayed by the consequences, which indicated that I had below mean emotional intelligence. I found this distressing because I have spent most of my calling working in places that require a high grade of emotional intelligence ( ability to read people, empathy ) and I have been really successful in my work. Have I been forging emotional intelligence this full clip or did I merely non make good in the proving environment? Or was the trial itself faulty? In the terminal, I believe that the construct of emotional intelligence is of import to see in the workplace. In many places, holding emotional intelligence is cardinal to or supports success. However, emotional intelligence trials remain debatable and should be used merely with great cautiousness. Ultimately, whether or non person has the emotional intelligence needed for any given place will merely be determined by detecting that single ‘s public presentation on the occupation. As the testing instruments are developed and refined, possibly this fact will alter, but for now, to establish a determination on whether or non to engage a given person on the footing of an emotional intelligence trial is non in the best involvements of employer or employee. 5. Situated knowledge is a subject of involvement in big instruction and it has been used in many scenes. Following are inquiries refering located knowledge. Compare ( state the similarities between ) and contrast ( state the differences between ) situated knowledge and experiential acquisition. ( 1 point ) In the narrative â€Å" Talking to the Dead † by Watanabe, explicate what type ( s ) of larning occur for supporter ( e.g. experiential, located knowledge, brooding pattern ) and support your reply by binding it to grounds in your readings. ( 1 point ) Situated knowledge and experiential acquisition are closely related. However, the primary topographic point of societal interaction and societal relationships as a demand of larning in societal knowledge delineates the two theories from each other. It is the importance of the societal interactions in Watanabe ‘s ( 2000 ) narrative, Talking to the Dead, that indicate that the type of larning the supporter experienced falls under the class of located knowledge.Situated Cognition and Experiential LearningOne of the most outstanding theories of grownup instruction, experiential acquisition addresses how grownups make significance or learn from their experiences ( Zepke & A ; Leach, 2002 ) . There are five major schools of idea that autumn under experiential acquisition theory. The first is the constructivist theoretical account, in which scholars participate in a brooding procedure in order to develop new apprehensions ( Merriam et al. , 2007 ) . The situative theoretical account p ostulates that larning happens as the scholar participates in activities, such as larning on the occupation ( Merriam et al. , 2007 ) . The psychoanalytic theoretical account believes that the emotions of the scholar, peculiarly those that inhibit acquisition, must be dealt with in order for larning to happen, and the critical theoretical account believes that larning happens when the scholar challenges the bulk civilization ( Merriam et al. , 2007 ) . Finally, the complexness theoretical account posits that larning happens when persons compare and contrast what multiple experiences teach them ( Merriam et al. , 2007 ) . Like experiential acquisition, situated knowledge involves a scholar deriving new understanding from lived experience. One illustration of located knowledge, the cognitive apprenticeship, makes this clear. In this procedure, larning can ne'er be separated â€Å" from the state of affairs in which the acquisition is presented † ( Merriam et al. , 2007, p. 178 ) . The acquisition happens in the experience. The experience of the topographic point itself is of import to the procedure of acquisition. â€Å" The physical and societal experiences and state of affairss in which scholars find themselves and the tools they use in that experience are built-in to the full acquisition procedure † ( Merriam et al. , 2007, p. 178 ) . Experiential acquisition besides focuses on â€Å" making the undertaking in order to larn it † ( Hansman, 2001, p. 46 ) . Situated knowledge, nevertheless, â€Å" is inherently societal in nature. The nature of the interactions among scholars, the tools they use within these interactions, the activity itself, and the societal context in which the activity takes topographic point form acquisition † ( Hansman, p. 45 ) . Experiential larning theory might affect a societal constituent but does non needfully necessitate it.Learning to Talk to the DeadIn seeking to find what type of larning the supporter of Watanabe ‘s ( 2000 ) narrative Talking to the Dead experienced, I felt it of import to believe about what it was that she was truly larning. On the surface, it appears that she was larning the procedure of fixing the organic structures of the dead. However, at a deeper degree, the supporter is really larning about proper societal relationships – between maestro and learner, between female parents and kids, between co-workers, and between the life and the dead ( Watanabe, 2000 ) . With t his in head, I believe that the supporter participated in located knowledge. Neither her acquisition procedure nor what she learned can be separated for the societal experience ( Hansman, 2001 ) . As in a cognitive apprenticeship, her larning merely came approximately because she learned in a specific state of affairs ( Merriam et al. , 2007 ) . Had she learned to embalm organic structures in another topographic point, she ne'er would hold learned that the proper manner to care for Aunty Talking to the Dead was to cremate her cadaver in the traditional manner ( Watanabe, 2000 ) . Every experience she had in larning about the proper relationships between the life and the dead – from the puting out of Mustard to the Blindman and the Blindman ‘s Dog – every societal context in which she found herself and of all time interaction between herself, Aunty, and others in the community contributed to her larning what she needed to larn in order to come to her minute ( Wata nabe, 2000, p. 279 ) . Application of Gerald Grow ‘s SDL Scale to Instruction: Grow ‘s SDL graduated table is enlightening for all pedagogues. This inquiry asks you to use his graduated table. You are an teacher in whatever context you choose. a ) Create a class rubric and one ( 1 ) aim. ( 1 point ) B ) Describe in item how you would learn this aim ( use 2 concrete illustrations ) to a Level 1 and a Level 4 scholar. ( 2 points ) I have for two old ages taught a class titled â€Å" Female Images of the Divine in the West. † My pupils dearly call it the goddess category. The primary aim of the class is to develop the ability to believe critically about how spiritual symbols and imagery impact people ‘s lives – both in the past and in the present. It is a 200-level undergraduate category, and I frequently find that I have a big group of freshman pupils in my category. I besides tend to hold a important figure of non-traditional-age pupils in my category, largely because it is a dark category. It makes for a really interesting group of pupils, stand foring every phase of Grow ‘s ( 1991 ) SDL Scale to Instruction.Teaching Phase 1 LearnersPhase 1 scholars are really dependent and view the teacher as the ultimate authorization on the capable affair ( Grow, 1991 ) . They feel most comfy in environments in which they receive immediate feedback, and they feel most comfy in an environment in w hich the teacher-master dispenses wisdom to the scholar ( Grow, 1991 ) . In working with this type of pupil, the pedagogue needs to happen a manner to assist the pupil addition assurance and get down to derive command over stuff that might be wholly new to them ( Grow, 1991 ( . The first manner I teach to my aim for my Phase 1 scholars is to assist them acknowledge that they know more about images of goddesses than they might believe they do – even if they do non place with any peculiar religion. We do this by speaking about popular civilization word pictures of goddesses. I have discovered that my pupils all seem to adore Xena: Warrior Princess. I have them travel on YouTube and happen cartridge holders from the show that depict the assorted goddesses – Here, Callisto, and Aphrodite to call merely a few. We so read primary texts from the ancient Greeks depicting the goddesses. As a group, we identify similarities and differences between the telecasting word pictures and the word pictures of the ancient Greeks and discourse why the two are frequently different. This treatment frequently leads to a farther treatment about why the goddesses were of import to ancient peoples and starts a semester-long treatment about the topographic point of godd ess imagination in modern times. A 2nd manner I help my Phase 1 pupils is that I give quizzes in category, particularly during the first few hebdomads, and we go over the replies right off. This helps them acquire immediate feedback on their apprehension of the stuff. This activity helps progress the class aim because spiritual symbolism both holds steady and evolves over clip. If they do non derive a solid command of the ancient apprehensions of goddesses, they have great trouble when we begin treatment on whether or non modern figures, such as Princess Diana or Angelina Jolie, serve the same intents in modern society as Artemis or Isis did in antediluvian civilizations.Teaching Phase 4 LearnersPhase 4 scholars are considered to be to the full autonomous ( Grow, 1991 ) . For a autonomous scholar, the pedagogue is person who serves as a adviser, heightening the acquisition work that is delineated and directed by the scholar. Students working at the really highest degrees are frequently autonomous scholars ; surely, a pupil set abouting a major undertaking such as a thesis ought to be able to work as a autonomous scholar ( Grow, 1991 ) . As an teacher of a phase 4 scholar, I personally feel most comfy with the delegator function ( Grow, 1991 ) . In this function, I can work straight with the pupil to detect their involvements and demands, assist them develop a acquisition program, and so run into with them on a regular footing to discourse their advancement and any barriers they have encountered. As portion of their acquisition program, we besides develop together an appraisal program: what will be assessed, what merchandises they are required to bring forth, and by which standard we will measure their advancement ( Zepke & A ; Leach, 2002 ) . Most frequently, the phase 4 pupils I work with and I agree that they will prosecute an independent undertaking that makes a connexion between the antediluvian and the modern. One undertaking involved a pupil who examined the ancient Irish myths of the godly figure Deirdre. She so created an interpretative dance that incorporated environmental, costume, and motion symbols to co nvey the myth to a modern audience. Another pupil undertook a undertaking that looked at the construct of ancient sovereignty goddesses and so used that stuff to analyse the Robert Zemeckis ‘ movie version of Beowulf. When we foremost discussed the undertaking, I suspected she might happen reverberations of sovereignty goddesses in the figure of Grendel ‘s female parent, but she besides, convincingly, found reverberations of the construct in the figure of Wealtheow. I was blown off! My pupil had made an rational find that had wholly escape me. 7. Several writers have constructed theoretical accounts that show autonomous acquisition as a procedure. Construct your ain theoretical account of autonomous acquisition based on your experiences. ( 1 point ) Compare ( state the similarities between ) and contrast ( state the differences between your theoretical account and two of the theoretical accounts found in Merriam, Caffarella and Baumgartner ( 2007 ) ( pp. 110-119 ) . ( 2 points ) Argue for or against the importance of context in the autonomous acquisition procedure utilizing grounds from the literature. ( 1 points ) Specifying autonomous acquisition can be slippery. It is non a self-contained theory of grownup larning but alternatively a group of related constructs and patterns. Among the definitions I most prefer, Caffarella ( 1993 ) defines autonomous acquisition as: a self-initiated procedure of larning that stresses the ability of persons to program and pull off their ain acquisition, an property or feature of scholars with personal liberty as its trademark, and a manner of forming direction in formal scenes that allows for greater scholar control. ( p. 25 ) . Similar to Caffarella ‘s ( 1993 ) definition, Candy ‘s ( 1987 ) definition focuses on the importance of liberty in autonomous acquisition, although the scholar can work in concert with an pedagogue ( as cited in Grow, 1991 ) .My Model of Autonomous LearningMy ain theoretical account of autonomous acquisition is one based on procedure divinity. Process divinity is grounded in alteration, growing, and changeless motion. â€Å" Human and other existences are non things ( substances or kernels ) situated in empty infinite aˆÂ ¦ but are active procedures of all time in relation and passage † ( Christ, 2003, p. 3 ) . Furthermore, as a postmodern divinity, it is structured around the belief that all cognition is contextual and that cognition is shaped and controlled by cultural systems. The ego can ne'er be genuinely independent. â€Å" The individuality of each of us extends over and includes the civilization, society, and civilisation that we participate in. There is no stray, lone ego imprisoned in its ain organic structure † ( Brumbaugh, 1982, p. 3 ) . My theoretical account of autonomous acquisition is one, so, that is based on the thought that worlds, by nature, are spurred to turn and alter. Curiosity is portion of growing and alteration, whether initiated by internal demands and involvements or external demands and forces. Once wonder is sparked, the scholar sees where that wonder takes her or him – either in weaving jets of larning activity or in a sustained acquisition journey. As portion of their autonomous acquisition, the scholar may seek out educational stuffs. The scholar may besides integrate hands-on activities, seting into pattern what has been taken in from the educational stuffs, or take a category to foster reinforce what has been learned from other beginnings. At times, failure may ensue, and the scholar may get down the full procedure once more. If there is success, the scholar may rest for a clip, but be spurred once more subsequently to set about a new acquisition undertaking.Similarities and Differences Between ModelsIn many ways, my theoretical account of autonomous acquisition is non much different from many of the synergistic theoretical accounts described in Merriam et Al. ( 2007 ) . Like those theoretical accounts, my theoretical account is non additive in nature. Curiosity and the acquisition journey will take the scholar where the scholar wants or needs to travel. My theoretical account has the most in common with Spear ‘s theoretical account. First, Spear identifies three elements that spur autonomous acquisition, all of which work with my theoretical account: environmental chance, opportunity, and personal cognition ( as cited in Merriam et al. , 2007 ) . Second, Spear ‘s theoretical account incorporates the thought that autonomous acquisition is non a steady, controlled procedure, but instead one that can go on in tantrums and starts, one that can halt and get down once more, and one that can integrate room for both failure and success ( Merriam et al. , 2007 ) . My theoretical account is least like those proposed by Tough and Knowles. In Tough ‘s theoretical account, autonomous acquisition is calculated and focused on achieving a specific piece of cognition or a accomplishment ( Merriam et al. , 2007 ) . In Knowles ‘ theoretical account, autonomous acquisition is a bit-by-bit procedure focused on work outing a particular job ( Merriam et al. , 2007 ) . My larning theoretical account acknowledges that certain scholars may elect to set about a additive autonomous acquisition procedure focused on work outing a peculiar job, but it does non presume that all autonomous acquisition will follow a similar way. My theoretical account has room for larning for the interest of acquisition and for fulfilling wonder, for the joy of merely being able to state â€Å" Well, you learn something new every twenty-four hours. †Importance of ContextIn all of the theoretical accounts I have examined here, including my ain, context plays a critic al function. First, a scholar ‘s context may find whether or non she or he is interested in or capable of take parting in a autonomous acquisition procedure ( Grow, 1991 ; Zepke & A ; Leach, 2002 ) . Second, context can find the type of resources available to assist with acquisition. For illustration, interior metropolis scholars of colour may non hold entree to all the rich acquisition resources that can be obtained through the Internet. Not merely is the monetary value of a computing machine prohibitive, but the scholar, as the consequence of life in a context, an environment, that is unsupportive, may non hold the computing machine literacy needed to utilize the Internet to seek out information as portion of his or her autonomous acquisition procedure ( Norris & A ; Conceicao, 2004 ) . All in all, context should be a core constituent of autonomous acquisition. 8. Experiential acquisition, autonomous acquisition, and transformative acquisition are three theories of grownup acquisition. What is the â€Å" best † larning theory? Why? Supply grounds from your readings ( and beyond if you so choose ) to back up your points. ( 3 points ) This essay will briefly analyze the chief renters of experiential acquisition, autonomous acquisition, and transformative acquisition. While all three theories have both positive and negative facets, I argue that experiential acquisition is the most flexible and hence the most utile of the three theories for the work of big pedagogues.The Three TheoriesExperiential larning â€Å" is a procedure of doing intending from all experiences-cognitive, emotional, physical, societal and religious † ( Zepke & A ; Leach, 2002, p. 206 ) . Harmonizing to Zepke and Leach ( 2002 ) , experiential acquisition is possibly the most dominant construct in the grownup instruction field, but theoreticians have different thoughts of how the procedure works. Learners can either reflect on experience in order to larn ( constructivist lens ) , learn through take parting in experiences ( situative lens ) , learn by linking with and get the better ofing frights and other emotional barriers ( psychoanalyti c lens ) , learn by challenge the dominate ethos ( critical lens ) , or larn by developing an apprehension of how assorted experiences relate to each other ( complexness lens ) ( Merriam et al. , 2007 ) . Harmonizing to Grow ( 1991 ) , the â€Å" end of the educational procedure is to bring forth autonomous, womb-to-tomb scholars † ( p. 127 ) . Although autonomous acquisition can be hard to specify, Candy ( 1987 ) delineated three features that can be used to set up whether or non learning is autonomous: the scholar possesses autonomy, the acquisition can go on outside of a formal acquisition environment, and the acquisition is directed chiefly by the pupil even if a instructor is involved ( as cited in Grow, 1991 ) . Mezirow ‘s theory of transformational larning postulates that adults see a minute when their beliefs turn out inadequate in understanding the state of affairs in which they find themselves ( Elias & A ; Merriam, 2005 ) . This disorienting quandary forces them to reevaluate their cognition and develop new apprehensions. As a consequence, a transmutation happens, and the single learns and grows ( Elias & A ; Merriam, 2005 ) . Transformative acquisition is an emancipatory procedure in which self-reflection leads to critical consciousness ( Cranton, 2002 ) .The â€Å" Best † TheoryAll of these larning theories have countries of concern. For illustration, scholars may non really have the ability to larn from experience, or they may non hold had experiences that are meaningful ( Brookfield, 1998 ) . On the other manus, scholars may non hold the desire or the ability to direct their ain acquisition procedures ( Zepke & A ; Leach, 2002 ) . Transformative acquisition can be ethic ally disputing. First of wholly, the terminal consequence of transformative acquisition could be a major crisis for the scholar. â€Å" Despite an pedagogue ‘s best purposes, a procedure of transformative acquisition can take to unpredictable and unwilled events † ( Moore, 2005, p. 83 ) . The power derived function between scholar and pedagogue can take to indoctrination ( Moore, 2005 ) . Ultimately, the best acquisition theory is whichever theory best helps the scholar run into his or her educational ends. However, transmutation of the scholar is non a demand of either autonomous or experiential acquisition ; hence, they both may advance greater flexibleness in grownup instruction ( Zepke & A ; Leach, 2002 ) . Autonomous acquisition is less an grownup larning theory and more a related group of patterns and thoughts ( Caffarella, 1993 ) ; as a consequence, it is slightly mussy. It besides does non see as many issues as experiential larning theory does. Experiential acquisition, on the other manus, addresses the procedure of larning non merely from reflecting on and in experience but besides from larning through engagement in experiences ( Zepke & A ; Leach, 2002 ) . It besides addresses of import issues around emotions, cultural context and the scholar ‘s relationship to society, and doing sense of a broad assortment of experiences that may either reinforce or dispute each other ( Merriam et al. , 2007 ) . All in all, experiential acquisition addresses more issues that might impact a scholar ‘s larning experience than the other two theories, and hence, it is the most utile of the theories for grownup pedagogues.

E-DV Entry Status Confirmation Message

E-DV Entry Status Confirmation Message Every year in May, the U.S. State Department grants the opportunity to obtain a visa- based on availability in each region or country- to a random number of applicants in a lottery system. After entering, you can check your status on the electronic diversity visa (E-DV) website. There, you will receive one of two messages letting you know if your entry has been selected for further processing for the diversity visa. Types of Messages This is the message you will receive if your entry was not selected for further processing: Based on the information provided, the Entry HAS NOT BEEN SELECTED for further processing for the Electronic Diversity Visa Program. If you receive this message, you were not selected for this years green card lottery, but you always can  try again next year. This is the message you will receive if your entry was selected for further processing: Based on the information and confirmation number provided, you should have received a letter by mail from the United States Department of States Kentucky Consular Center (KCC) notifying you that your Diversity Visa entry was selected in the DV lottery.If you have not received your selectee letter, please do not contact KCC until after August 1. International mail delivery delays of one month or more are normal. KCC will not respond to questions they receive before August 1 regarding non-receipt of selectee letters. If you still have not received your selectee letter by August 1, however, you may contact KCC by email at kccdvstate.gov. If you receive this message, you were selected for this years green card lottery. Congratulations! You can see what each of these messages looks like on the Department of State website. What Is the Diversity Visa Program? The State Department publishes instructions every year on how to apply for the program and establishes a window of time when applications must be submitted. There is no cost to submit an application. Being selected does not guarantee an applicant a visa. Once selected, applicants must follow instructions on how to confirm their qualifications. This includes submitting Form DS-260, the immigrant  visa, and  alien registration application and submitting the required supporting documents. Once appropriate documentation has been submitted, the next step is an interview at the relevant U.S. embassy or consulate office. Prior to the interview, the applicant and all family members must complete medical examinations and receive all required vaccinations. Applicants also must pay the diversity visa lottery fee prior to the interview. For 2018 and 2019, this fee was $330 per person. The applicant and all family members immigrating with the applicant must attend the interview. Odds of Being Selected Applicants will be informed immediately after the interview if they have been approved or denied for a visa. The statistics vary  by country and region, but overall in 2015, under 1 percent of applicants were selected for further processing. Its also important to remember that immigration policies are not static and subject to change. Always double check to make sure you are following the most current versions of laws, policies, and procedures.

SAT Writing Word Choice and Diction Errors

SAT Writing Word Choice and Diction Errors SAT / ACT Prep Online Guides and Tips Mark Twain famously once wrote in a letter that the â€Å"difference between the almost right word the right word is really a large matter - it’s the difference between the lightning bug and the lightning.† The SAT agrees with good old Mark, and tests students on their ability to recognize when the almost-right word has been subbed in for the right one. Are you confident in your ability to not be tricked by the SAT's unusual diction questions? Read on for some strategies and tips for this section. In this guide, I will: explain what diction is and why the SATasks about it tell you when to look for diction errors on the SAT and how to approach these questions show you examples of this kind of question similar to those on the SAT give you a master list of commonly-confused words in English What does â€Å"diction† mean, anyway? Diction is a fancy way of saying â€Å"word choice† - you may have heard your literature teacher talk about this idea when analyzing a famous author’s writing style. When used by the College Board, however, it refers to something on a slightly lower level. A lot of words in the English language are easy to confuse because they look or sound similar but have quite different meanings. For example, can you spot which words are incorrectly used in the sentences below? When Allen heard that the SAT would be changing, the news was difficult for him to except. He had spent allot of time studying for the old test, and now he wondered if that had been a total waist. How would these changes effect his scores? There are actuallyfour diction errorsin the above passage, but they can be difficult to spotbecause they sound like the correct words that should have been used. Exceptshould be accept Allotshould bea lot Waistshould bewaste Effectshould beaffect Why diction errors? Most of the questionsyou will see on SAT Writing tests your ability to spot basic grammar errors. As such, learning the grammar rules that the SAT thinks areimportant will usually go a long way in helping to improve you score. Diction errors are verydifferent: there's no clearrule you can learn that will help you out or even a set list of easily-confused words that the SAT might use, makingthis section particularly difficult to prepare for. SAT Writing is all about your ability to edit and spot when something doesn't make sense. Can you only catch errors that follow strict grammar rules or can you also see when something doesn't make sense because the wrong word is being used? Where will I find diction questions? Since these question are fairly different fromthe others you will encounter on this part of the SAT, they are considered to be more difficult.The more difficult questions usually appear towards the ends of sections. You are most likely to find diction questions in theIdentifying Errors section of the test because they don't give you answer choices to correct the errors on this part of the test. These questions would not be nearly as difficult to catch if the correct word were given in the answer choices - in fact, that would be an easy giveaway that one of the original words was incorrect! Diction questions will rarely, if every, appear in the Improving Paragraphs section. Keep in mind thatnot every SAT will have diction errors.Sometimes they don't appear on a test at all! Other times, there will be a few of them. This uncertainty is another reason that they are difficult to prepare for and even harder to recognize. It seems that diction errors are becoming a little more common on recent tests than they were in the past, but they still don't make up a large amount of the questions on SAT Writing. The June 6, 2015 SAT, as an example, hadtwo diction questions. Strategies for Diction Questions Always have a plan. When diction questions do appear on the SAT, they're very unpredictable. You never know which commonly confused word the College Board will choose to test, and they tend to not repeat themselves. Spend a bit of time reviewing the list of commonly confused words below and see if there are any words that jump out at you as things that you might confuse.Limit your studying on this section to just what's trickiest for you. When you get to the final questions on the Identifying Errors or Improving Sentences section, pay particular attention to any questions that seems to have "No Error" or correct as is as an answer.This is where you will most likely find a diction question. Go back and double check everything that is underlined. Is each word correct? Did you read too quickly and mentally sub in a similar word for what is actually written? Does anything jump out at you that you can remember from the list below of commonly-confused words? If you can see a diction error, choose that as the answer. If not, keep your answer as "No Error." And keep in mind that you're statistically more likely to have "No Error" as an answer, or a totally different grammar mistake that you just didn't spot the first time, than a diction error! Let's look at one together Though Joe was not implied in(A) the cheating scandal at the school (B), he stillwas questioned (C) by theprincipal (D).No Error. (E) As always when you are reading through a question on SAT Writing, you should start by looking for themost common grammar errors.(Not sure what the most common mistakes are? We have a guide for that coming soon!) Looking at this sentence, I don't see any problems in verb tense and form or subject-verb agreement, and the sentence is correctly formed (meaning it's not a fragment or a run-on). "At the school" is fine as a prepositional phrase. So far I don't see anygrammar errors, and so I'm leaning towards No Error. But not so fast! At this point, I have to go back and double check that all of the underlined words are used correctly. "At the school" and "was questioned" are both phrases with words I'm very familiar with - there's no way these are being used incorrectly. However, I remember that "implied" and "principal" are both on the list of commonly-confused words. "Principal" sounds a lot like "principle." One word means a person who runs a school, while the other refers to an ideal or belief. If I had been unsure about which is which when looking over the list below, I would have found a way to remember which is which - such as thinking, "At school, your principal is yourpal."Therefore, principal is correctly used in the sentence. What about implied? That's also on the list, as a word that's commonly confused with "implicated." If I had been having trouble with these two words, I would have had to memorize the definitions or come up with another way to remember the difference between them. From looking at the list below, I knowthat "imply" means "to suggest" and "implicate" means "to suggest involvement in something." When I sub those definitions back into the sentence, it's clear that "implied in" doesn't make sense. I should be "implicated in." Therefore, (A) is the correct answer. Here are some more to do on your own! Some of the following questions have No Error, and others have diction errors. Can you spot them? 1. Due to human interventions,the Alaskansalmon nowstruggle(A) to reach their spawning grounds, a situationthat has(B) adverselyeffected(C)the area's(D) mammals. No error (E) 2. Most warning signs of cancer are not alarming individually, though several of the symptoms(A) added together(B) are seen(C) as(D) a signal of the disease.No error (E) 3. Only by using(A) unconventional methods were(B) the doctors able to successfully complete(C) what had been(D) a difficult surgery. No error (E) 4. The public has excess(A) to an economical and efficient(B) recycling center that is responsible tocommunity needs and complies with(C) current federal regulations governing(D) waste disposal.No error(E) 5. The report is essentially(A) a vague and extremely lacking(B) record of what(C) happened to each of(D) the victims. No error (E) 6. In(A) American letters,Rachel Carsonis aprime example of a reporterwho, by assuring(B) public interest in(C) an important topic, achieved immortality for herself. (D) No error (E) 7. Love is one of our most indiscriminate(A) emotions; it can(B)unexpectedly(C) strike you or me (C), millionaires or paupers (D), cynics or romantics. No error (E) 8. As(A) exotic petsmature, they develop destructivebehaviors(B) that their owners, who wanted(C) adorable, furry companions, often find difficult to except (D). No error (E) Answers: 1. C; 2. E; 3. E; 4. A; 5. E; 6. B; 7. E; 8. D List of commonly confused words WORD MEANING WORD MEANING accept to receive, take except excluding access entrance; opportunity excess more than needed addition something added edition a certain production of something adopt to legally take on, accept adapt to change to be more suitable advice a recommendation advise to give a recommendation adverse bad; unfavorable averse opposed to affect to influence effect a result afflict to cause suffering inflict to force something harmful aisle space between rows isle island allude to make an indirect reference elude to avoid allusion an indirect reference illusion a false idea or vision already happened before now all ready to be entirely prepared altar table for religious ceremony alter to change altogether completely; entirely all together all things with each other a lot a large number of something allot to give out an amount of something ambivalent to have two different feelings about something ambiguous having more than one possible meaning amoral having no sense or right and wrong immoral having intentionally bad morals anecdote a short personal story antidote a substance or activity that stops something bad angel a spiritual creature angle space between intersecting lines measured in degrees apart separated, into pieces a part a piece of something appraise to examine and judge apprise to tell someone of something are 3rd person plural of â€Å"to be† our belonging to us accent how someone pronounces words ascent movement up assent agreement/approval assistance help assistants helpers attribute a quality/characteristic contribute to give something auditory related to hearing audible able to be heard aural related to hearing oral spoken or related to the moth balmy pleasantly warm barmy crazy or silly bare not covered bear to carry or accept something bated in suspense; excited baited to harass (past tense) bazaar a market bizarre very strange and surprising berth a bed on a boat/train birth time when a baby is born beside next to something besides in addition to something boar a wild pig bore a dull person board a long, flat piece of wood bored feeling uninterested born to have been birthed borne carried bough a large branch of a tree bow bend upper body forward breath air that comes from lungs breathe to take air in and out brake part of a vehicle that stops it break to separate into pieces buy to purchase by shows a person who does something canvas a strong cloth canvass to ask people their opinions censure to criticize formally censor to remove offensive things from public capital city where government is based OR money capitol state legislature building choose to decide or pick chose past tense of choose climactic an important or exciting time climatic relating to the weather coarse rough and thick course a series of lessons collaborate to work together corroborate to provide supporting information command to order commend to praise complacent feeling you don’t need to try hard complaisant willingness to please others complement something that goes well with something else compliment saying something to show praise comprehensive thorough comprehensible easy to understand conscience the part of you that makes you feel guilty conscious aware; awake contemptuous showing contempt contemptible extremely bad corps a group of people or military force corpse a dead body council an elected group of people counsel to give advice credible able to be believed credulous gullible dairy milk products diary a book of personal thoughts descent a movement down dissent disagreement desirous wanting something desirable attractive dessert sweet food desert hot, dry area device equipment used for a particular purpose devise to design or invent something discreet secretive discrete separate and different disinterested impartial uninterested not interested do a helping verb dew drops of water due expected or planned dominant most important or wanting control dominate to control or have power over die to stop living dye substance used to change color dyeing to change the color of dying present participle of â€Å"die† elicit to get info or a reaction from someone illicit not legal eminent respected imminent about to happen immanent permanent part of something emit to send out gas/heat/light omit exclude envelop cover something envelope what letters go in everyday consecutive days every day used a lot exhaustive repetitive use exhausting tiring expandable gets bigger expendable to leave out explicit gratuitous implicit complete fair reasonable fare cost farther far further more flaunt exaggerate flout intentionally formally properly formerly before foreboding over-powering forbidding not allowed forth forwards fourth first, second, third†¦.. gorilla large monkey guerrilla unofficial military group hear sounds here present heard noise herd flock/gaggle/group hoard collect/store horde large group hole hollow space in something whole complete human people/person humane kind implicit complete complicit involved in imply suggest implicate suggest someone is involved in something infer guess something based on the information you have incur experience something unpleasant occur to happen indeterminate impossible to know interminable lasting a long time, in a boring way influence make an impression affluence wealth ingenious really clever ingenuous honest its belongs to it’s it is knew knowledge you have new not old know knowledge no denied laid the past of lay lain lied down later in the past latter near the end of a period lay to put something down lie horizontal lead to take charge led had taken charge lessen to weaken lesson what a teacher teaches lightning weather lightening not as dark loose not fitting tightly lose to not win maybe perhaps/possibly may be accepting something as true despite your opinion on it meat flesh meet assemble mete punish metal hard, shiny substance medal metal object given as a prize mettle determination when doing something miner someone who works in a mine minor not important moral right and wrongs morale the meaning passed to qualify past something that’s happened patience to stay calm patients sick people peace tranquility piece a part of peak the top peek a quick look pique annoyed pedal foot operated part of machine petal part of a flower peddle to sell perpetrate do something bad perpetuate elongate personal relating to a person personnel staff persecute treat someone unfairly prosecute to convict perspective viewpoint prospective potential buyer plain ordinary plane flying vehicle pore small hole for sweat to pass through pour make liquid flow from a container precede to happen before something else proceed to go forward precedent to set an example for others president the head of prescribe give medical treatment proscribe to not allowsomething presence being in a place presents gifts principal most important principle basic rule quiet no noise quite completely rain precipitation reign to rule rein straps that control a horse raise to lift raze completely destroy rational reasonable rationale the reason reluctant unwilling reticent saying little about what you feel respectfully showing respect respectively in the same order reverend Christian official reverent showing respect right correct rite traditional religious ceremony write produce words road surface built for vehicles rode to have ridden scene a view seen to have looked sense logic since from a time in the past sensible well behaved sensitive to be dealt with carefully sensory connected to the physical senses sight vision site a place of importance cite mention something as proof simulate to mimic stimulate to make something happen stationary still motion stationery office supplies straight not curved strait narrow area of sea suppose think something is true supposed to expected to do something taught educated, instructed taut stretched very tight than used to compare two things then at that time their belongs to them there used to show something exists they’re they are through from one end to the other threw to have thrown thorough completely to used to give the reason too as well as two comes after one track narrow path tract large area of land visual relating to seeing visible able to seen waist around the middle of your body waste a bad use of something waive allow someone to break the rules wave move hands from side to side weak not strong week 7 days weather conditions in the air above the earth (wind, rain etc) whether if, or not wether a castrated ram where to, at, or in what place were past tense of be which determining pronoun witch woman with magical powers whose which person owns or is responsible for something who’s who is your belonging to the person being spoken to you’re you are yore a long time ago What's next? 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