Wednesday, May 6, 2020

Short Story - 1998 Words

It was a game of faces. They had collected themselves shortly after the street crossing, finally noticing the amount of cars nestled about. Tyler had held off his discomfort, deciding instead to fix his hair. But when a doorman instinctively requested for them to take off their overcoats, the brunet had combatted the urge to turn around. Instead, his gaze narrowed onto the woman at the front desk. She gazed at her nails instead of greeting them, brightly-colored lips curled into a pout. A small metal name tag at her side read Katya. Where is the event? Tyler spoke, forcing his fingers to stop trembling. Parson had probably only given them this task because it wasnt violent, but this was already seeming harder than jumping the gunner.†¦show more content†¦Tyler wiped the sweat off of his brow. Katya peeked up sometime during the ride, seemingly over her shame. She swept a hand through her perfectly styled curls. I can introduce you to others once you arrive. Are you with a business or are you alone? Business? Business. Fighting. Tyler spat out dumbly. Robin and Amy stiffened. Really? And the womans question seemed more excited than doubtful, but it still made Tyler want to run and punch himself at the same time. I though that all of our local fighting rings had come? Silence. That would be incorrect. We just started this year, so we dont have much of an audience yet. Amy rushed to save them, also forcing herself to sound arrogant. ...I see. Well. You just have good connections. Ill bring you to Barry and Gordon. You have good opportunity for an extra trade tonight. If you dont already know them, that is. When the elevator opened, there was a gun on their heads. Tyler couldnt help but flinch heavily and curl back to his friends. They knew, they mustve. They knew. But Katya just looked amused, waving at the gunman. Once he saw the tickets in her hand, he cocked his weapon over his shoulder. He followed quietly behind as the desk operator led them through hallways that certainly didnt resemble the posh lounge. I dont see them buying tonight. I think theyre a little scared. Katya stage-whispered, aiming a grin full of perfect teethShow MoreRelatedshort story1018 Words   |  5 Pagesï » ¿Short Stories:  Ã‚  Characteristics †¢Short  - Can usually be read in one sitting. †¢Concise:  Ã‚  Information offered in the story is relevant to the tale being told.  Ã‚  This is unlike a novel, where the story can diverge from the main plot †¢Usually tries to leave behind a  single impression  or effect.  Ã‚  Usually, though not always built around one character, place, idea, or act. †¢Because they are concise, writers depend on the reader bringing  personal experiences  and  prior knowledge  to the story. Four MajorRead MoreThe Short Stories Ideas For Writing A Short Story Essay1097 Words   |  5 Pageswriting a short story. 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The story follows through first person narration by a group member named Holden. This story would be considered a gothic short story because of its use of setting, theme, symbolism, and literary devices used to portray the horror of a missing six-year-old girl. Plot is the literal chronological development of the story, the sequence of events

Biblical Foundations Free Essays

Biblical Foundations Paper Many people play a part in curriculum development and design in secular and non-secular school systems. This may include society, government, church, and family. Before developing a curriculum components are considered where educational questions are asked and answered with a probable cause in order to set goals and objectives from standards to make up the curriculum. We will write a custom essay sample on Biblical Foundations or any similar topic only for you Order Now Educators in both secular and non-secular schools have to decide what content is meaningful and purposeful for students to learn. Christian philosophy and worldview Learning takes place through experience and individual study from both a teacher and a student. From a biblical prospective teaching and learning all points to God as the Creator and Sustainer of all reality. If planning with the purpose of applying biblical principles, educators should direct principles not only at the content being taught but also to the development of a biblical worldview of the students and the way they learn. In my opinion, God made all persons unique in their own special way so that they can contribute their special gifts, talents, experiences, and insights throughout society just as his son Jesus did. The bible makes it clear that God calls us to be a community in society which we all contribute our special gifts given to us (Van Brummelen, 2009). To teach means to take the lead in planning appropriate lessons catered to each individualized learning styles covering all contents in lessons by producing a variety of ways to capture the attention of students. Educators can use the appropriate tools to apply principles to essential questions, objectives, key learning activities, and classroom management strategies to determine whether lesson and unit plans lead towards the purpose that’s desire to achieve. Jesus captured the attention of many through his teachings because he taught like no other he was unique and reached people from their level of understanding through his teachings. A scripture that comes to mind is Proverbs 22:6 which states â€Å"train up a child in the way he should go: and when he is old, he will not depart from it† (KJV). When teachers train students through modeling and through educational principles they are able to effectively train a child to grow up with morals and values as well as how to be productive members of society, and how to respond correctly to the world that surrounds them. Personal belief about truth of society The Bible explains that no one is perfect in this world, Romans 3:23 says, â€Å"For all have sinned and fall short of the glory of God† Romans 3:10 states â€Å"None is righteous, no, not one† (KJV). Therefore, we all have flaws and should work on doing good rather than evil teaching the way of being righteous and doing what is expected of us. Galatians 5:22-23 says, â€Å"But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, self-control; against such things there is no law† (KJV). Being effective means knowing how to recognize problems that deals with situations from multiple perspectives. Teachers can rely on their professional knowledge and judgment to take action by knowing the consequences of solved problems whether good or bad. A good teacher sets the tone and lays the foundation for students to succeed with learning by implementing great strategies to encourage and promote self discipline in a positive classroom environment. Roles of the teacher and learner Teachers play a very important role in influencing and in increasing students’ interests in an active-learning environment (Rotgans and Schmidt, 2011). Timothy 2:15 notes, â€Å"study to shew thyself approved unto God, a workman that needeth not to be ashamed† (KJV). An important part of the education process is to give students the tools needed to integrate what they learn, know, and believe in order to mature in a way that will remain with them for the rest of their lives. As a Christi an teaching in a public school, I can most definitely explain what I teach differently from a Christian teacher due to my character principals I follow to guide me daily throughout life. I can teach students to question what they know, what they think they know, why they think they know it, and then begin to lead them to the truth about the lessons being taught. I can answer questions that might arrive based on my beliefs using logical thoughts derived from my opinion. With my teaching principles, as in Jesus’ ministry, there is a strong link between standards, objectives and outcomes. I feel that students need to know what is important and not forget. As with me, following the example of Jesus by modeling and practicing what I believe not only communicates the content but also gives students the strategies, skills, and processes they will need to apply the truth about learning. Using assessments, reinforcement, and reviews that will link declarative knowledge and procedural knowledge will also enable students to retrieve and apply knowledge gained in real-life situations. We as educators must remember that we are working with the future that students possess and that we have the unique opportunity to have a major impact on the lives of students. Roles of the society, government, church, and family in the development of curriculum Politics influence curriculum design and development because it all starts with starts funding. Public and private educational institutions both rely on politics for funding, hiring of personnel, building, and maintaining facilities, and equipment. Mainly all aspects of curriculum depend on local, state and national political standards in which affects curriculum development. According to Ganly (2007), the federal government mostly influence the range of the curriculum found in the classrooms. The state provides support materials and a guide for each subject area and grade level. The state also determines what students should be learning and provides a list of approved materials that can be used in the classroom. The state sets the standards on what students should be learning and forms committees holding public meetings where they listen to different interest’s and opinions on curriculum form members of the community. After suggestions are considered the state sets rules for student standards. The District provides materials for teaching such as state standards and pacing guides to the curriculum. The district also reviews material that can be used in the classroom and recommends specific materials that should be purchased. The community plays a very important role in influencing curriculum in a school. Different community groups such as religious, political, and varying associations influence a school by effecting what topics may be taught. The community is also influential when deciding on things to implement and use because they are actively involved in district decisions about proposed materials. The community plays a role in extra curricula activities by hosting different clubs, teams, and events. Families of students also play a role in the curriculum through surveys that are established giving feedback on how they feel the curriculum is helping with student learning. Parents’ opinion matter due to their perception of education and the needs of the school system that helps in teaching learning principals of education. â€Å"When parents are involved in their children’s education, both children and parents are likely to benefit† (Brown, 2000). References Brown, P. C. (2000). Involving parents in the education of their children. Retrieved from http://www. idsource. com/kidsource/content2/Involving_parents. html Ganly, S. (2007). The key players in curriculum development in United States schools. Retrieved from http://voices. yahoo. com/the-key-players-curriculum-development-united-535636. html Rotgans, J. I. , Schmidt, H. G. (2011). The role of teachers in facilitating situational interest in an active learning classroom. Teaching and Teacher Education, 27 , 37-42. Van Brummelen, Haro. (2009). Walking with God in the classroom: Christian Approaches to Teaching and Learning 3rd Edition How to cite Biblical Foundations, Essay examples

Friday, April 24, 2020

Taqa Assessors Award free essay sample

To check for authenticity the candidate must have confirmed that this is their own work; the assessor must deem it to be original work and the assessor must have checked that any testimonies are from bona fide colleagues. If any of the above is in doubt then it is the assessor’s responsibility to question the learner. To be current the evidence must meet the most recent criteria and regulations from the relevant awarding body, and must be produced within any applicable time constraints detailed in the assessment plan. Question 2 Some of the risks n assessment may pertain to the workplace, such as Health and Safety. This could be due to machinery or materials in the workplace that could pose a risk to both the learner and assessor. It could also be due to the leaner working with vulnerable people that could mean that procedures have to be followed that could delay assessment. We will write a custom essay sample on Taqa Assessors Award or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Other risks in the workplace could be due to workload and the candidate either being too busy to complete the evidence required or being too busy for assessment which could lead to the assessment being cancelled. Supervisors may also cancel assessments at late notice is the workplace becomes too busy for the learner to spare the time. Other delays may be due to standards changing, for example in my industry ATOL certificates for consumers recently became compulsory, which may lead to the evidence required being altered. Other risks may be due to the assessor themselves rather than external influences. If the assessor is inexperienced they may not have sufficient grasp on the evidence required for each unit which may result in delays as further evidence has to be produced, or the assessment may be poorly planned. There may also be issues of bias if the learner is a colleague or friend, or complaints that lead to delays, or simply inconsistency that leads to delays while the assessor is verified, which may lead to time constraints not being met. Time constraints may also not be met if the assessor is too busy to assess thoroughly and feedback promptly. Question 3 Risks should be able to be minimised through careful planning. If Health and Safety is an issue in the workplace or if CRB checks need to be made then this should be taken into account at planning stage and any necessary steps taken at that time. To minimise the risks of assessments being cancelled supervisors should be consulted to make sure they are in full support of the learner and less likely to object to time taken for assessments. Assessments should be planned to minimise any disruption to the normal workday and should not take longer than stated in order to retain the support of the learner’s colleagues. Clear communication during the planning stage should mean that disagreements later on are less likely to happen as all involved know what is expected of them. Question 4 Candidate Induction The role of the assessor would be to explain the content of the award, get to know the candidate in terms of any special requirements they may have, do an initial assessment to identify their starting point, explain what they can expect from the assessor and assessments and to explain the qualification that they will gain. Assessment Planning The assessor should plan with the learner activities to be assessed and communicate the method of assessment that will be used and when it will take place in order to cover the widest range of units. Identify current achievements and any particular needs of the learner Assessment The assessor should follow the assessment plan agreed previously inn order to make the assessments from evidence supplied by the learner. Make Assessment decisions and analyse learner achievement The assessor’s role is to judge whether the evidence from the learner meets the criteria for the relevant units being assessed and that the evidence is Fair, Valid and Reliable. Recording Assessment Decisions The assessor should record their assessment decision with the criteria met clearly identified. The assessor should follow procedure with regards to making this information available to authorised colleagues and should maintain confidentiality. Give Constructive Feedback The assessor should feedback to the candidate what they have achieved as soon as possible after assessment has taken place. Planning Next Stage Confirm achievement with the learner and plan the next assessment by returning to stage one. Identify any implications for learning, assessment and progression. Maintain Legal and Good Practice requirements Assessor should follow procedures and policies at all times and ensure they are up to date with regulations and legislation, ensure equality and diversity and monitor own work. Question 5 It is important to follow all these stages to ensure that each candidate has a similar experience and that standard are the same regardless of who the assessor is. Following a set procedure will also make sure that nothing is missed and promote good practice. If a procedure is followed it will also ensure that you comply with any legalities such as the data protection act. If a third party needs to be involved it will also help as you will have a clear plan so that they can see what has been achieved and what the plan is going forward. Question 6 The Package Travel, Package Holidays and Package Tours Regulations 1992 – This covers the content of brochures such as what information should be included, the legal contract between tour operator and client, the price of holidays and whether the price can be changed after sale, alterations allowed to the package sold, cancellation terms, liability, insolvency, bonding and insurance required by tour operators. Aviation Legislation – thi5s covers safety standards on aircraft, environmental concerns, air accident and investigation procedures, consumer protection (ATOL), Aviation Insurance, Reduced Mobility, Denied Boarding, Compensation, Health and Safety and ground handling. ABTA – The Association of British Travel Agents – Provides bonding and consumer protection for people buying a package from a travel agent. ATOL – Air Travel Organisers Licence – Provides consumer protection for anyone buying air travel and accommodation separately rather than in a package from a travel agent. Question 7 All assessment methods can be adapted to be used with learners who have special needs. For example a learner who has dyslexia may be more comfortable with visual or audio assessment, but computer programmes may enable them to submit written evidence easily by speaking and allowing the computer programme to type. If the assessment type is not flexible such as an exam they would be able to have someone to scribe their answers. Blind learner s may be able to submit their evidence in braille if the assessment must be written. If the special need is physical then as long as the learner can access the place of the assessment then any method will suit. If the leaner has learning difficulties then audio / visual methods may be best suited, or multiple choice online tests. The special requirement may simply be the learner has time constraints. The best methods of assessment to use then would be ones that impact on their work the least by identifying evidence that occurs naturally during their working day, or being flexible in when you do the assessment, e. g. out of hours. To ensure that your methods are holistic the assessor needs to be very familiar with the evidence required within each unit so that they can gather as much naturally occurring evidence at each visit that can be then used against several units. Good planning will ensure that a holistic method is adopted and each assessment plan can identify which units this will provide evidence for. To decide what technology to use in assessment you must discuss with the leaner what they have access to, and what they are comfortable using. Video chat can be used to gain evidence if both parties have access, which will then be more time efficient than the assessor travelling to the learner, and provides hard evidence of the standards and criteria met. The assessor must be familiar with the awarding bodies’ procedures on equality and diversity and ensure that all the learners have the same potential for achieving their qualification and are not discriminated against for any reason. Making sure assessment decisions are based solely on whether the evidence has met the criteria will help the assessor to ne non discriminative and taking into account any special needs will allow for diversity. Question 8 Written Assessments – These could include witness statements, learner statements, essays, assignments or projects. The advantages of these include the ability to research the content, they are able to be longer and more in depth than other forms of assessment, the learner can complete the task at their own pace and they provide clear evidence of the learner’s knowledge. The disadvantage of this form of assessment is that some learners with poor literacy skills may find this more difficult or people with dyslexia. There are computer programmes that would help with this though. Oral Assessments – This could involve questioning the learner or participating in a debate. The strengths include the immediacy of the evidence, and the fact that you can be sure it is authentic. It is also good for people with special needs or with poor literacy skills, and is a good indicator of their communication skills. The disadvantages are that it requires learners to think on their feet and affords no preparation time, and can be difficult for shy or self-conscious learners. Visual / Audio Assessment – This could include simulation / role playing, watching the learner in their workplace or presentations. The simulations and role playing are strong for situations where you need to replicate real life situations so that you can check the learner’s competence, and you can be sure that the evidence is authentic and immediate. Disadvantages may be that learners can be shy, you may get interrupted and the assessor will need to assess while watching and potentially participating. Learners may also find being watched stressful. Question 9 Reflective practice means reflecting on your experience, and enables people to evaluate their own performance from several different perspectives to see what they did well and what could be improved upon. By doing this you will, in theory, be constantly improving your performance. CPD is important as each assessor will need to ensure they are up to date with any changes in their own field of expertise. They could keep up to date by reading recent publications within their area or by speaking to or shadowing people working currently within that field. Some institutions will make this a requirement of membership. Question 10 It is important to involve the learner in the assessment process to enable them to become independent learners. The more involved and familiar they are with the assessment process, what is expected of them and the standards they need to achieve the more independent they will be able to be, so that after their qualification has been achieved they can continue to self-assess and develop their skills. The assessor can help with this process by fully involving the learner in the assessment planning, which will allow the leaner to question the plan and ask questions so that they are clear what they need to do. They will then fully understand the timescales involved and they will be able to alert the assessor if anything falls behind. The assessor should be in regular contact with the learner so that the assessment plan can be reviewed and altered if necessary, which will keep the leaner on track and involved in the process. If there is an opportunity for peer assessment this will allow the learners to become more familiar with the criteria and standards they need to achieve. Question 11 There are essentially four bodies of people involved in the assessment process: the learner, the assessor, the workplace or college where the leaner is studying and the awarding body. All need to openly share information so that everyone knows what is expected and what they need to do. The learner will need to share any special needs that they have in order that these may be taken into account during assessment. They also need to share any other qualifications they have which may be taken into account or used as evidence. The assessor will need to share the assessment plan so that the learner and manager know what evidence in required and when by, and will also need to share feedback and results. The workplace or college will need to share times of assessments, and if any costs are involved these need to be communicated. The awarding body will need to share the criteria, procedures, assessment documentation and industry standards. Question 12 To ensure the evidence provided through others is fair, valid and reliable, the assessor must ensure that the candidate knows what evidence is expected of them through a detailed assessment plan which has been discussed with the learner in advance. They must be aware of the learning criteria that need to be met and the way you will be assessing this. The criteria needs to be followed very precisely and not be strayed from. Personal opinions must not enter into assessments, and the only consideration should be whether the criteria have been met as set out in the unit. If the learner displays any behaviour above and beyond the criteria this can be stated as feedback. By looking at additional evidence you may determine whether the standard displayed in one particular piece of evidence would be met at other times. The assessors reliability could be verified by having someone else verify their assessment. To ensure the assessment is fair you should take into account any special needs of the learner. Question 13 To judge evidence and make assessment decisions you would need to judge whether it is sufficient (met all the criteria at the appropriate standard), authentic (the learners own work), current (adheres to current regulations and industry standards and is within timescales permitted if previous work), valid, reliable and fair. The assessor must judge whether the work meets he criteria without being biased in any way, and whether it has changed from the assessment plan. You would do this by attending standardisation meetings, following the assessment plan and being familiar with the criteria for each unit. Question 14 Quality assurance processes will have been agreed with the awarding body for each qualification. Some of the quality assurance measures will include an annual verification sch edule where pieces of assessed work are submitted to ensure that the correct assessment decisions are being made. There will also be an internal quality assurer, and as an assessor you should make sure you are familiar with what you will have to submit to them and when in order that they can oversee assessments and satisfy themselves of the quality of your work. You must also attend standardisation meetings, keep accurate records so that results can be recorded and used to see whether a qualification is being successfully delivered or needs alterations, and you must keep up to date with any new standards / procedures or changes within your particular specialism. It is important that these procedures are followed and standards and quality is the same for every candidate studying, as the qualifications are offered throughout the country, and therefore employers need to know that someone with a particular qualification will have reached the same standard regardless of who delivered it and where they qualified. Question 15 If the customer is not happy with the assessors feedback or decision they can appeal to have this re-assessed. In the first instance they will log their dissatisfaction with their assessor, who will raise this as an appeal case, which will notify the IV / IQA. The Assessor with then re-a9ssess the evidence and pass the work to the IV / IQA for checking within 48 hours. The IV / IQA will assess the work within 5 days and inform the customer of the outcome. If the customer is satisfied then the case is closed, the ales force are notified and no further action is required. If the appeal is unresolved then the work then goes to a panel consisting of HoT, another IV / IQA and DoT to reassess work and the EV will also be consulted. The outcome is reported within 28 days. If this still does not resolve the complaint then the customer of DoT must make a written complaint to the awarding body within 28 days. If there is no response then they must write to Ofqual.

Tuesday, March 17, 2020

Word Choice Comprise vs. Compose

Word Choice Comprise vs. Compose Word Choice: Comprise vs. Compose At this rate, it won’t be long before even pedants  give up on the difference between â€Å"comprise† and â€Å"compose.† After all, â€Å"comprise† is frequently misused, particularly by people writing â€Å"comprised of† when they mean â€Å"composed of.† But it’s our job as Guardians of Language (it sounds snazzier than â€Å"proofreaders†) to defend against grammatical abuses. So, in this post, we explain  how â€Å"comprise† and â€Å"compose† should be used. Comprise (To Contain or Include) The verb â€Å"comprise† means â€Å"contain† or â€Å"consist of,† so it is used when describing a whole that includes multiple parts or components: The United States comprises fifty states. Here, â€Å"comprises† shows that the United States (as a whole) includes fifty individual states. Typically, when using â€Å"comprise,† the whole should come before the parts in the sentence. Compose (To Make Up or Constitute) While also a verb, â€Å"compose† means â€Å"make up† or â€Å"constitute.† As such, we could invert the example above to say: Together, fifty states compose the United States as a republic. In this sentence, the focus is on how the fifty individual states combine to form the United States as a country. Those stars arent just there to look pretty. [Photo: Jnn13]We also see why â€Å"composed of† is acceptable while â€Å"comprised of† isn’t, since â€Å"compose† focuses on the parts that constitute the whole. We can therefore rewrite the example sentence again as: The United States is composed of fifty states. More generally, â€Å"compose† can also mean â€Å"create an artistic work† (particularly music or a painting), or even â€Å"calm oneself† (where its a variation of â€Å"composure,† meaning tranquility). Comprise or Compose? The problem with â€Å"comprised of† is that â€Å"comprise† is the opposite of â€Å"compose,† not a synonym. In short, they can’t be used interchangeably. One good way to remember this is the following: The whole comprises the parts; the parts compose the whole. Here we see how both terms refer to how something is constituted, but from opposite directions; while â€Å"comprise† describes the components as belonging to a whole, â€Å"compose† describes the whole as constituted by its parts.

Sunday, March 1, 2020

The Eastern Red Cedar and Other Popular Christmas Trees

The Eastern Red Cedar and Other Popular Christmas Trees Americans buy about 20 million real Christmas trees  each holiday season, most at retail lots and Christmas tree farms. Depending on where you live, the kind of evergreen youll find will vary. In fact, there are dozens of evergreens native to the U.S. Cant decide which one you like best? The trees below are some of the most popular Christmas varieties. Fraser Fir The  Fraser fir  is perhaps the most popular variety of Christmas tree because it is hardy enough to survive being cut and shipped across long distances. The Fraser is a native southern fir and grows at elevations above 5,000 feet. The tree has excellent needle retention along with a pleasing piney scent. The Fraser fir was named for Scottish botanist John Fraser, who explored the southern Appalachians in the late 1700s. Douglas Fir The  Douglas fir  is another common variety of Christmas tree found throughout the central and northern U.S. It is not a true fir and has its own unique species classification. Unlike those of true firs, the cones of the Douglas fir hang downward. They have a sweet scent when crushed. The tree was named after David Douglas, who studied the tree in the 1800s. Balsam Fir The Balsam fir is a beautiful pyramidal tree with short, flat, long-lasting aromatic needles. The Balsam fir and the Fraser fir have many similar characteristics and some botanists consider them extensions of the same species. However, balsams prefer cool climates and are native to the northeastern U.S. and Canada. They have a nice, dark green color and are very fragrant. The Balsam fir was named for the balsam or resin found in blisters on its bark, which was used to treat wounds during the Civil War. Colorado Blue Spruce The  Colorado blue spruce  is most familiar to people as an ornamental landscape tree. It has dark green to powdery blue needles and a pyramidal form when young. The Colorado blue spruce is very often sold as a living Christmas tree,  which includes an entire root ball and can be planted after the holidays. Its also popular because it rarely sheds its needles indoors. The spruce was chosen in 1978 and planted as the official living White House Christmas tree and is the state tree of both Utah and Colorado. Scotch Pine The  Scotch pine  is one of the most popular Christmas tree species because it rarely sheds its needles and has excellent water retention when cut. The Scotch pine is not native to America; its origins are European. It was first used in reforestation efforts in the New World. The Scotch pine tree has stiff branches and dark green needles that are retained for four weeks. Its aroma is long-lasting and lingers through the entire holiday season. Eastern Red Cedar The  Eastern red cedar  is a popular Christmas tree in the southern U.S., where it is a native species. This evergreen isnt a true cedar; its a member of the juniper family. Unlike some species that must be pruned regularly to maintain the traditional cone shape, the Eastern red cedar comes by its pyramidal crown naturally. The trees ease of maintenance makes it a favorite at cut-your-own tree farms. Its needles are a dark, shiny green color and sharp and prickly to the touch. White Spruce The white spruce is native to the northeastern U.S. and Canada, and one of the most common varieties sold as Christmas trees in that region. Like the Eastern red cedar, the white spruce has a natural conical shape that makes it easy for tree farmers to maintain. Its a common  choice for cut-your-own farms. However, some people dont like white spruce trees because they tend to shed their needles, which have an unpleasant odor. On the plus side, the trees thick branches make it ideal for heavy ornaments. Eastern White Pine The  Eastern white pine  has been valued as a timber tree for centuries, and it is commonly sold in the mid-Atlantic states as a Christmas tree. Because this variety of evergreen has very little scent, it is popular with people who suffer from tree-related allergies. Eastern white pines have excellent needle retention and stout branches to support heavy decorations. White or Concolor Fir The White fir, sometimes called the concolor fir, is known for its long, blue-green needles, excellent needle retention, and pleasing pine scent. Its commonly sold as a Christmas tree in California, where it is a native species. Virginia Pine The Virginia pine is a newcomer to many Christmas tree lots, particularly in the South. This variety was developed as a heat-tolerant alternative to the Scotch pine and has only recently been used as a Christmas tree. The Virginia pine has wide tufts of soft needles ranging from dark green to gray in color. Its limbs are stout with woody branches.

Friday, February 14, 2020

English as an Additional Language Learning Programs for Multicultural Case Study

English as an Additional Language Learning Programs for Multicultural Students - Case Study Example Before 19th century ends, there are already more than ten states that had implemented this English as an additional language Law. Some localities also had also English as an additional language but without the admission and permission of the state. During the 20th century there are already more than a thousands of students who had already adopt the English as an additional language. At present, there are already millions of people worldwide who are studying English as an additional language.Because of growing global migration, national, and linguistic diversity in different Irish Schools, English as an additional language became more widespread and more evident. In Ireland, different schools had been in need of this English as an additional language. The Department of Education and Science earn funds for the English Language for the different students in Ireland. Today, the growing need for the establishment of English as an additional language around northern Ireland is indeed a pro per distinction as to how the nation tries to provide the necessary indications that are needed to be considered when it comes to educating their visitors of the language that could assure them of a better future in the country and even in the field of modern global approach.The British society at present has the highest rate of having a multicultural society. The advancement of the economic developments that globalization has opened to the British society has made it possible for people from all sections of the world come towards the so called 'dream land', the British territories. Some are coming in the country for the sake of employment, some for education and some for permanent residential. As a result, the students who are coming from different nations around the world meet a challenge of dealing with the difficulty of living and getting used to a the living that is accustomed for the foreign land that they ought to fit into. In this paper, a comprehensive set of lessons shall be discussed that would be directly applicable to any subject in general. The applicability of the said lessons is attested by the fact that in dealing with multicultural classes, there is a certain need of having a variety of approaches as to how the subjects are presented. Problem Statement It has been mentioned earlier that there is a dire need of producing or formulating programs that suits the need of adults and young students as well to learn business English for them to be prepared in facing the real business world later on. Hence, the problem that is to be discussed in this paper is much related on the way that the educators were motivated to make the necessary adjustment for the said program applications. The following are among the questions to be answered: How could the educators be moved to take advantage of the current need of 'producing' students who are able to speak English as their Second Language, thus giving the business industries higher competencies in the future' How should the educators feel about the progressive teaching strategies that the program requires of them' Would there be progress in applying the necessary points of consideration in the said program, especially with regards to teaching strategies' These questions shall serve as guidelines for the author of this paper in completing the required data for this assignment. Purpose of the Study The main reason why this study has been commenced is to be able to show the important factors that motivational procedures contribute to the success of different educational programs offered specifically in Toronto. These programs involve different