What Makes Stainless Steel Stainless

In 1913, English metallurgist Harry Brearley, working on a project to improve rifle barrels, accidentally discovered that adding chromium to low carbon steel gives it stain resistant. In addition to iron, carbon, and chromium, modern stainless steel may also contain other elements, such as nickel, niobium, molybdenum, and titanium. Nickel, molybdenum, niobium, and chromium enhance the corrosion resistance of stainless steel. It is the addition of a minimum of 12% chromium to the steel that makes it resist rust, or stain less than other types of steel. The chromium in the steel combines with oxygen in the atmosphere to form a thin, invisible layer of chrome-containing oxide, called the passive film. The sizes of chromium atoms and their oxides are similar, so they pack neatly together on the surface of the metal, forming a stable layer only a few atoms thick. If the metal is cut or scratched and the passive film is disrupted, more oxide will quickly form and recover the exposed surface, protecting it from oxidative corrosion. Iron, on the other hand, rusts quickly because atomic iron is much smaller than its oxide, so the oxide forms a loose rather than tightly-packed layer and flakes away. The passive film requires oxygen to self-repair, so stainless steels have poor corrosion resistance in low-oxygen and poor circulation environments. In seawater, chlorides from the salt will attack and destroy the passive film more quickly than it can be repaired in a low oxygen environment. Types of Stainless Steel The three main types of stainless steels are austenitic, ferritic, and martensitic. These three types of steels are identified by their microstructure or predominant crystal phase. Austenitic: Austenitic steels have austenite as their primary phase (face-centered cubic crystal). These are alloys containing chromium and nickel (sometimes manganese and nitrogen), structured around the Type 302 composition of iron, 18% chromium, and 8% nickel. Austenitic steels are not hardenable by heat treatment. The most familiar stainless steel is probably Type 304, sometimes called T304 or simply 304. Type 304 surgical stainless steel is austenitic steel containing 18-20% chromium and 8-10% nickel.Ferritic:  Ferritic steels have ferrite (body-centered cubic crystal) as their main phase. These steels contain iron and chromium, based on the Type 430 composition of 17% chromium. Ferritic steel is less ductile than austenitic steel and is not hardenable by heat treatment.Martensitic:  The characteristic orthorhombic martensite microstructure was first observed by German microscopist Adolf Martens around 1890. Martensitic steels are low carbon steels built around the Type 410 composition of iron, 12% chromium, and 0.12% carbon. They may be tempered and hardened. Martensite gives steel great hardness, but it also reduces its toughness and makes it brittle, so few steels are fully hardened. There are also other grades of stainless steels, such as precipitation-hardened, duplex, and cast stainless steels. Stainless steel can be produced in a variety of finishes and textures and can be tinted over a broad spectrum of colors. Passivation There is some dispute over whether the corrosion resistance of stainless steel can be enhanced by the process of passivation. Essentially, passivation is the removal of free iron from the surface of the steel. This is performed by immersing the steel in an oxidant, such  as nitric acid  or  citric acid solution. Since the top layer of iron is removed, passivation diminishes surface discoloration. While passivation does not affect the thickness or effectiveness of the passive layer, it is useful in producing a clean surface for further treatment, such as plating or painting. On the other hand, if the oxidant is incompletely removed from the steel, as sometimes happens in pieces with tight joints or corners, then crevice corrosion may result. Most research indicates that diminishing surface particle corrosion does not reduce susceptibility to pitting corrosion.​​

CASE ANALYSIS ARON Essay - 1807 Words

Socratix Case Study 2 The questions asked are: 1. What is your Strategy action Plan for geographic expansion for Aaron’s within the U.S? 2. A) Should Aaron expand internationally? b) if Aaron was to go for international expansion, what are the key things they must keep in mind or do? 3. Could rent-to-own work for goods beyond basic durable household items? Should Aaron offer additional products and service offerings/ 4. In terms of growth, Loudermilk (CEO) viewed managerial talent as Aaron’s primary constraint. How they address this issue? To analyze the questions asked and give logical and effective answers it is important to first understand the Rent-to-Own industry per say as well as find out what are the Strength and†¦show more content†¦7 Cleanliness of Stores top priority Income bracket reducing due to unemployment status increase which will further give boost to the Industry. Regressive Cross Subsidy 8 Brand Name â€Å" Aaron Sales and Lease Ownership† 9 Own manufacturer of furniture which gives it a cost advantage 10 Flexibility in Payment Options and Fair collection Practices than Competitors 11 Success parameter metric of a store consists of ‘Customer Count’ 12 Timely Delivery, Pick up and maintenance 13 Aaron’s own ‘E-University’ 14 10 % projected growth rate till 2015 Pestle Analysis: Political + Economical + Social + Legal + Technological + Environmental Political: The political Analysis of Aaron’s Business has been categorized into two main segments one being inside U.S. and one being International Market Inside U.S.: 1. Criticism from Congressmen stating Nature of Industry is predatory as it targets weaker sections of economies which pay higher rates of interest for products than regular retail credit sales. 2. Regulatory uncertainty in U.S. as a federal law has still not been enacted to regulate the industry which may classify the business as credit sales thereby regulating and capping the rate of interest levied with that of retail credit sales thereby killing the industry. 3. Each state has its own regulations and law framed for rent to ownShow MoreRelatedBenefits Of The Affordable Care Act1667 Words   |  7 Pagescenters made an overwhelming story of government ineptitude and appeared to affirm adversaries’ forecasts of the law’s disappointment. Therefore, properly or wrongly, the involvement with individual market centers has turned into a sort of basic analysis for the achievement or disappointment of the ACA all in all. Moreover, a few parts of the individual profit-making centers merit consideration as we judge their past and imminent execution. In the first place, enlistment is not the same as protectionRead MoreHypothesis Testing Is The Process Of Which An Analyst May Test A Statistical Hypothesis?1234 Words   |  5 PagesGschwind PSY 315 June 8, 2015 Judith Geske Hypothesis testing is the process in which an analyst may test a statistical hypothesis. The methodology used by the analyst is based on the nature of the data used and the main goals of the analysis. The main goal in this is to either reject or accept the null hypothesis. Through testing, results will show that someone who may prove one answer, may not mean that answer is actually correct, for there may be many factors that may change the outcomeRead MoreThe Healthcare Plan Of Clinton1569 Words   |  7 Pageshealth insurance plans, consumer choice of health plans, and provisions for Medicaid beneficiaries† (Plaut Arons, 1994). Apart from such propositions, the health care reform plan of Clinton also included mental health and substance abuse provision encompassing â€Å"coverage of intensive nonresidential services, medical management, evaluation and assessment services, and case management† (Plaut Arons, 1994). Moreover, integration of public mental health and sub stance abuse services into the complete rangeRead MoreRomantic Love Is Not Insane1963 Words   |  8 Pagesan all-encompassing feeling; it pulls data from our memories guided by our senses including sight and smell. Hormones flying through the body influence our feelings and responses. All of this is driven by the brain affecting every single decision (Aron). Knowing this, researchers studied individuals who believed they were in love. Functional magnetic resonance imaging(fMRI) takes a picture of how blood flows through the brain to determine blood oxygenation levels and the parts of the cerebrum thatRead MoreSalomon v. Salomon [1897] A C 22 Course code: bus 3010 Spring 2014 Name: jay kishan bharat3100 Words   |  13 PagesSalomon Co Ltd [1897] AC 22 is a fascinating case of corporate law. The foundation for the case of Salomon v Salomon Co Ltd [1897] is very straightforward- an organization is an independent legal unit and therefore a juristic individual in terms of law. The case has very simple aspects; however it is still critical case and has got several layers. In Victorian England, there was a Jewish merchant whose name was Aron Salomon; he used to deal in leather. Aron Salomon established a business with the sevenRead MoreDividend Tax1352 Words   |  6 Pageswould be difficult to make an argument to cut taxes from those who are not necessarily in a credit bind and do not necessarily need the money. A corporation’s after-tax profits can be distributed either as dividends or as capital gains. In either case, these after-tax dollars are taxed again at the personal level. In contrast, when corporations take on debt, they receive a tax deduction for their interest payments. Consequently, interest payments are made out of pre-tax dollars rather than after-taxRead More How Many People are Homeless? Essay1591 Words   |  7 PagesMany People are Homeless? Many people call the National Coalition for the Homeless to find out how many people are homeless in the United States. There is no easy answer to this question, and in fact, the question itself is misleading. In most cases, homelessness is a temporary circumstance -- not a permanent condition. A more appropriate measure of the magnitude of homelessness is therefore how many people experience homelessness, not how many people are homeless. Studies of homelessnessRead MoreFeasibility Of Opening A Manufacturing Facility1311 Words   |  6 PagesMultinational corporations must carefully investigate the feasibility of opening a manufacturing facility in any underdeveloped nation. The goal to this end, this report will provides detailed analysis in order for the organization to determine not only the feasibility of opening a manufacturing facility but also to determine the humanitarian benefits such an endeavor would accomplish. The country which will be examined is Venezuela located in the continent of South America. General InformationRead MoreEssay on Theory of Analytical Psychology2821 Words   |  12 Pagesinfantile fantasies as a result of a negative childhood experience which depended on one’s predisposed innate sensitiveness (Aron, 2004). Research has been done in support of Jung’s theory of sensitiveness. Sensitive people exposed to the same amount of stress as a non-sensitive person tend to develop more depression, anxiety, and shyness. This research conducted by Elaine Aron revisited Jung’s idea of innate sensitiveness by discussing recent research on sensitivity, Jung’s thoughts on the traitRead MoreEssay on EDU701 COURSE1519 Words   |  7 PagesMinistry of Education Malaysia (2001), Education in Malaysia: Journey to Excellence, Kuala Lumpur. Mohamed, Mahathir (1991), Malaysia: The Way Forward. Paper presented at the Malaysian Business Council. Nisbitt, J. and Baurdene, P. (2000), Megatrends, Aron Book. Selected articles from academic journals. Course Description This course discusses the philosophy and foundation of human development and education. Issues that will be covered include life-long learning, gender, globalization, inclusive

Personal Development Plan for Pragmatist Free Essays

string(40) " required items with next meeting date\." Introduction: This study report covering various aspects of personal and professional development of the professional student, who is going to practise all the skills and abilities in the real business world at very next step when student completes professional degree course. This report aims to fulfil the requirement the student to be professional in reality presenting the views of student on the basis of research using books, lecture notes understanding and online study material from various websites. It helps a student how to run the cycle of continuous personal and professional improvement and development to compete the globalisation. We will write a custom essay sample on Personal Development Plan for Pragmatist or any similar topic only for you Order Now It suggest the personal development plan using time logs and carry out certain regular exercise to monitor the progress like filling questionnaire, maintain task diary and records, seeking feedback using 360 degree assessment. Professional and personal development support the body of a career and profession progression like a backbone, enabling the person to stand and touch and maintain the highest position in their working area. It can only ensured by continuous learning and observation process. Learning and observation process makes aware the person about his values, abilities, skills, attitude, learning style and hidden talents and how to use it for excellent performance. Professional and personal development and learning process starts with identifying the personality, position and learning style of the person. I would like to presents the views that how a student can be effective leader or manager acquiring professional skills namely time management, meeting, presentation and stress management. Leader/Manager: Successful professional should be effective leader and effective manager to lead positively to grow the profession and goodwill by competing with global challenges. In every organisation, each level of the hierarchical structure have leaders and managers. Managers and leaders are distinct personality with ultimate goal is to achieve organisational goals. A leader and A manager can be identified as per Waston (1983) and Hollingsworth (1999) suggestions with four distinct styles: A leader is a person who emphasis the right way of work focusing on people, sharing goals with them using their skills, inspire them to innovate and develop new style and skill which supports to achieve own as well as organisational objectives. A manager concentrating on the subordinates, system and composition, administer and manage them by controlling them to achieve the strategic objectives set by the management of the organisation. A manager stress on doing the appropriate task by result oriented strategies and systems. The Autocratic Leader/Manager: He does not value the subordinates’ skills and opinions. He has centralised power to ascertain dilemma, makes decisions and tells it to subordinate to execute task. The Semi-Autocratic Leader/Manger: He is partially autocratic, but seek some reflection from the subordinates who are going to practices it and try to convince to follow his decisions. The Democratic Leader/Manager: He just identifies the problems and seeks suggestions and recommendations from the group and then decide the solution. The Laissey-Faire Leader/Manager: He identifies the problems and set boundary within which decision must be fall and pass it to the performing group and make the correct suitable decision being with them. Democratic and Laissey faire leadership style is preferred in this globalisation and dynamic business world. Professional Skills: Time Management: Time is a money once you spent it you will never get back so right job at right time yields better fruits. Evaluation: Ask following questions to yourself: Have you followed your prioritised to-do list? Have you meet the deadlines? What effects on the final result due to incomplete task? Have you got the full participation colleagues and subordinates as per the job assigned? Do you have any spare time for contingency and further planning? If most of the answers is no, then start finding the gaps and lacking to use time effectively. Gap finds because of not exercising following activities. Acquisition: Habit to prepare and analyse the workload and prioritize it daily and weekly by preparing to-do list categorising the task as must do, should do and would like to do. Therefore, flitting will be less. (appendix 1) Set the deadlines and stick to it to complete the task, which helps him to allocate enough time to other task and be stress free as the task finish along with the spare time to plan further or allocate it to any unfinished task or contingency. Identify the best time and do hard and important task within best time. Divide the job into small discrete part and delegate it to the suitable person with all the necessary guidance and information specifying the rewards. It will motivate the subordinates by participation and decrease the workload and stress level of delegator which saves his time and energy. Conduct meetings for monitoring the progress of work as and when necessary. Avoid procrastination and time wasters which ensures needed attention to the work. Do not spent long time for perfection of the job on the cost of other activities. Maintain proper records by backup and filling, which can be used as vital tool while planning next time. Understanding about the assigned job and take responsibility as per the calibre to complete it within deadlines. It helps him to manage stress and utilize time productively. Running successful Meetings: Evaluation: Ask following questions to yourself: Have you met the goals set? Has meeting was enjoyed by the members and equally participated to express their views? Did all the mentioned agenda discussed and come to the solution? Did the meeting follows the time allocation and rules like quorum? Did the minutes recorded properly? Did you have announced the next meeting date and when members get the former meeting details? If most of the answers is no, then start finding the gaps and lacking to run meeting effectively. Gap finds because of not exercising following activities: Acquisition: Set the purpose, time, date, right place with proper infrastructural and refreshment arrangements with meeting start and end time. Prepare agenda mentioning required items with next meeting date. You read "Personal Development Plan for Pragmatist" in category "Papers" (appendix 2) Inform members about the purpose and agenda of the meeting well in advance. Allot sufficient time to each agenda including hidden agenda and stick to it. Specify the chair person and ensure the opportunity to express opinions. Be sure about the technology and tools used in meeting Arrange minute recording and procedure to sent to the members of the meeting. Set the disciplinary rules to be followed by members during meeting. Ensure the chair person being unbiased and objective having ability to control and negotiate. This way manager can conduct fruitful meeting which enables the organisation to achieve the objectives. The fruitful meeting will increase the morale and productivity of members saves time and efforts by proper attention to each item. Effective Presentation: Evaluation: Ask following questions to yourself: Have you met the goals set? Did your audience enjoyed and gained knowledge presentation? Did it organised in terms of matter, tools used and time bound? Did your body language and communication style attract the audience? Have you allowed audience to participate? If most of the answers is no, then start finding the gaps and lacking to present attractively. Gap finds because of not exercising following activities: Acquisition: Set the time, date, place, topic of presentation. Identify the audience and its expectations Be prepared and rehearse, support the matter with authentic data Be sure about the tools and facilities required Have confident and friendly body language with smiley face Stick to time and spare time for Q/A from audience For effective presentation, nerve control is vital because it fails the presentation no matter how strong paperwork or other skills you have. Stress Management: Evaluation: Ask following questions to yourself: Have you facing any physical or habitual disorder? Is there any financial or family problem which adversely affect your performance? Are you facing problem to deal with technology and people? Have you adjusted yourself in this working environment? Are you aware about your ability, skills, role and responsibilities? If answer of first 3 question is yes, then identify stressors and try to accept it and be free from it by following ways: Acquisition: Prime necessity is to accept the stress problem Identify the stressors and take steps to reduce it and remove it. Have some refreshment activity like change task, eat food, listen music Some concrete steps which may take long time like redesign the task/role/work environment, encourage subordinate involvement, set flexible employee friendly policy, provide social support and share reward Undergo some psychological exercise as per expert opinion like workshops, seminars Conclusion: Each above mentioned skills are interconnected with each other like, proper time management reduce the stress, increase productivity, Participation of employees in meeting and presentation encourage them to take initiatives with high moral. Personal Skill Audit The further step is how I can apply professional skills discussed in previous section to be very profitable and easy going personality. The application can be done in better and accurate way by findings positive and negative points of his personal qualities and skills. Hence, personal skill audit comes into the picture of personal development. Personal skill audit refers to the findings about the personal skills. It can be done by identifying strengths and weaknesses of the person. For that, which learning style the person have must be identified. To identify the learning style of the person, there is some tools like questionnaire and learning surveys by Peter Honey and Alan Mumford(ARPT), David Kolb(VAK), Carl Jugg and Mybers Briggs(type E/I,S/N,T/F,J/P). The student has followed Learning Style Questionnaire by Peter and Alan(appendix 3), on the basis of that the student identified his learning style ‘Pragmatist’: Strengths: Eager to try out ideas, concepts Realistic, and practical, Likes experiments Strive to meet preset goals Works autonomously Go through available options and assess it Weakness: Task oriented, does not value people Impatient ant centralize power work without any precaution tendency to take over others’ task independent working style do not involve the people Pragmatist can develop by exercising the work where person is: Problem and chances to progress is attached with the job Show the practical techniques to do right thing at a time Take chance to try out theories in practice supported by feedback from expert Showing the experts and models to follow them Equipped with techniques and knowledge useful for job Offer opportunity for progression and experiments Focus on practical matters by suggestions, tips Pragmatist find difficulties to improve his skills, where Job is not related to identified important requirement or not any practical gain Learning is far from real practical issues just theoretical concepts without clear guidance People not getting any point just going round and round Political diplomatic personal bias barriers to put thing into practice No proper reward for outstanding performance Some findings helps me to be effective and role demanding personality like using people by delegating task can manage the time and stress fruitfully. Giving values to the people in organisation can ensure high moral and motivation to work. Forecast the possible results of experiments before acting and use if it is beneficial to the organisation and people who practices it. Autocratic way to manage the people is discouraging, so its better to be a democratic or a member of the performing group. Team approach helps me to overcome from impatient and self centric personality by working in team and respecting human values and ability. Once finds out the lacking and gaps , he can use detective skills to find the ways to fill it. And come up with best suitable method by evaluating each available options to him, as very keen to use techniques, apply it to job to make it easy, speedy and accurate and recognise the use of the advance resources applicable in job. Strive to meet the specified goals and act accordingly is the great strength which differentiate his personality. He learn from the trail and error by experimenting various concepts in practice. To delegate the job to subordinates, he shows his skills of persuading presentation of idea and conduct meeting to convince the subordinate to work on it to meet the targets. Like this way, interconnecting his strengths to overcome his weaknesses he can be prove himself as effective personality at work place or anywhere. Thus, I would like to focus on the team work approach, learn to delegate the task and value others being diversified personality. At the end, knowledgeable, team friendly, stress free, happy, open and flexible, initiative and motivating work approach gives ripe fruits to individual and the organisation. Personal Development Plan: As per the discussion in previous sections, now I am going ahead to develop the own personality development plan. Where learning style identified is key to design personal development plan with the professional skills required to gain from the global challenges. In today’s ever-changing world, to be an effective manager core skills namely effective time management, running successful meetings, making effective presentation and managing stress tactfully is prime necessity. As per the previous discussion, now I am well aware about my strengths and weaknesses as a pragmatist regarding the achievement of organisational and personal objectives to ensure continuous growth. For deep understanding about my learning style and personal traits, i would like to do SWOT analysis of my personal traits. SMART objectives will help me to use the SWOT beneficially in practice. Using SWOT analysis, I analyse my strengths, weaknesses, opportunities and threats to the personal skills and traits considering four core competent skills discussed in first section. At the end, I present a personal development plan to use, which suggest the practical way to utilize the personal attributes profitably and draw attractive picture of my personality and organisation as a whole. In section two, I have already identified my strengths and weaknesses to put the things into practice and achieve desired result. Strengths and weaknesses are the own internal favourable and unfavourable points which helps the person to rise up. It can only improved by self observation and improvement. The analysis introduce my following strengths and weaknesses: Strengths: Practical and realistic way to solve the problems by evaluating all the possible alternatives Like to experiment different theories and ideas ascertained using detective skills Set the goals and work autonomously to act upon Weaknesses: Being self centric and impatient under values other people and their ability to perform better Strive to do other’s work without taking into account the personal feelings Work independently without seeking participation of others Not arrive at the possible results and like to experiment proves wrong Being a task oriented does not take care of personal feelings Opportunity and Threat are external forces influencing the personality positively as well as negatively. This has connection with internal forces like strengths and weaknesses of the person to attain personal and organisational objectives as well. As a result of this analysis, now, I know my following would be opportunities and threats: Opportunity: Chance to get and test knowledge in business world. Learn by experiments and arrive at the best suitable practical solution to make easy business complexity Less chance of work error as work independently, evaluating PESTAL factor Chance to use advanced technology in practice Chance to undertake other projects and explore gaps to use it profitable as I have time bound working style Drive all the forces to attain preset goals and emerge with distinct personality Less chance to fail in planning due to practical and realistic work practice considering all the available alternatives Threats: Be frustrate and nervous if goals are not attain within time frame due to impatient attribute. As working autonomously sometimes decisions or analysis may prove wrong Diversified market needs and expectation of global business world Emerging business complexity and customer awareness Now, after performing self appraisal, I have a feasible knowledge of my positive and negative points to be an effective administrator or an effective manager to face the global challenges and create my own value in the organisation and business market as well. At this stage, SMART will help me as powerful tool to overcome my weaknesses and turn them into positive force to touch the sky of business world. S-Specific: On the basis of the weaknesses, i arrived at the solution that although I have practical and realistic work approach, sometimes decisions proves wrong and cannot complete the task within time limit set. This can be improved by adapting team working style emphasising on co-ordination and co-operation with and of colleagues and subordinates in the organisation. Therefore, focus on work delegation and team work is necessary to work within deadlines and try to get optimum using all the available resources. M-Measurable: to delegate the job, it is necessary to design proper job description and draw the skills required to perform it by using various techniques like feedback of the colleagues, looking at other company. Set the system and ways to measure the performance of people and the system laid down to achieve the objectives. So, it ensures active participation with clear understanding of job and achievements. A-Achievable: To do the task within time frame the right job should be assigned to a right person,. For that, I have to value the other person’s ability to perform specific job and assigned him that job with required guidelines and data to perform productively. The meeting and effective presentation of the delegated job to each subordinates and colleagues is necessary to achieve the goals. So here comes the presentation and meeting skills to convey the idea and communicate regarding the role they have to play to drive towards the achievements of objectives. So, here I have to concentrate on my interpersonal skills and getting co-operation and co-ordination with colleagues and subordinates to perform time bound duties. R-Relevant: It should be take care that subordinate have no ambiguity relating to his roles and targets to be met as a team member and organisational goals. Therefore, all the efforts must be towards the achievement of organisational objectives. The roles and targets can be communicate by way of successful meeting and effective presentation by the manager. As it saves time, efforts, money of people and organisation as well. T-Time Defined: If all the things are right doing in right way by the right person, it is also necessary that it should be complete within time defined. Because time is money, and to be successful it should be utilize effectively by allocating sufficient time to each an every activity as per its importance to do. Evidence of Monitoring and Feedback: As per the outcome of the SWOT and SMART, I have to follow the diary and records of the subordinates and colleagues achievements and skills to perform better. Other necessary thing is to is maintain and analyse time log until I follow the proper time schedule as prepared. Periodic performance review by 360 degree assessment which aware me about my improvements and necessity to improve. With all this, unbiased regular self assessment using SWOT helps me to ride the cycle of continuous development. Likewise, I can get measurable, achievable, relevant time bound active participation of the specific subordinates. I am following time log daily as well as weekly when i was explained in class lecture and now at the end of this 9th week I found that I am very much nearer to follow the time schedule set weekly. And I followed daily time log and I achieved time frame in working day not in weekends and I am trying to achieve it. I am taking feedback at workplace using 360 degree assessment when I finished one project and before starting new project and from my family members that how I am successful to meet their expectations. Without such monitoring and feedback one cannot have a clear idea about his improvement and progress. This is the vital axes of the progress chart of personal skill development. Review and Conclusion: At the end of the personal development process, I noticed that above discussed matter draw the conclusion that time management, stress management, running meetings and presentations are supportive pillars of the building effective personality and achieve personal and organisational goals. This is the basic necessity of today’s global dynamic business market and learned customers. This report reveals the successful professional career as an effective manger can be ensured by aligning personal objectives with organisation’s objectives. Reference: Pedler Mike, Burgoyne John and Boydell Tom,(2001), A Manger’s Guide to Self Development, 4th edition, McGraw-Hill,ISBN-0-07-709830-7 www. decs. sa. gov. au(Accessed on 27/10/2009) www. nwlink. com (Accessed on 27/10/2009) Appendix 1 Honey and Mumford Learning Styles Questionnaire This questionnaire is designed to find out your preferred learning style(s). Over the years you have probably developed learning â€Å"habits† that help you benefit more from some experiences than from others. Since you are probably unaware of this, this questionnaire will help you pinpoint your learning preferences so that you are in a better position to select learning experiences that suit your style and having a greater understanding of those that suit the style of others. There is no time limit to this questionnaire. It will probably take you 10-15 minutes. The accuracy of the results depends on how honest you can be. There are no right or wrong answers. If you agree more than you disagree with a statement put a tick by it. If you disagree more than you agree put a cross by it. Be sure to mark each item with either a tick or cross. Scoring And Interpreting The Learning Styles Questionnaire The Questionnaire is scored by awarding one point for each ticked item. There are no points for crossed items. Simply indicate on the lists below which items were ticked by circling the appropriate question number. TOTALS *Activist Reflector * Theorist Pragmatist Learning Styles Questionnaire Profile Based on General Norms for 1302 People Learning Styles – General Descriptions Activists Activists involve themselves fully and without bias in new experiences. They enjoy the here and now and are happy to be dominated by immediate experiences. They are open-minded, not skeptical, and this tends to make them enthusiastic about anything new. Their philosophy is: â€Å"I’ll try anything once†. They tend to act first and consider the consequences afterwards. Their days are filled with activity. They tackle problems by brainstorming. As soon as the excitement from one activity has died down they are busy looking for the next. They tend to thrive on the challenge of new experiences but are bored with implementation and longer-term consolidation. They are gregarious people constantly involving themselves with others but in doing so; they seek to centre all activities on themselves. Reflectors 90997322447 Reflectors like to stand back to ponder experiences and observe them from many different perspectives. They collect data, both first hand and from others, and prefer to think about it thoroughly before coming to any conclusion. The thorough collection and analysis of data about experiences and events is what counts so they tend to postpone reaching definitive conclusions for as long as possible. Their philosophy is to be cautious. They are thoughtful people who like to consider all possible angles and implications before making a move. They prefer to take a back seat in meetings and discussions. They enjoy observing other people in action. They listen to others and get the drift of the discussion before making their own points. They tend to adopt a low profile and have a slightly distant, tolerant unruffled air about them. When they act it is part of a wide picture which includes the past as well as the present and others’ observations as well as their own. Theorists Theorists adapt and integrate observations into complex but logically sound theories. They think problems through in a vertical, step-by-step logical way. They assimilate disparate facts into coherent theories. They tend to be perfectionists who won’t rest easy until things are tidy and fit into a rational scheme. They like to analyse and synthesise. They are keen on basic assumptions, principles, theories models and systems thinking. Their philosophy prizes rationality and logic. â€Å"If it’s logical it’s good†. Questions they frequently ask are: â€Å"Does it make sense? â€Å"How does this fit with that? † â€Å"What are the basic assumptions? † They tend to be detached, analytical and dedicated to rational objectivity rather than anything subjective or ambiguous. Their approach to problems is consistently logical. This is their â€Å"mental set† and they rigidly reject anything that doesn’t fit with it. They pref er to maximise certainty and feel uncomfortable with subjective judgments, lateral thinking and anything flippant. Pragmatists Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to experiment with applications. They are the sorts of people who return from management courses brimming with new ideas that they want to try out in practice. They like to get on with things and act quickly and confidently on ideas that attract them. They tend to be impatient with ruminating and open-ended discussions. They are essentially practical, down to earth pile who like making practical decisions and solving problems. They respond to problems and opportunities â€Å"as a challenge†. Their philosophy is: â€Å"There is always a better way† and â€Å"if it works it’s good†. In descending order of likelihood, the most common combinations are: 1st Reflector/Theorist 2†³d Theorist/ Pragmatist 3rd Reflector/Pragmatist 4th Activist/Pragmatist Appendix 2 Time Log {draw:frame} Activitists (Do) Immerse themselves fully in new experiences Enjoy here and now Open minded, enthusiastic, flexible Act first, consider consequences later Seek to centre activity around themselves http://www. archives. org. uk/careerdevelopment/continuingprofessionaldevelopment/professionaldevelopmentplan. html http://www. thegateway. org/browse/17801 http://www. excellencegateway. org. uk/page. aspx? o=152477 How to cite Personal Development Plan for Pragmatist, Papers

Morrisons novel Beloved Essay Example For Students

Morrisons novel Beloved Essay Black Womens experiences, and in particular the meanings they attach to motherhood, are central concerns in Beloved. How far do you agree? In Morrisons novel Beloved the experiences of black women are greatly discussed. As we delve deeper into these experiences the idea of rememory becomes apparent. This is an idea put forward by Morrison that describes how a memory is revisited by a person bringing them back to the state of mind they were experiencing at that time. This method of Morrisons is used to describe the pain and suffering that most of the black women have suffered. Morrison explores this concept of rememory with great detail as she adds physical scars, such as Sethes chokecherry tree, which make it impossible for the women to ignore their past experiences. The woman that Morrison pays the most attention to is Sethe. She has suffered much and we can see it in not only her mental state but her physical state as well. Morrison describes the severe beatings Sethe suffered and the pain and torment inflicted upon her by Schoolteacher and his nephews. Sethe has horrendous scars to show for a particular occasion when Schoolteacher told his nephews to open up her back. Sethe is unaware of the scars until Amy Denver sees them and is shocked by the extent of the scars. She says to Sethe thats what it looked like. A chokecherry tree. Trunk, branches and even leaves. Tiny little chokecherry trees. Morrison turns this into an ironic image as she begins to describe the beauty of the tree even though the memory of the event from which it came is very ugly. Morrison continues to use this type of language throughout the novel, and even though the language is simple, it gives a depth that allows the reader to experience how the characters feel. Morrisons descriptions are not elaborate or exaggerated, but are honest and real. Sethes discontent is so powerful that is shapes the way she lives and views the rest of humanity. Her past experiences have strengthened her misery and disability to forget what she has been through. Because of all that Sethe has experienced she becomes a determined and protective mother. She refuses to let her children become the property of anybody the way she was owned by Schoolteacher. When Schoolteacher comes to Cincinnati to reclaim Sethe and her children, her love for them is so thick Annie Morgan that she would rather they were dead then have to be faced with the horrors she was the victim of. Morrison writes this scene from one of the white slave hunters points of view. Morrison writes two boys bled in the sawdust and dirt at the feet of the nigger woman holding a blood-soaked child to her chest with one hand and an infant by the heels with the other. As this is from a white persons point of view it adds to the poignancy of the experience. This scene shows the frame of mind of a desperate mother trying to protect her children from a horrific life. After this incident Sethe loses all the support from the community in which she lives. They look at her differently, as though her love for her children brought her to madness. Even those that are close to her find it hard to accept what she tried to do, Paul D says to her What you did was wrong, Sethe there could have been a way. Some other way. Sethe pays for her actions as she loses her children gradually anyway. Because of the ghost of one of her children in the home, her two sons, Howard and Buglar, run away. She greatly misses her children but she has to learn to live with what she did as it still plays on her mind. .u788a9d0cdae4e77c25c4c1f0f9c8457e , .u788a9d0cdae4e77c25c4c1f0f9c8457e .postImageUrl , .u788a9d0cdae4e77c25c4c1f0f9c8457e .centered-text-area { min-height: 80px; position: relative; } .u788a9d0cdae4e77c25c4c1f0f9c8457e , .u788a9d0cdae4e77c25c4c1f0f9c8457e:hover , .u788a9d0cdae4e77c25c4c1f0f9c8457e:visited , .u788a9d0cdae4e77c25c4c1f0f9c8457e:active { border:0!important; } .u788a9d0cdae4e77c25c4c1f0f9c8457e .clearfix:after { content: ""; display: table; clear: both; } .u788a9d0cdae4e77c25c4c1f0f9c8457e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u788a9d0cdae4e77c25c4c1f0f9c8457e:active , .u788a9d0cdae4e77c25c4c1f0f9c8457e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u788a9d0cdae4e77c25c4c1f0f9c8457e .centered-text-area { width: 100%; position: relative ; } .u788a9d0cdae4e77c25c4c1f0f9c8457e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u788a9d0cdae4e77c25c4c1f0f9c8457e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u788a9d0cdae4e77c25c4c1f0f9c8457e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u788a9d0cdae4e77c25c4c1f0f9c8457e:hover .ctaButton { background-color: #34495E!important; } .u788a9d0cdae4e77c25c4c1f0f9c8457e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u788a9d0cdae4e77c25c4c1f0f9c8457e .u788a9d0cdae4e77c25c4c1f0f9c8457e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u788a9d0cdae4e77c25c4c1f0f9c8457e:after { content: ""; display: block; clear: both; } READ: The Novel ' The Kite Runner ' EssayAt the time, Sethe was just acting as a protective mother but she is paying for the thick love she has for them. Baby Suggs was another woman who experiences losing her children. She lost all but one of her children when they were young, but then lost her son when he was a victim of slavery. Baby Suggs takes care of Sethe and of Sethes children because she has no children left of her own and she is, therefore, a wounded mother. She is also protective of all of them and so when she dies, Sethe and Denver find it very hard to deal with.

I Did It My Way free essay sample

No! I told Lisa, my best friend. Telling me that my crush for three years suddenly likes someone else while I was away for three days was Just too much. Please say that its not true, Lisa, it could not be true. I was gone for Just three days because of the competition and now you are telling me this? Its true. He said that Jenny is really cute, feminine and sweet. Lisa said to me. No. I dont believe it. I do not really care if it was someone else but the one he likes is my friend, Jenny. Cassia Lisa trailed off. l am fine, I told her. L really am. I told her again when she gave me a look of doubt. After hugging and saying goodbye to her, I walked home as fast as possible and locked myself in my room. I should not cry Just because of the news I heard. We will write a custom essay sample on I Did It My Way or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I would not cry. I stared blankly at the white wall in my room. Why was I feeling so empty? I should be happy for Jenny. She likes him too. She is really nice and feminine, unlike me, the weird tomboyish girl. I really should be happy for her. However, she was also the first girl to Cassia, come down right now. My father shouted from the living mom downstairs. I went down, still feeling empty. I saw my report card on the coffee table. I shivered slightly, anticipating the worst. Inform report card. He pointed at the coffee table. Take it and tell me what you see. My father said angrily. I took my report card and really wished my hand would stop quivering. I opened it and my eyes started to water but I willed myself not to cry. Cassandra Bowman, tell me what you see. My father said angrily. He was using my full name, which was never a good sign. l- I can see my grade. I do- do not get any A. I-I get B for m-most subject but- but I barely passed the three science subjects. I stammered. Is that all? He asked fiercely. I shook my head. l am ranked the thirteenth in my class. I said fearfully. Miss. You are ranked thirteenth. This is the first time. Dont you have any shame? As the eldest child in the family, you should get good scores to show a good example to your brother and sisters. My father said angrily. Since you are so lax about exams after getting your laptop, Im taking it back. My father said with finality. I Just stood there, dumbfounded. My mother gave her old laptop to me as a present for doing well in the finals last year. Now my father wanted it? I looked at my mother for help but she Just shook her head. I ran to my room, put my laptop in my fathers study and then I locked myself inside my room again. I should never cry, I told myself. I tried to smile but I failed miserably. The cat is already out of the bag. My parents were so disappointed in me. My crush did not like me. I really felt like crying because I felt so inferior. I used to be an A student in all my classes and my rank was never below ten. However, my graded dropped and a girl managed to beat me. Jenny is the first girl to beat me in my class. I never felt so humiliated. I should be happy for her. No wonder my crush likes her, besides being nice and feminine, she is also the smartest girl in the class. She managed to strip off that title from me. I should be happy for her. I did not realize it but tears were streaming from my eyes. It is so painful but she is my friend. I should be happy for her. I nearly broke down but I caught a glimpse of colored paper under my table. I picked it up and read it. Cassia, you are a star. Face problems and never run away. Remember, where there is white and black, there is also gray so it is alright to do things your way. Believe in yourself and shine bright like a diamond. I remembered that I wrote it after winning the drama competition last year as a motivation for myself in the future. I wiped my tears and smiled. I am right. I should believe in myself. I am a star after all. I know that I am quite childish but I also know that I am a rational and thoughtful girl when I wanted to be one. I am right. I should face my problems. I could start by apologizing to my parents and doing my revision. I also decided to support Jenny. I am a star and I am going to shine brighter than before. My phone rang. I picked it up. Hello Cassia, are you okay? Lisa asked me. l am feeling on the top of the world. I told her happily. There was a slight pause. l know you are going to ask me how I suddenly become so optimistic. I said, looking at the paper I held tightly in my hand, well, that is easy. I did it my way!

All conflict in literature is, in its simplest form, a struggle between good and evil

All conflict in literature is, in its simplest form, a struggle between good and evil "All conflict in literature is, in its simplest form, a struggle between good and evil". This statement simplifies the idea that all themes and struggles in literature when broken down to their most basic forms are a conflict of good versus evil. This is a valid statement because good and evil are the basis of all conflict. A conflict is a two-sided and any struggle implies a difference of opinion or emotion which can be broken down into both "good" and "evil" parts. such works that emphasize this statement are George Orwell's novel, "Animal Farm" and the play, "Othello", a tragedy written by William Shakespeare.William Shakespeare's use of characterization in "Othello" describes the character Othello as a brave, courageous, and honorable soldier. Shakespeare also introduces the complete contrast of Othello in the character Iago. Iago is portrayed as two-faced and manipulation, representing the evil aspect in the play.Animal Farm - Rebelià ³n en la Granja

International and Domestic Food Franchising in Saudi Arabia Essay

International and Domestic Food Franchising in Saudi Arabia - Essay Example The country is experiencing a tremendous population growth, along with the fact that its oil reserves are finite. These two major dynamics has and is changing the foundations of the country. The realities of globalisation as well as the understanding that its oil reserves will one day be depleted has seen the country's leadership plan changes to the economic structure of the country to meet current and future needs to bring Saudi Arabia in line with the economic make up of a post oil situation, via the development of a diversified economic structure. The preceding background events, which shall be further elaborated upon herein, represent important facets in this study, along with the underpinnings of the country's surge of industrial projects, and revision of its laws, policies and regulations. The foregoing has been spurred by the broad reasons mentioned, population growth and finite oil reserves, and the application by Saudi Arabia to join the World Trade Organisation, a process that began in 1992. Admission to this body occurred in 2005, with the foregoing admittance requiring massive as well as comprehensive internal reorganisation of the legal, social system, and industry that included the difficult changes in consideration of the country's religion, Islam. Â  

The media and today Essay Example | Topics and Well Written Essays - 500 words

The media and today - Essay Example Meeuwis in 1993 illustrated the effectiveness of media by highlighting the role of television and press in the creation of nationalism in Serbia.1 Stuart Ewen argues that advertising has a more significant power in human collective consciousness as compared to the credit, which is given to it. Moreover, the two theories Social Learning theory and Cultivation theory also describe the importance of modern media in shaping the perceptions of people.2 In 1990, Abernethy found 32 percent rate of television commercial avoidance and in 1994, King found 35 percent audience claiming to watch ads.3 â€Å"Advertising effectiveness does vary over time, and when the market is in an unfavourable or unsaturated condition, advertising generally becomes more important and effective (Chung and Kaiser 1998).†4 A research conducted by Campbell, Margaret C. and Kevin Lane Keller on Television ads and internet ads showed that on both media the â€Å"wear out point happens sooner when the ad being repeated is for an unfamiliar brand as opposed to a familiar brand.†5 Marketing Evaluation research show that nowadays, power of media mix or ‘Surround Sound Marketing’ is greater as compared to what one medium can produce, thereby, highlighting a reduced effectiveness of media.6 Moreover, the Association of National Advertisers (ANA) revealed that about 62 percent of marketers uphold that in the last two years, the television a dvertising has become less effective.7 In short, a radical changed has been seen in the advertising industry in the last few years. A logical perspective is that the consumers’ past responses to the media advertising is not the same because of the changing tastes, demographics, competition, economic and social factors, advertising theme etc. Furthermore, the marketing world has changed and even a target market consumer of a product/service is not considered to be ‘effectively exposed’, unless he watches the ad at least three to four times.

Video Games Violence Essay Example | Topics and Well Written Essays - 1750 words

Video Games Violence - Essay Example For instance, there was the case of Virginia Tech massacre, where a student tragically ended the lives of his fellow students in April of 2007. This was just one of the violent acts affiliated with academic institutions, and numerous attributions of violent video games are easily available to anyone. In addition, this case worsens if one has the financial power to invest in a gaming console or just a computer, and even at times, if one can afford to spend time in cyber cafe. Analysts of the Virginia Tech incident sparked debate over violence in video games and their influence on the student who decided to massacre his fellow students. I believe this was the same reason Phil McGraw took to the television screens stating that video games of a violent nature and content have causal effects on the violent nature of the students conduct in killing his fellow college mates. Video games also have significant influences on the behavior of students in being violent towards their schoolmates, for instance, in the case of Phillip Kazmierczak, who shot his fellow students in Northern Illinois University, and evidence points to video games. This is following the fact that he was an avid gamer of violent games, although there may be some form of confounding in which other factors were overlooked prior to make such conclusions that may have led to the shootings. Similarly, video games have been proved to have a profound impact on the behavior of Eric Harris and Dylan Klebod, the main characters in the Columbine High shooting. The above said two, are known to have been fans and avid players of the game â€Å"Doom† (Ferguson 26). Even though records indicate that video games are not to blame for every act of school violence, every two out of five are directly related to video games. However, relying on statistics, video games are the highest causal agents of school shootings especially considering that there are many who view those that view video games as causal agents are only seeking to find a scapegoat. Personally, I believe it also means that, in spite of all opposition on the dangerous effects of games on the wellbeing and safety of students in college and institutions of learning, video games play a significant role. As of the case of Columbine High shooting, students who were well acquainted with the perpetrators gave detailed information on the level of exposure to violent games. This includes their networked computers in order to play games in multiplayer mode against each other and even against other computers. Moreover, the two perpetrators were exposed for hours on end, which can be perceived as a tool to harden and get their skills to the outside world, in this case, fellow students. Furthermore, with the games that the two were hooked on, â€Å"Doom and Quake†, the level of violence portrayed is not one that anyone can boast of considering it led to the real loss of human life. In addition, considering that the killings were d one by the two as a team, it appears more as a continuation of their gaming process in their favorite video games that saw the loss of twelve lives. In addition, once an individual is exposed to violent media, of which video games are included; their cognitive, affective and behavioral processes are altered (Funk et al 23). This process

Effective Teaching Strategies for Deaf Students

Effective Teaching Strategies for Deaf Students What protocol would you put in place to ensure that pupils hearing aids and other amplification equipment are working optimally and used appropriately and that other aspects of your role in relation to audiology are met? Give the rationale for the procedures that you have specified. How would you evaluate the effectiveness of procedures that you have established? Rationale From the outset it is essential to determine what a ‘protocol is? As stated in the online Ask Oxford Dictionary protocol has many definitions, the one I believe provides a clear definition in this instance is â€Å"The accepted code of behaviour in a particular situation†. (Ask Oxford, Nov 2009) An educational establishment where children are using hearing aids and other amplification equipment would benefit from a protocol being in place. This would ensure that children using amplification equipment are accessing the curriculum at an optimal level. Teachers of the Deaf have a duty to ensure that each childs equipment is working and allowing them to learn and thrive within their educational environment by carrying out the protocol that is in place. It is therefore the duty of the teachers of the Deaf to carry out checks on the equipment. A protocol is therefore required to ensure that all Teachers of the Deaf are carrying out the same procedures and there is consistency through out the school. â€Å"Teachers should aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible.† (NCDS, 2005, p.5) By carrying out the checks, Teachers of the Deaf establish good practice and in turn aim to allow pupils to succeed. The children benefit when the protocol, which the school employs, is shared with parents and carers. Listening and learning take place in both the home and school environment. This would extend the â€Å"accepted code of behaviour† to the home life optimising the childs access to everyday learning experiences. With the need for a protocol established it is also necessary for that protocol to become a routine as to how, when and why Teachers of the Deaf should apply the specialised knowledge they have within their specific educational establishment. â€Å"Teachers of the deaf are specialist teachers, whose firm base in audiological knowledge is a fundamental part of their specialism† (Malthy and Knight, 2000, p.vii) Putting into practice a clear set of guidelines allows for each individual, working with children using these devices, to know who is responsible for each area and who to report faults to. This is the case, especially when multi-agency teams are involved in an individuals learning. To answer the question outlined I intend to: Describe the setting to which the protocol applies to Discuss the aims of the protocol and whom it applies to Review and evaluate the effectiveness of the protocol in relation to practice and research Protocol Setting The setting to which this protocol applies to is unique, in Scotland, in the sense that it is a mainstream school where hearing-impaired children are fully integrated into mainstream classes. Children have access to a full curriculum, which enhances their educational experience. (See Appendix 1 for a full policy statement) Teachers of the Deaf are also used in a unique way they are class committed in a mainstream environment with no more than four hearing impaired children in their class. It is important now to emphasise that the teachers have a responsibility and a duty of care to hearing and hearing impaired pupils in class. It is recognised in Watson. L and Parsons.J (1998) that the majority of Teachers of the Deaf are working in mainstream schools either as part of a unit or in peripatetic work but in this setting children are fully integrated into mainstream classes. This setting provides a real life setting for the children as hearing and hearing-impaired peers work together as they would in everyday life. This allows an inclusive ethos to develop educating respectful and open-minded individuals. It allows for the development of a safe and secure environment where all children feel valued and equal. Aims The aims of the protocol are clearly set out in the Aims of the Audiology Programme (Appendix 1). They are in bold and easily identified on the page. This is of great benefit to Teachers of the Deaf and other individuals that encounter the document. The mix of visual diagrams and the clear print allows this section to be user friendly and less intimidating to the user. The initial statement presents a positive and motivating aim for everyone involved. I will look at each aim individually and discuss how effectively the protocol (Appendix 2) achieves those aims. All pupils with a hearing impairment will be assessed regularly through a range of tests. Included in the protocol are the schools own testing strategies, which are of great importance as they make the protocol more meaning full to the individual establishment as these tests will differ depending on establishment. In Appendix 2, the protocol outlines the different checks that would take place to ensure that pupils hearing is assessed regularly. The G.A.P assessments are included in each child record and include a variety of linguistic and speech tests that are outlined in Appendix 2 and are carried out by the in house Speech Therapists. The Ling Speech Sound Test could be included in this however; it is outlined in the actual protocol. It will be used to gather information on how well a pupil is able to identify frequency elements in sounds. Ideally, this should be carried out before teaching and listening takes place to ensure that the amplification equipment is working optimally. If the test highlights any frequency issues, the stetoclip can be used to investigate further. In the event of everything, appearing to be working properly the issue can be raised with the educational audiologist on their visit to the school. They can then investigate and adjust amplification equipment to ensure opt imal teaching and learning conditions are maintained. Tympanometry tests are carried out and a record kept in each pupils file. This provides information on the middle ear. It looks like an audiogram, which can be difficult to interpret. If the information from this was translated into a report that was more understandable Teachers of the Deaf could use this information and translate it positively into their teaching environment so that it makes learning more accessible to the child and in turn meets the needs of the pupil. Other tests included in the protocol are Pure Tone Audiograms aided and unaided. These tests are usually used to determine the degree of deafness. The tests are carried out using different frequencies and intensities. The tests can be conducted through air conduction, using headphones or bone conduction using a bone conduction headband. Air conduction: this is where the individual wears headphones, the tester then selects pure tones from different frequencies and intensities. This test relies on the person being tested to be honest. Once the test is completed the range of deafness is apparent however the cause is not. Bone conduction: this is conducted in a similar way to air conduction. Maltby and Knight (2000) explain that it determines the nature of deafness. The signals are passed through the skull bone and travels to the cochlea. â€Å"The difference between the air conduction result and the bone conduction result is known as the air-bone gap and this indicates the extent of any conductive hearing loss.† (Maltby and Knight, 2000, p.34) The results produced are displayed on an audiogram. It is important to emphasise that these tests are not carried out by Teachers of the Deaf but by audiologists. However, it is important that Teachers of the Deaf are aware of them and how results can be used to improve a pupils residual hearing. This brings me to the point I made earlier on how the audiogram can be difficult to interpret. It would be of great advantage to teachers, parents, and other professionals if the information were transposed into a report, which can be used to benefit the child. The use of pupils residual hearing will be maximised Many factors can contribute to ensuring that a childs residual hearing is maximised. In Appendix 2 it outlines the documentation and assessments, each individual will undertake during their time in school. This part of the protocol needs to be looked at as Record of Needs is being replaced with Additional Support Plans and Co-ordinated Support Plans. This highlights the need for the protocol being a working document and not something that is just produced to meet audiology requirements. In completing these assessment such as Pure Tone Audiograms aided and unaided and Tympanometry Records all agencies involved will be able to contribute to the action that should be taken within the educational environment to maximise the pupils residual hearing. In addition to this it is of great importance to consider the acoustic setting as this contributes to how well residual hearing is maximised. This leads on to the next aim. The acoustical settings for learning will be monitored and acted upon where necessary. In every classroom, there is background noise and this contributes to how effective a hearing aid can be. â€Å"Hearing aids work well when there is little or no background noise† (Maltby and Knight, 2000, p.61) However, this is unrealistic to attain within an educational environment. Children are often working in groups and teaching can take place in whole class settings where they can be further away than what would be desired for optimal hearing. The hearing aid volume can be increased however this will amplify the background noise that is present also. A quiet learning environment is one, which would provide optimal learning conditions however in a mainstream school this is unlikely. The increased class effects noise. Areas, which contribute to background noise within a mainstream class are, movement, chairs being pushed and pulled, bags being accessed and the rustling this produces, increased amounts of talking, group activities going on independently when other direct teaching is taking place. All of these can lead to a poor acoustic setting. It would therefore be beneficial for the protocol to include measures for the Teachers of the Deaf to assess this before teaching in this environ ment. They could use a sound level meter, which encourages the teacher to put his or herself in the position of the deaf child and try to remove any pieces of furniture, which are not essential which sounds can reflect off. The teachers are also able to position themselves around the class identifying where the best place for a deaf child to sit within the class is. This allows for greater access to teaching and learning and ultimately reducing some of the background noise. As the background noise does not only come from the people inside the class, it is important for the teacher to do this so that outside noises are reduced. Traffic, toilets, general outside activity, weather can all be heard in the classroom. (Maltby and Knight 2000) It would therefore be of great value for the protocol to offer ways of minimising background noises within the classroom setting however it doesnt provide ways of making the classroom acoustically sympathetic. Reducing background and reverberation could be set out in guidelines and could provide suggestions. â€Å"An acoustically good environment is crucial for effective classroom listening †¦ schools provide an acoustically hostile environment that particularly disadvantages hearing aid wearers.† (Maltby and Knight, 2000, p.54) Therefore, guidelines within the protocol should encourage the use of carpets, curtains blinds, acoustic ceiling tiles and soft materials, which can in turn absorb and reduce the amount of background noise. (BATOD, 2001) This will help promote the fruitful learning environment outlined in Appendix 1. As classrooms are, in general, noisy places to be it would also be of great value that the protocol takes into account classroom management strategies, laying out rules for talking and listening. Establishing a whole school approach would provide consistency for not only the children but also the Teachers of the Deaf who undoubtedly have varied teaching styles and approaches. â€Å"†¦It is the teachers responsibility to maintain discipline and cooperation and thus reduce noise levels. Ensuring only one person talks at a time. (Maltby and Knight, 2000, p.58) Fm and Sound Field systems help reduce the amount of background noise as this amplifies one source of sound benefiting the hearing aid or cochlear implant user. This will allow for enhanced teaching and learning taking place and allow the learner to become more focused and interactive with the lesson in hand. It is therefore of great importance that they are utilised effectively. Sound Field systems not only benefit hearing-impaired children in the class but those of hearing children as well. This is due to the teachers voice being amplified and making it clear for all present in the room. Brett and McCraken (1998) have referred that some authorities are not using the system successfully and in turn not providing children with the heightened sensory provision. The system not only increases the volume of the person using it but also helps eliminate noises in the classroom, which can be controlled such as movement, chairs moving, quiet discussions. This has outlined the importance of monitoring the acoustic setting for the children it has also highlighted areas in which the protocol could be improved to optimise the service provided to the children. Including these areas would make Teachers of the Deaf and Teachers of the Deaf in training more aware of areas which can be detrimental to the learning environment and moreover have a negative impact on the childs learning. The amplification needs of each pupil will be assessed and addressed. Each child is an individual and in turn, each child has individual needs. So it is of the utmost importance that Teachers of the Deaf regularly assess the equipment each child uses. This will ensure that faults are highlighted quickly and fixed without any real issues arising for the child and their learning. Brett and McCracken (1998) outline the particular needs of a Hearing Aid wearer and provide outline for assessing the equipment. These include making sure that hearing aids are well fitted and that the individual is able to hear in a range of environments. These are of great importance in a school as children are moving from area to area rather than being stationary in the one environment. This is where the acoustic setting assessments are monitored and acted on if necessary. Tests are carried out, which were discussed in the first aim, to gather information. This information can then be used to make decisions regarding amplification equipment of each individual making sure that Teachers of the Deaf are meeting the needs of each child. The amplification equipment and technology will be working to optimum effect and will be used effectively. It is essential that this aim is addressed in the protocol as teachers and parents should be checking the childs amplification equipment on a daily basis. This will allow problems to be detected quickly and rectified. In turn, this will maximise the potential learning that, the child has access to and allow the child to engage fully in their learning and the social interactions, which can take place within the classroom. This is concurred by Maltby and Knight; they believe that auditory equipment if working properly will enhance the learners experiences and the overall progress which a child can make. This setting is one, which uses oral communication, and not signing so any problems with amplification equipment is extremely detrimental to the childs development. â€Å" †¦ without effective exposure to the sounds of the environment and particularly of speech the opportunity to develop spoken language will be diminished.† (Maltby and Knight, 2000, p.38) The mainstream protocol for this setting outlines how to check all different kinds of amplification equipment. However it may need updated as, no child now wears the Sprint (the body worn processor) as this just adds to the bulk of the protocol and the amount of paper which you have to go through especially if you are new to the school. In addition to this upon evaluating the protocol, I also feel that there should be a checklist record for each child, keeping track of any issues with equipment. This could be a simple tick list to ensure that time constraints do not impose an issue for the teachers. This would provide useful information for the educational audiologists when they visit asking if there have been any problems. This is of greater use in the lower end of the school where the children are less able to vocalise any issues, which they may be having. As it is just now, there is no such method of recording and Teachers of the Deaf are making notes on an informal basis with no consistency being formed throughout the establishment. Parents should be considered also; they could be consulted on what would be easily managed for them at home, so that the protocol can be continued there, as it is of great importance that the equipment is at an optimal level there also. Appendix 2 outlines the checks, which should be carried out on a daily basis. Daily checks begin with a visual check. By looking closely at the casing of a hearing aid or cochlear implant cracks can be identified. Moulds and tubing can be looked at and the build up of wax or condensation can be apparent. It has been argued that it is not the role of the Teacher of the Deaf to clear wax obstructions from tubing and ear moulds (NCDS, 2005) in the case of children there might not be anyone else. In meeting the overall aim of the protocol â€Å" †¦ to provide a fruitful learning environment†¦Ã¢â‚¬  it is essential that we do what we can to meet each childs individual needs. In the setting which this protocol applies, as stated before it is an oral one, it is important that the older children become responsible for checking their equipment and that the Teachers of the deaf promote each individuals independence and provide support for these checks only when needed. In this setting, other equipment is used also Radio aids and Sound Field systems are in place to provide further amplification. These have been included in the protocol along with whose responsibility it is to check these and how often the checks should be carried out. â€Å"Deaf pupils who are being educated orally without any sign support will be highly dependent on amplification, both in the form of personal hearing aids and other equipment, for example radio aids.† (Gregory, Knight, McCracken, Powers and Watson, 1998, p.138) This quote highlights the greater importance placed on amplification equipment in a mainstream school and the necessity for it to work optimally. This equipment is what the children solely rely on to communicate effectively with. Radio aids should be checked monthly using a test box. This can highlight any problems with equipment and it will ensure that the hearing aid is producing sound at a high intensity this should also be carried out across a number of frequencies. It is also important that hearing aids and processors also be checked monthly to ensure that they are in line with the manufacturers specifications. Teachers of the Deaf are not responsible for these tests and are not fully trained in the technologies used to carry out these tests however they should be aware that they take place and of their importance in ensuring that amplification equipment works at its optimal level. In this setting and as stated in the protocol (Appendix 2) the Depute Head is responsible for ensu ring these tests are completed. I am of the opinion it would be beneficial for the protocol to outline what a Teacher of the Deaf should do when the equipment is not working properly. For example if shoes or links are faulty are there temporary replacements, or are there contacts in place with manufacturers to highlight faults. It would not be the responsibility for the Teacher of the Deaf to contact manufacturers directly but that of the Depute Head however there needs to be a record or pro-forma included in the protocol for passing this information on the Depute Head to guarantee that any problems are rectified quickly. Evaluation The technology surrounding audiology and amplification equipment is evolving so the first point is that the protocol should be regularly evaluated and adapted to ensure that it fits the requirements of the equipment being used. As I stated previously there are steps and procedures included in the document that no longer apply to children in the school, I am not saying this should be discarded completely however it can be removed from the working document until required, if ever required again. The steps are clear and it is identify who is responsible for each job; however some equipment is checked annually. I feel that as there is a heavy daily reliance on these pieces of equipment and there is a strong argument that these checks should be more frequent. This would allow for problems and issues to be identified and rectified more quickly. Especially when these equipments help achieve the aims outlined in the protocol (Appendix 1) In addition to more frequent checks it would beneficial to have a check list and record sheet this would benefit, not only Teachers of the Deaf but parents, audiologists and other professionals that work with the children. It would allow for quick reference for any issues children are having with their hearing aids or cochlear implants and would highlight any recurring problems. This information would be recorded in a consistent format providing continuity throughout the school. It would also be provided to parents to allow them to keep checks on their childs equipment. With everyone using the same format, the child can be encouraged to become more responsible for maintaining and checking their own equipment. Not only does audiology evolve but also education and the way we approach teaching and education is continually evolving so the protocol should be updated with these changes. That is in Appendix 1 the policy statement outlines that the establishment follows the 5-14 guidelines. This is still the case however the Curriculum for Excellence is becoming the more dominant tool in the planning and implementing of lessons and therefore should now be included also. The greatest indication of how successful the protocol has been is whether it is still meeting the needs of the children it poses to serve. It would therefore be good sense to establish a working party within the establishment to evaluate how well it is doing this, and adapt it to be more successful or it could be added for discussion to the agenda of the Hearing Impairment meetings, which are held regularly. This would incorporate views of everyone working with the document and not just a selected few on the working party. Conclusion The protocol, which appears in Appendix 2, is one, which is already in place, and I have broken it down and looked at the aims that it says it achieves. As a Teacher of the Deaf, this protocol is established and has to be adhered to. It is an important agreement, which has to be followed by all Teachers of the Deaf, to ensure that the needs of each child within a class are being met. â€Å"One way to ensure the teacher of the deaf and other professionals working with deaf children are meeting their obligations is to devise an audiology protocol.† (Course Team University of Birmingham, 2009, Unit 4 p.80) I feel that this protocol has plus points and negative ones. It achieves all of the aims outlined however it has not been updated in some time. With new equipment, needing to be included i.e. our new FM system and older amplification equipment, which is not currently in use needing to be removed. It would also benefit from additions, some parts being condensed into a daily check sheet, which would be more time efficient as it operates within a mainstream school. This would allow for even younger children becoming more familiar with the checks they should carry out. Moreover, I feel there should also be a place for a parental part of the protocol as they are a vital part of their childs life. Even though it is heavy on wordage, it does include pictures of the equipment in question allowing for quick finding of the part of the protocol, which relates to children in your class. The protocol does establish the roles of individuals and the duties and responsibilities that they have. It also states timelines for different checks whether they are daily, weekly or annually. It outlines what should be present in each class for carrying out checks, e.g. First Aid Kit. To conclude I do feel that this protocol does suffice but would benefit from regular updates as needs change and children within educational establishments continually move on. As a teacher and particularly for Teachers of the Deaf it is important to meet the needs of every child. As a profession we endeavour to do this and having a protocol allows for consistency and continuity throughout the stages. We have ambition for all our young people and we want them to have ambition for themselves and to be confident individuals, effective contributors, successful learners and responsible citizens. All Scotlands children and young people need to be nurtured, safe, active, healthy, engaged in learning, achieving, included, respected and responsible if we are to achieve our ambition for them.† (December 2009, Scottish Government) In managing the protocol more successfully, we will achieve the above aim as set by our Government and all the aims outlined within the document of the establishment. In doing this the needs of all children that are taught, within the setting, are met.

The Effects of Bullying on Student Achievement Essay -- Education

In today’s world there are many laws that have been established in order to protect everyday civilians from being harmed or robbed of their possessions or piece of mind. However, in school, children play by different rules. Rules do not seem as imperative as say a law being broken. For example, imagine if it did not matter what the robber stole, but how much he took that lets him off the hook. One would still be upset that his valuables were interfered with without permission. This scenario can be compared to bullying and how adults sometimes overlook the seriousness of the effects (no matter how big or small) it can have on a student and his or her achievements. Sometimes bullying is acknowledged, but is ultimately cast off as mere â€Å"child’s play,† but it can become so much more. A bullying incident does not stop in the school yard simply because a teacher puts an end to it; bullying must be addressed from all angles of parents, guardians, media, and everyda y civilians that are children’s immediate examples of proper ways to behave. Again, bullying spans beyond school walls and cannot ultimately be controlled by teacher discipline alone. The effects bullying can have on student achievement may interfere with their life choices, their physical and mental stability, and of course their future behaviors as a reaction to such behavior that was shown to them. It is arguable that broken citizenship among students is not as harmful as everyday citizens breaking common laws, but I argue that it is. However, this paper is not to argue; it is to inform every one of the issue at hand, so that it may be reduced, and that can only be done with harmony, not coercion, or plainly â€Å"bullying.† What exactly is bullying, to the extent that I am spea... ...l abuse. However, it is not a situation exclusive to occurring in school, it happens outside as well; the effects of it are simply more noticeable through the results of student work or lack thereof. If bullying is not addressed, dropout rates, youth suicide, and lack of positive future leaders are in store for future generations of education. â€Æ' Works Cited "Bullying." Merriam-Webster.com. Merriam-Webster, 2012. Web. 16 April 2012. Kritsonis, W. PhD. School Discipline: The Art of Survival. Mansfield, Ohio: BookMasters, Inc. 1999. Print. Meyer, E. Gender, Bullying, and Harassment: Strategies to End Sexism and Homophobia in Schools. New York: Teachers College Press. 2009. Print. Singer, L. Jerome, and Dorothy G. Singer. Television, Imagination, and Aggression: A Study of Preschoolers. Hillsdale, New Jersey: Lawrence Erlbaum Associates. 1989. Print.

Mental health programs Essay

Community health programs based in churches have been highly successful, although occasionally confusing and stressful for pastors to administer. However, it is not only physical health programs which have thrived; mental health and chemical dependency programs are an important supplement to church ministry and community service. Thompson and McRae argue that the Black church itself offers a positive therapeutic effect to its congregation, even without a formal mental health ministry in place. They discuss the historical basis for the Black church’s creation of community; the creation of the â€Å"we† group rather than the individual â€Å"I† and the need for belonging with a group, rather than to a group (41). They state â€Å"Embedded within the individual were past experiences, traditions, values, and norms for emotions, cognitions, and behaviors conducive to relatedness and â€Å"interpersonalness† that reflected a collective sense of belonging with rather than to, caring, similar others (Thompson & McRae, 41). † The Black church, in Thompson and McRae’s view, has created a bridge for the gap between the historic slave experience and the modern Black experience which helps ease the mental transition between worlds, and created a framework for dealing with hostility. They state â€Å"The Black church nurtures the survival of its members through providing a supportive, caring environment to facilitate an ever-widening upward spiral of positive cognitive, affective and behavioral outcomes for growth and change (Thompson & McRae, 46). † While the mere fact of church fellowship has a positive effect on its members, Black church involvement in formal mental health ministry programs has a significant impact on its members as well. Blank discussed the importance of mental health care within the church setting. They state that there are four areas of community care considered most effective in the church setting. These are primary care delivery, mental health, health promotion and disease promotion and health policy. Their review of studies underscored the importance of natural helpers (friends and extended family), lay helpers and most especially church leaders in the delivery of mental health care through an informal care system. Blank discussed the state of mental health care in the rural South in the 1970s; the population was discovered by researchers studying psychiatric utilization and morbidity in the area to be underserved, despite the general view that rural life was superior to urban. The problems contributing to low psychiatric utilization are complex; problems with service delivery, low quality of care (especially among minority patients) and lack of providers are entangled with social stigma surrounding psychiatric care, economic and social factors, geographic distance from providers, poverty, race and class issues to create a morass of issues a patient must slog through to acquire psychiatric care. Blank notes that at the time of the study, most counties lacked a single doctoral-level mental health professional; only 3% of licensed psychiatrists practice in the rural South, a number which has not changed significantly since the 1970s. In addition to the socioeconomic issues with receiving psychiatric care in the rural South, there are further problems relating to doctor-patient relations. Some theorists state that white mental health care providers cannot provide optimal care to Black patients because of their lack of knowledge and understanding of Black history and culture, as well as a lack of understanding of the difficulty of being Black in a white world; furthermore Black patients are less likely to trust white care providers due to racial tensions and differences in worldview (Blank , 1668). Instead, Black patients are considered to have a preference for Black care providers. While some studies have shown that Black patients do prefer Black care providers, stated reasons for this preference are a perception of greater professional competence and attitude, as well as racial and cultural compatibility (Blank , 1668). Blank emphasize the importance of sensitivity and cultural competence; it can lead to a greater understanding of non-normative minority behavior as well as an increase in trust levels between provider and patient which increase the possibility of a successful outcome. Blank discusses the cultural responsiveness hypothesis, which states that the effectiveness of psychotherapy is directly related to the therapist’s ability to communicate an understanding of the patient’s cultural background. Lack of this cultural responsiveness might account for some of the racial divide in diagnosis, treatment and premature termination of treatment observed between Black and white psychiatric patients (Blank, 1669). Blank hypothesized that rural churches provide fewer social and mental health services than urban churches, and that they have fewer links with the formal care system; furthermore, because of the importance of the church in the Black community and the historic exclusion of Black from formal care systems (schools, mental health services, etc), Black churches would provide more social and mental health services than white churches, but with fewer links to the formal care system (1669). Blank tested their theory using a phone survey of Black and white church leaders in both rural and urban areas in the South (defined in their study as Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Maryland, Missisippi, North Carolina, South Carolina, Tennessee and Virginia (Blank, 1670)). A total of 2,867 churches were targeted, with a total of 269 completed interviews, or an overall participation rate of just under 10% (Blank, 1670). Rural Black churches, the targeted demographic, were actually least likely to participate in the study, with only a one in fourteen survey completion rate; the researchers cited lack of full-time staff creating difficulties reaching church leaders and a high rate of church leader refusal as factors in this low completion rate (Blank, 1670). The researchers discussed topics such as church demographics, including size and racial composition of the congregation, number of services held and attendance at the services, the church budget and founding date; problems the church’s congregants faced that the church leader considered to be most important; specific questions about mental health services provided by the church or church leader, including such issues as depression, paranoia, nervous breakdown, dementia and Alzheimer’s disease and attempted suicide; What type of support services were offered formally by the church to deal with these types of issues; and what links to the formal care system, including hospitals, care providers and support services like Alcoholics Anonymous existed, and if links existed to what level church leaders provided referrals to the formal care system (Blank, 1669). The researchers then constructed four different scales on which to rank the churches: Problems, which quantified the degree to which responding churches dealt with mental health problems over the previous two years; Programs for Adults, which quantified the number of mental health programs offered by the church, including those dealing with alcohol and substance abuse, marital counseling, sex education and counseling, domestic violence and sexual assault; Programs for Children, which quantified programs specifically aimed at support for children, including individual and family support services; and finally Programs for Teenagers, which quantified programs specifically aimed at support for teens. Referrals, both in and out, were also quantified (Blank, 1670). Statistical analysis using factorial analysis of variance (ANOVA) was performed to determine the correlation between the varying factors. The researchers found some surprising differences in funding – when adjusted for congregation size, rural white churches had substantially larger budgets than rural Black churches, and urban Black churches also had significantly larger budgets than the rural Black churches (Blank, 1670). However, both urban and rural Black churches were shown to offer significantly higher numbers of mental health programs overall than their white counterparts. There were no statistically significant variables in the study of links between referrals, but the modal response among churches overall was 0, indicating that all churches tend to lack links with the formal care system (Blank, 1671). Blank extrapolate concerning the possible reasons for lack of links between the formal care system and the informal care system provided by churches. They note that one of the difficulties may be historical in nature; because churches are often divided among racial and ethnic lines, there may be barriers to connection between the formal care system and churches precipitated by racial and ethnic tensions. Additionally, because churches have played a role as a political entity in the past, there may be lingering social tensions between churches and formal care systems which prevent these roles. (Blank, 1671). Another barrier may be the different paradigms of the formal care system and the church regarding the nature, causes and treatment of mental health problems.

Native Americans essays

Conservatism/Native Americans essays In 1985, members of the Papago tribe announced plans to change their name to Tohono Oodham Nation, which means the desert people. Tribal leaders no longer wished to be called Papago, a Spanish conjunction of the Indian word for bean eaters (Herschfelder 45). Such a decision came as no surprise. Over the centuries, most tribal people have been forced to accept names and actions decided for them. Despite this coercion, however, Native Americans survived as communities and cultures (Champagne 1995: 18), because conservatism or traditional approach to life allowed many tribal nations to retain varying degrees of their history and pride. There are several aspects of the Native American worldview that gave, and continue to give, American Indians the ability to withstand change and total assimilation. One of the main concepts or natural laws in native communities concerns the land. The Northern Cheyennes of Montana, for example, consider Bear Butte, near Sturgis, South Dakota, a sacred place. They believe the Cheyenne people were born there. Every year, many people of the tribe still travel to Bear Butte to fast, pray for themselves and their families and for spiritual guidance (Herschfelder 45). The European idea of owning land made little sense in their culture or worldview (Champagne 2006:1). Instead, many Native American communities believe that land is sacred and reserved for creation stories and human subsistence. Land is held as a group in stewardship. Most of the American Indian communities have a sacred area, whether it is a mountain, river, valley or plateau. Devils Tower in Wyoming and Rainbow Bridge in Utah are two examples of such locations. This is also the case of the Ojibway vision quest site of Dreamers Rock on Manitoulin Island. Another corresponding worldview that encourages conservatism is holism, or where this-w...

A Quiz About Parenthetical Punctuation

A Quiz About Parenthetical Punctuation A Quiz About Parenthetical Punctuation A Quiz About Parenthetical Punctuation By Mark Nichol Em dashes are woefully underused and misused. Here are five sentences that would be much improved by their proper use, or by proper use of other punctuation in cooperation with them. Determine how each sentence would benefit from changes in punctuation and compare your revisions with my suggested solutions at the bottom of the page: 1. â€Å"Not in years, like more than ten years, have I seen someone so committed to owning the stage.† 2. â€Å"Such pioneers trigger and indeed hope for gentrification leading to more and more middle-class home buyers being willing to take a chance on the neighborhood.† 3. â€Å"You, yes you, can say you were there for the advent of the Apple iPod.† 4. â€Å"It’ll take years to know if it works in humans but in mice the tumors almost completely disappeared.† 5. â€Å"Consumer-oriented businesses are trying to find the words, logo, image and, of course, products that will indelibly brand themselves as environmentally friendly.† Answers and Explanations 1. The phrase â€Å"like more than ten years† (with like, as an interjection, separated from the rest of the phrase with a comma), is more emphatic than one that would merely be parenthesized between commas: â€Å"Not in years like, more than ten years have I seen someone so committed to owning the stage.† 2. The clause beginning with leading does not merit being set off from the rest of the sentence with an em dash, but the phrase â€Å"and indeed hope for,† with the interjection indeed bracketed by commas, should be emphasized by being framed by a pair of em dashes: â€Å"Such pioneers trigger and, indeed, hope for gentrification, leading to more and more middle-class home buyers being willing to take a chance on the neighborhood.† 3. â€Å"Yes you,† with a necessary comma between the words, is such an interruptive element that bracketing by a pair of em dashes is necessary: â€Å"You- yes, you- can say you were there for the advent of the Apple iPod.† 4. Just as you’d do in the case of a pair of commas in a sentence that doesn’t sound quite right, diagnostically remove a parenthetical phrase framed by em dashes from an awkward sentence. In this case, â€Å"but in mice† is an essential dependent clause for the second half of the sentence, and the em dash following it is incorrect. The first em dash can be replaced by a comma, or the single dash can be retained: â€Å"It’ll take years to know if it works in humans but in mice, the tumors almost completely disappeared.† 5. Parentheticals are just that interjections, short or long, that are parenthetical to the main sentence, and any parts of speech within them are integral to the interjection alone. Therefore, without the parenthesis set off by em dashes, this sentence lacks a conjunction in the list of three elements preceding the first dash. Here’s the corrected version: â€Å"Consumer-oriented businesses are trying to find the words, logo, and image- and, of course, products- that will indelibly brand themselves as environmentally friendly.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:45 Synonyms for â€Å"Food†5 Brainstorming Strategies for WritersList of Prefixes and Suffixes and their Meanings