Free Essays on Leibniz And Spinozas Metaphysics Applied To Baseball

First we will consider the assigned baseball scenario under Leibniz’s system of metaphysics. In the baseball scenario, the aggregate of the player, bat, pitch, swing and all the other substances in the universe are one and all contingent. There are other possible things, to be sure; but there are also other possible universes that could have existed but did not. The totality of contingent things, the bat, the player, etc., themselves do not explain themselves. Here Leibniz involves the principle of reason; â€Å"there can be found no fact that is true or existent, or any true proposition, without there being a sufficient reason for its being so and not otherwise.† There must be, Leibniz insists, something outside the totality of contingent things (baseball games) which explains them, something which is itself necessary and therefore requires no explanation other than itself. This forms Leibniz’s proof for the existence of God; a version of Aquinas’s cosmological arguments. God, then, is the necessary being which constitutes the explanation of contingent being, why the universe is this way rather than any other. Not only is God the explanation of the baseball scenario but he is also the source of the intelligibility of such concepts as bat, swing and pitch. Leibniz goes further to prove the omniscience of God. If God is the explanation of the intelligibility of the universe, then God must have ‘access’ to that intelligibility, such that God could be said to know what it is that being allowed to exist-that is, God must have the ability to grasp complete concepts. Not only does God constitute the contingent baseball game but he also knows what will take place before it happens. The pitch, swing and hit all take place not because God creates them but because he allows them. There is only one constraint on what God allows to happen, it must not violate Leibniz’s other basic principle-non-contradiction. God cou... Free Essays on Leibniz And Spinoza's Metaphysics Applied To Baseball Free Essays on Leibniz And Spinoza's Metaphysics Applied To Baseball First we will consider the assigned baseball scenario under Leibniz’s system of metaphysics. In the baseball scenario, the aggregate of the player, bat, pitch, swing and all the other substances in the universe are one and all contingent. There are other possible things, to be sure; but there are also other possible universes that could have existed but did not. The totality of contingent things, the bat, the player, etc., themselves do not explain themselves. Here Leibniz involves the principle of reason; â€Å"there can be found no fact that is true or existent, or any true proposition, without there being a sufficient reason for its being so and not otherwise.† There must be, Leibniz insists, something outside the totality of contingent things (baseball games) which explains them, something which is itself necessary and therefore requires no explanation other than itself. This forms Leibniz’s proof for the existence of God; a version of Aquinas’s cosmological arguments. God, then, is the necessary being which constitutes the explanation of contingent being, why the universe is this way rather than any other. Not only is God the explanation of the baseball scenario but he is also the source of the intelligibility of such concepts as bat, swing and pitch. Leibniz goes further to prove the omniscience of God. If God is the explanation of the intelligibility of the universe, then God must have ‘access’ to that intelligibility, such that God could be said to know what it is that being allowed to exist-that is, God must have the ability to grasp complete concepts. Not only does God constitute the contingent baseball game but he also knows what will take place before it happens. The pitch, swing and hit all take place not because God creates them but because he allows them. There is only one constraint on what God allows to happen, it must not violate Leibniz’s other basic principle-non-contradiction. God cou...

Formula for Ammonium Hydroxide

Formula for Ammonium Hydroxide Ammonium hydroxide is the name given to any aqueous (water-based) solution of ammonia. In pure form, it is a clear liquid that smells strongly of ammonia. Household ammonia usually is 5-10% ammonium hydroxide solution. Other names for ammonium hydroxide are: Ammonia (e.g., household ammonia) [versus anhydrous ammonia]Aqueous ammoniaAmmonia solutionAmmonia waterAmmonia liquorAmmonical liquorSpirit of Hartshorn Chemical Formula of Ammonium Hydroxide The chemical formula of ammonium hydroxide is  NH4OH, but in practice, ammonia deprotonates some of the water, so the species found in solution are a combination of NH3,  NH4,, and OH− in water. Ammonium Hydroxide Uses Household ammonia, which is ammonium hydroxide, is a common cleaner. Its also used as a disinfectant, food leavening agent, to treat straw for cattle feed, to enhance tobacco flavor, to cycle an aquarium without fish, and as a chemical precursor for hexamethylenetetramine and ethylenediamine. In the chemistry lab, it is used for qualitative inorganic analysis and to dissolve silver oxide. Concentration of Saturated Solution Its important for chemists to realize the concentration of a saturated ammonium hydroxide solution decreases as temperature increases. If a saturated solution of ammonium hydroxide is prepared at a cool temperature and the sealed container is heated, the concentration of the solution decreases and ammonia gas can build up in the container, potentially leading it to rupture. At a minimum, unsealing the warm container releases toxic ammonia vapors. Safety Ammonia in any form is toxic, whether it is inhaled, absorbed through the skin, or ingested. Like most other bases, its also corrosive, which means it can burn skin or damage mucous membranes, such as eyes and the nasal cavity. Its also important to refrain from mixing ammonia with other household chemicals because they may react to release additional toxic fumes.

Vulnerable Population and Self-Awareness Paper Essay

Vulnerable Population and Self-Awareness Paper - Essay Example This impairs their quality of life by decreasing their subjective health and increasing depressive symptoms. Loneliness among widows could lead to cognitive decline and increased need to use health services available to them. This paper applies criteria in selecting a vulnerable population, studying the population’s demographics and reflecting on personal attitudes and values towards that population. There are over 13.7 million widowed individuals in the United States, with over 11 million of this number being women (Jenkins, 2009). Female survivors have outdistanced the men by an increasingly widening margin with women now representative of eighty percent of the population of widows in the US. In 1940, there were approximately twice as many widows as there were widowers, with this ratio climbing to 4:1 and expected to continue rising in the future. Several factors can explain this disparity between the two sexes. First, women have a longer lifespan compared to men with women living into their advanced years more than men do. Second, most men will marry women who are younger than they are, which increases their probability of outliving their spouse. Thirdly, widowers tend to remarry more than their female counterparts do; therefore, men tend to leave widowhood more than women do. 65% of women aged 65 and above are widowed, which reflects their greater life expectancy (Jenkins, 2009). Widows also undergo longer periods of grieving accompanied by feelings of guilt and retrospection of a past relationship mistakes. Before the demographic research, my view of widows was one of grief and loneliness. It seemed me that they were, in too much grief, to reconsider marriage due to their attachment to their late husbands or even out of respect to their children and the memories that they held of their late father. It also seemed that widows complained all the time, especially when in public. This was especially so with elderly widows who came to social meets by the mselves. I thought that they had no more reason to complain than widowers did, some of whom I knew personally to be very affable characters. However, after this demographic study, it is now clear that widows have very limited chances of remarrying. Despite their loneliness and want for companionship, by the time they get to 65, there are very few men available for re-marriage. The emotional loneliness that they experience is a subjective response to lack of intimate and close attachment. When they lose their husband, who was an intimate attachment, their identity becomes impaired since they have no one to foster a feeling of security, which leaves them in a state of isolation and aloneness. The demographic study also brought me closer to their social isolation. Whereas I thought they were socially isolated because of unending grief, it became clear that this was caused by lack of a social networks, or even dissatisfaction with their present social network. A lack of social integrati on makes them feel that they do not have friends. Social researchers feel that social isolation is can be measured by contacts and integration the widow has with the surrounding social environment (Owen, 2009). Healthcare professionals are in good positions of helping the elderly women suffering from loneliness, which in turn, leads to suffering from health problems. However,

Perception of the power of language Essay Example | Topics and Well Written Essays - 750 words

Perception of the power of language - Essay Example The power of language therefore depends on an individual’s perception which encompasses a collaboration of values, beliefs and experiences that person has encountered in one’s life. In this regard, the essay aims to proffer one’s personal perception of the power of language. By initially providing a definition of the term language, one would eventually delve into the role that language played in life. UniXL, an education and career information portal, defines language as â€Å"a system of communicating with other people using sounds, symbols and words in expressing a meaning, idea or thought. This language can be used in many forms, primarily through oral and written communications as well as using expressions through body language† (UniXL, par. 2). When differentiated with communication, per se, tool of verbal communication using words to express the message being relayed. Communication, per se, is defined as â€Å"â€Å"process of transmitting thoughts, feelings, facts, and other information† through verbal or non-verbal means (Delaune and Ladner. 475). Verbal messages are messages communicated with the use of words and language. These messages can either be spoken or written. Non verbal communication, on the other hand, is the process of transmitting messages without words, that is, through body language (Delaune and Ladner, 480). Mead (1934) averred that â€Å"language makes it possible to replace behavior with ideas. Non verbal communication in conjunction with social interaction assisted in the development of the human potentials of language† (87). Language for me has been recognized as a crucial tool to facilitate understanding. Aside from one’s native tongue, it has been inculcated that English, as the international language understood by majority of people around the world, should be embraced as a second language where skills must be honed, both in communication and in writing. Teachers in primary

The important moment in the novel Lord of the flies Essay Example for Free

The important moment in the novel Lord of the flies Essay Lord of the flies focuses mainly on the corruption and inherent evil of humanity. Ralph, Jack and Simon are, in some ways, stereotypes of different aspects of human nature. Ralph is the obvious candidate for chief of the island, as he is of just nature and a commanding presence. We are also told that there was a stillness about Ralph that encourages the boys to elect him as their chief. Jack represents the darker side of humanity. Jack is not long in severing any links with civilisation. He heeds his savage, pre-historic instincts, and becomes dog-likeon all foursnose only a few inches from the humid earth. He is like an animal, his sole desire being to kill the pig. Cut her throat. Spill her blood. He enjoys the act of killing, announcing proudly that he had a smashing timeI cut the pigs throat. He laughingly adds that there was lashings of blood every whereyou should have seen it! His darker side gradually influences Ralph, who grows jealous of Jacks popularity and is envious of the fact that Jack is able to provide meat for the boys, while, he, as chief, cannot. The book reaches a turning point at the next, improvised, hunt of the boar. What started as a harmless exploration for the beast becomes a bloodthirsty chase of the boar. Ralph is delighted when he hits the boar and the spear stuck in a bit and he decides that hunting was good after all. Things take a more sinister turn when the boys decide to re-enact the hunt. After the first, successful hunt in which Jack kills the pig, the hunters replay events by forming a ring, Maurice pretended to be the pig and ran squealing into the centre, and the hunterspretended to beat him. This is harmless game, during which the hunters dance around the pig, singing their hunting chant of Kill the pig. Cut her throat. Bash her in. The corruption of purity and goodness is seen when the boys play the same game after their next (failed) hunt. This time Robert is the squealing pig, trapped in the centre of circle, the hunters circling him, singing their warrior chant. The game soon ceases to playful, as Roberts mock terror turns to pain. The others are seized with a desire to Kill him! Kill him! uncaring of the fact that Robert is human, one of them, and not a pig. Robert was screaming and struggling, yet he ceases to become a person and is now merely an object by which their thirst to kill might be quenched. Jack was brandishing his knifeRalph was fightingto get a handful of that brown, vulnerable fleshthe desireto hurt was over-mastering, Golding causes this to be important incident in the novel, the beginnings of a full realisation of Simons belief that maybe there is a beastmaybe its only us, is not a comment to be jeered at, for it is a frightening comprehension of reality. Robert escapes with a few, physical injuries, crying out, in an effort to lighten to the situation Oh, my bum! Ralph tries to convince that it was just a game, like rugger. This uneasiness is justified when the boys discuss methods of improving their game. Robert believes that they want a real pigbecause youve got to kill him. Jack, not altogether jokingly, suggests that they should Use a littlun. This suggestion is made more disturbing by the reaction of the other boys, for instead of being horrified, everybody laughed. Goldings brief ending to the passage leaves us disgusted by the callousness of Jacks remark and of his flippant attitude to the murder of a fellow human being, but it is worryingly representative of the callousness humankind. Jacks joke warns us of the increase of evil on the island, for the idea of using a littlun, may soon stop being an idea and become a reality. The passage is disturbing because we see that the boys lust for blood and death is indiscriminate of whether their victim is an animal or human. Killing is not a means of providing food for the boys; it is a way of satisfying their longing to cause pain and destruction. They are desperate to kill, a mere pig is not enough, they are not worth the trouble of a hunt, and their next victim shall be a human, for it will increase the enjoyment of their game. The boys do not care for the adventure of the hunt. They want only the exhilaration of killing, the sight of the blood and the joy of controlling the existence of another being. In order for a pig to be killed, it must first be found. The hassle of a search can be avoided by substituting the pig with a human. It is almost inevitable that the boys gratify their lust with human blood, perhaps with the blood of a littlun. The game is a horrifying example of how evil humanity can be. The dark side of human nature thinks nothing of killing a friend. We are shocked by Ralphs longing to cause pain, Jacks desire to stab Robert with his knife and Roger fighting to get close. But the thing that frightens us the most is the fact that this is not a figment of Goldings imagination, Ralph, Jack and the other islanders are not irrelevant fiction, for human kind is capable of great evil. I feel that the passage in the book is disturbing because it shows us how horrifyingly able we are to be unfeeling and cruel.

American Identity Essay -- History Indians Historical Essays

American Identity Works Cited Not Included American identity has been created by many events throughout the course of history. This country was founded on the clashing and mixing of many different cultures and lifestyles. One of the most important periods of time for this country was during the period of conflict between Americans and Native Americans over land rights. Americans had an idea of manifest destiny and that this land was theirs for the taking. The Americans were going to walk through anyone who opposed them in this quest for land. The treatment of the Indians during this time period was harsh, cruel, and violent to say the least. It is in this treatment that Americans came to view the Indians as a ?racialized other? and where race began to matter. This early thinking is what created our American identity which is based on race.   Ã‚  Ã‚  Ã‚  Ã‚  In the early settling of this country, when the English first encountered the Indians they viewed them as uncivilized beasts. ?The first English colonizers in the New World found that the Indians reminded them of the Irish? (Takaki, 28). To the English the Irish represented a lower and uncivilized class of people, a group that the English considered to be beneath them. This association was the beginning of creating an ?Indian Race.? The Indians were different then Irish in they had a reddish tint to their skin. This was important because this lead further to their separation by their color. The Indians were further looked at as...

Education and Martin Luther King

Education is a fundamental way of life. A means to learn something new, the intention is to mentally, physically, and emotionally benefit the person by putting them in a better place than they were previously in before. This is an example of what my dad said â€Å"If could, if I had the power to change something. It would be education, the fundamental base in everyone’s life. † Education is something that leads us to reach our goals and to be successful in life. So primary, we need education to be successful. Education includes moral values, and much more.But nowadays the meaning of education is misunderstood by people. Without education nothing is Achieve. Education is very important in every human life. Some people are not to be educated but they intense is too reached their goals, in my view education means which lead us to our destiny. If you think about Education, it gives us a basic knowledge about our surroundings. It is the first step that helps begin our journe y to reach success. We can reach success without education but we have to work hard or try till we reach our goal or success.Education is not only the way for us to reach our success, but it's just a step to reach knowledge. Education is must for every person on today's life education has become a basic need of every one's life it is a key to success. Education is the key to all we need in life without education and knowledge no one can be successful. Education is necessary for success. Martin Luther King Jr, wrote that‘’ Education should equip them with the proper instruments of exploitation so they can forever trample over the masses’’, meaning that education will give us the things necessary to overcome all obstacles in our life.The need for Education encourages us to be successful. Educations are what leads a human to being successful, and make an improvement in life. Malcolm X provides an argument which states that education is important no matter whe re it is received. Education helps us to understand ourselves better also it helps us to learn about our strengths and weaknesses. Omar Bradley wrote that â€Å"education makes people easy to lead but difficult to drive, easy to govern, but impossible to enslave.’’How can it that someone can be taught something and they grasp the whole concept of it, they understand it fully and still they don’t use it in their life as if the things they were taught meant nothing to them† A fundamental desire of parents is for their children to have a better education. Every parent dreams for their children to be successful in life and that all starts with education, our parents know the true meaning of work, they don’t want us to go through the struggles they went through to be where they are now.They instruct us to do the best in school from pre-k to college because they know it will help us in the long run. They inspire us to do better not only for our futures b ut also our kid’s future. Education gives us a lot of opportunities, not only for us but people around me and our futures children. Education is something that we need in life, something that we need to do so we can become successful in life, education gives us opportunities like jobs, and it gives us a better life. Without education our world would not continue to expand and evolve. Education and Martin Luther King Education is a fundamental way of life. A means to learn something new, the intention is to mentally, physically, and emotionally benefit the person by putting them in a better place than they were previously in before. This is an example of what my dad said â€Å"If could, if I had the power to change something. It would be education, the fundamental base in everyone’s life. † Education is something that leads us to reach our goals and to be successful in life. So primary, we need education to be successful. Education includes moral values, and much more.But nowadays the meaning of education is misunderstood by people. Without education nothing is Achieve. Education is very important in every human life. Some people are not to be educated but they intense is too reached their goals, in my view education means which lead us to our destiny. If you think about Education, it gives us a basic knowledge about our surroundings. It is the first step that helps begin our journe y to reach success. We can reach success without education but we have to work hard or try till we reach our goal or success.Education is not only the way for us to reach our success, but it's just a step to reach knowledge. Education is must for every person on today's life education has become a basic need of every one's life it is a key to success. Education is the key to all we need in life without education and knowledge no one can be successful. Education is necessary for success. Martin Luther King Jr, wrote that‘’ Education should equip them with the proper instruments of exploitation so they can forever trample over the masses’’, meaning that education will give us the things necessary to overcome all obstacles in our life.The need for Education encourages us to be successful. Educations are what leads a human to being successful, and make an improvement in life. Malcolm X provides an argument which states that education is important no matter whe re it is received. Education helps us to understand ourselves better also it helps us to learn about our strengths and weaknesses. Omar Bradley wrote that â€Å"education makes people easy to lead but difficult to drive, easy to govern, but impossible to enslave.’’How can it that someone can be taught something and they grasp the whole concept of it, they understand it fully and still they don’t use it in their life as if the things they were taught meant nothing to them† A fundamental desire of parents is for their children to have a better education. Every parent dreams for their children to be successful in life and that all starts with education, our parents know the true meaning of work, they don’t want us to go through the struggles they went through to be where they are now.They instruct us to do the best in school from pre-k to college because they know it will help us in the long run. They inspire us to do better not only for our futures b ut also our kid’s future. Education gives us a lot of opportunities, not only for us but people around me and our futures children. Education is something that we need in life, something that we need to do so we can become successful in life, education gives us opportunities like jobs, and it gives us a better life. Without education our world would not continue to expand and evolve.

Decisions Essay

Decisions in 2006 regarding discrimination in the workplace centered largely on a theme of time and evidence. The court regularly held that the evidence of discrimination must be clear and that the legal action must be filed in a timely manner. The idea that a person can have been the victim of discrimination for years and have taken no action was dismissed as untimely. A case alleging racial discrimination was held to have insufficient proof of intent and in another case the court held that a union suing an employer for prejudicial hiring practices also did not submit sufficient proof. Finally, the court held that when an employer takes discriminatory action it does not have to be within the confines of the workplace to be discriminatory. First, in a case against Good Year Tire and Rubber Company, the plaintiff claimed that in her 18 years with Good Year, she had routinely been paid a smaller wage than her male counterparts. A local jury awarded her damages based on a series of wage-related decisions going back 19 years. However, the 11th Circuit Court held that the plaintiff’s lawsuit was untimely in that her complaint was not based on actions taken in the last 180 days according to the summation of Ledbetter v. Goodyear Tire & Rubber, 421 F. 3d 1169 (11th Cir 08/23/2005) (Runkel, 2007. The court did not rule on the merit of the case, but held that the statute restricts the time frame in which the alleged discrimination was to have occurred (Runkel, 2007). The plaintiff has appealed the decision to the U.  S. Supreme Court and in May, 2007, Justice Samuel Alito writing for the court, affirmed the lower court’s ruling â€Å"Ledbetter v. Good Year†, 2007). Next, in case versus Tyson Foods the court held that use of the term â€Å"boy† is not enough proof of racial animus to sustain a ruling alleging discrimination, but reverse a portion of the lower court’s ruling which had claimed that a racial descriptor was required to accompany the word to prove animus. In Ash v. Tyson Foods, 126 S. Ct. 195 (02/21/2006), the court wrote, â€Å"†Although it is true the disputed word will not always be evidence of racial animus, it does not follow that the term, standing alone, is always benign. The speaker’s meaning may depend on various factors including context, inflection, tone of voice, local custom, and historical usage. Insofar as the Court of Appeals held that modifiers or qualifications are necessary in all instances to render the disputed term probative of bias, the court’s decision is erroneous. (Runkel, 2007). That means the court needs more information that just a word to determine discrimination. The court ruling says that to prove discrimination, the plaintiff must show more than just a misjudgment by the hiring authority of perceived qualifications. It must show that ‘disparities of qualifications must be or such weight and significance† that a reasonable person could not have made the hiring decision which was made (â€Å"Ash v. Tyson, 2006). This decision dovetails with the court’s decision in IBEW v.  Mississippi Power & Light, 442 F. 3d 313 (5th Cir 03/02/2006). The union had argues that the employer’s standard for employment was discriminatory in that the cut-off point on the standardized tests was inherently discriminatory. The court did not dispute the merit of the claim, but ruled that the burden of proof lies with the plaintiff and that the union had failed to prove that there was another way that the employer could adequately determine employment eligibility. (Runkel, 2007) Finally, the court held that when an employer is accused of retaliatory action, it does not have to be limited to the confines of the work environment. In Burlington Northern v. White, 126 S. Ct. 2405 (06/22/2006), the court upheld the defendant’s claim that her employer had retaliated against her by moving her from one position to another and by initially trying to suspend her without pay, requiring that she file a grievance through the union to receive reinstatement and her back pay. The court held, â€Å"We conclude that the anti-retaliation provision does not confine the actions and harms it forbids to those that are related to employment or occur at the workplace. We also conclude that the provision covers those (and only those) employer actions that would have been materially adverse to a reasonable employee or job applicant. In the present context that means that the employer’s actions must be harmful to the point that they could well dissuade a reasonable worker from making or supporting a charge of discrimination. (Runkel, 2007). The court further held that retaliatory practices do not have to include financial loss to be actionable. (Runkel, 2007) The overwhelming effect of these court ruling on future graduates is a trend within employment law toward the defense of the employer. These cases tend to indicate that the court has placed the entire burden of proof on the employee when it comes to discrimination cases and expects that the employee can make a clear case for their claim, rather than relying on vague innuendoes, such as in the Tyson case. For employees, this can be a difficult precedence in that other employees are unlikely to back a person’s claim regarding workplace discrimination especially when they would then have such stringent requirements in proving their own retaliation case. This is also likely to have a chilling effect on employees who feel they are being mistreated because of the burden of proof. The reality is that for any African-American man, the mere use of the word boy is inflammatory, especially in the south. Though the word was not accompanied by any racial descriptor, the court held that intonation and other context can be used to determine the word’s intent. For an African-American in the South, that is the context and proving what his supervisor was thinking places too great a burden on the plaintiff. The Tyson case in particular makes it difficult for a person who is the victim of subtle racism to prove it and the Ledbetter cases reiterates that the person must deal with any perceived discrimination within 6 months of its occurrence, compounding the difficulty in proving a case.

How to Speak English

How to Speak English Most English learning boils down to the question of how to speak English. There are other goals as well, but learning how to speak English will help you communicate with others, and lead to better test scores on the TOEFL, TOEIC, IELTS, Cambridge and other exams. In order to know how to speak English, you need to have a plan. This guide on how to speak English provides an outline that you can follow to learn to speak English. If you already speak English, this guide will help you more quickly improve your English speaking skills. Difficulty Average Time Required From Six Months to Three Years Heres How Discover Which Type Of English Learner You Are When learning how to speak English you first need to find out what type of English learner you are. Ask yourself questions such as Why do I want to speak English? Do I need to speak English for my job? Do I want to speak English for travel and hobbies, or do I have something more serious in mind? Here is an excellent worksheet What Type of English Learner? to help you find out. Understand Your Goals Once you know what type of English learner you are, you can begin to better understand your goals. Once you know your goals, youll better understand what you need to do to speak English well. This is similar to understanding what type learner you are. Write down a list of the things you would like to do with your English. Would you like to speak English fluently in two years? Would you like to have enough English to travel and order food in a restaurant? Understanding exactly what you want to do with English will help you learn how to speak English because you will work towards your goals. Find Out Your Level Before you begin to learn how to speak English, youll need to know where to begin. Taking a level test can help you understand what level you are at and then you can start using resources appropriate for your level in order to learn how to speak English well. Of course, youll not only learn how to speak English, but also how to read, write and use English in a variety of settings. These quizzes will help you find your level. Start with the beginning level test and then move on. Stop when you get less than 60% and begin at that level. Beginning TestIntermediate TestAdvanced Test Decide On Learning Strategy Now that you understand your English learning goals, style and level its time to decide on an English learning strategy. The simple answer to the question of how to speak English is that you need to speak it as often as possible. Of course, its more difficult than that. Start off by deciding which type of learning strategy you will take. Do you want to study alone? Do you want to take a class? How much time do you have to dedicate to English study? How much are you willing to pay to learn to speak English? Answer these questions and you will understand your strategy. Put Together A Plan For Learning Grammar If you want to know how to speak English, youll also have to know how to use English grammar. Here are my five top tips on how to speak English with good grammar. Learn grammar from context. Do exercises that have you identify tenses and from within a short reading or listening selection. When learning how to speak English you need to use your muscles. Read your grammar exercises aloud which will help you learn to use correct grammar when speaking. Dont do too much grammar! Understanding grammar doesnt mean you speak. Balance grammar with other English learning tasks. Do ten minutes of grammar each day. Its better to only do a little every day than a lot once a week. Use self-study resources at this site. There are lots of grammar resources you can use here on the site to help you improve. Put Together A Plan For Learning Speaking Skills If you want to know how to speak English, youll have to have a plan for speaking English every day. Here are my top five tips to make sure you speak - not just study - English every day. Do all exercises using your voice. Grammar exercises, reading exercises, everything should be read aloud. Speak to yourself. Dont worry about someone hearing you. Speak out loud in English to yourself often. Choose a topic each day and speak for one minute about that topic. Use online exercises and speak in English using Skype or other programs. Heres some practice English speaking sheets to get you started. Make lots of mistakes! Dont worry about mistakes, make many and make them often. Put Together A Plan For Learning Vocabulary To make sure you know how to speak English about a wide range of topics youll need plenty of vocabulary. Here are some suggestions and resources to get you started. Make vocabulary trees. Vocabulary trees and other fun exercises can help you group vocabulary together for faster learning. Keep track of new vocabulary youve learned in a folder. Use visual dictionaries to help you learn more vocabulary faster. Choose to learn vocabulary about subjects you like. Theres no need to study vocabulary that doesnt interest you. Study a little bit of vocabulary every day. Try to learn just two or three new words / expressions every day. Put Together A Plan For Learning Reading / Writing If you want to learn how to speak English, you may not be too concerned with reading and writing. Still, its a good idea to learn how to read and write in English, as well as learn how to speak English. Remember to use your own native language reading skills. You dont need to understand every single word. Practice writing short texts on blogs or for comments at popular English learning web sites. People expect errors at these sites and youll feel very welcome. Read for pleasure in English. Choose a subject you like and read about it. Dont translate directly from your own language when writing. Keep it simple. Put Together A Plan For Learning Pronunciation Learning how to speak English also means learning how to pronounce English. Learn about the music of English and how it can help with English pronunciation skills. Find out about typical pronunciation mistakes people speaking your native tongue make. Consider using a pronunciation program to help you learn better pronunciation through practice. Get a dictionary that has good phonetic transcriptions to help you understand the sounds of English. Use your mouth! Speak out loud every day the more you practice the better your pronunciation will become. Create Opportunities To Speak English Using English as often as possible is the key to learning how to speak English well. Join English learning communities online to practice speaking English with others using video chatting software. Join local clubs that focus on speaking English, speak to tourists and give them a helping hand. If you have friends who are learning to speak English, set aside 30 minutes every day to speak English together. Be creative and create as many opportunities as possible to speak English. Tips Be patient with yourself. It takes a while to learn how to speak English well. Remember to give yourself time and treat yourself well.Do everything everyday, but only do ten to fifteen minutes of the more boring tasks. If you want to improve listening skills, just listen to the radio fifteen minutes rather than an hour. Do ten minutes of grammar exercises. Never do too much English. Its better to do just a little bit every day rather than a lot only twice a week.Make mistakes, make more mistakes and continue to make mistakes. The only way you will learn is by making mistakes, feel free to make them and make them often.Learn how to speak English about the things you like doing. If you enjoy speaking about the topic, it will be much easier for you to learn how to speak English well in a shorter amount of time. What You Need PatienceTimeWillingness to make mistakesFriends who can speak English with youBooks or internet resources in English

What Is a Good SSAT Score Understanding Your Scores

What Is a Good SSAT Score Understanding Your Scores SAT / ACT Prep Online Guides and Tips If you’re looking at applying to a private elementary, middle, or high school, there’s a good chance you’ll need to take the SSAT first. But what is a good SSAT score? How can you get the score you need to get into the school of your dreams? Unfortunately, there's usuallynot a clear cutoff for what SSAT scores are acceptable. In this article, we'll try to remove some of that uncertaintyby going over how scoring on the SSAT works and what counts as a good SSAT score. How Does SSAT Scoring Work? On their SSAT score reports, students receive scaled section scores for Verbal, Quantitative/Math, and Reading (each of which is out of the same number of points). They'll also receive a total sum score that adds together all three of their section scores. The score range of the SSAT sections and the total sum scores differs depending on whether you've taken the elementary, middle, or upper level SSAT. Level Section Score Range Sum Score Range Elementary 300-600 900-1800 Middle 440-770 1320-2310 Upper 500-800 1500-2400 SSAT scores aren’t just straight conversions that account for number of questions answered correctly, incorrectly, and skipped on the test; instead, the tests are equated, and scores are scaled so that scores can be compared across the years. For example, a 650 on Verbal from 1980 should have been roughly as difficult to get as a 650 on Verbal was in 2017. On your score report, you'll also receive a percentile rank for each of your section scores, which is determined by how your scaled SSAT score stacks up against the scores of other students same grade/gender from US and Canada who took test for the first time in last three years. You'll also find out the range that your section scores are expected to fall in if you retook the test and your total sum score (Verbal + Quantitative + Reading). You can compare your scores to the average scores for students in your grade and, for upper level score reports, to average scores for students in your grade and of your gender. What Is the Average SSAT Score? Unfortunately, information about percentiles for the middle and upper level SSAT is only available to schools who are members of the Enrollment Management Association. If you want to learn more about what score reports for the middle and upper level test look like, you'll need to watch the SSAT's webinar on understanding the middle and upper level score report. The information for the elementary level SSAT, however, was released publicly January 2017. Below, we've pulled out the average scores for 3rd and 4th graders into one handy table: Average Scores 3rd Grade 4th Grade Verbal 471 479 Quantitative 472 469 Reading 478 478 Total Sum Score 1421 1426 If you want a detailed look at the percentiles for each score for the elementary level SSAT, the full tables are available on the SSAT website. Not that kind of table. How Do Schools Use SSAT Scores? What Is a Good SSAT Score? Schools use the scaled SSAT score and percentiles to compare you to other applicants and to judge if you’re likely to succeed in that school, based on how students currently enrolled there have done on the SSAT in the past. Admissions offices don't consider your SSAT scores in a vacuum, though - often, SSAT scores are weighed against grades and other factors. High SSAT scores and low grades in school might indicate a student is underachieving or taking more rigorous courses, while low SSAT scores but high grades in school could indicate either a hard-working student or a student who’s not taking challenging classes. Schools may also use teacher recommendations to clarify which of these categories a student falls into. So what is a good SSAT score? As the SSAT site states, what a good score is changes depending on the school you're applying to. Most schools won’t directly state specific score ranges they’re looking for. Instead, they’ll probably say something in the vein of this statement from the Riverdale admissions office: â€Å"While there is no minimum score required for entry, outlying low scores on these tests tend to be predictive of future difficulties.† Therefore, as a test-taker, you can only deal in generalities, like knowing that getting a large percentage of questions wrong (even up to 50%) is not all that unusual, but that getting an extremely low scaled score (like 1650/2400) will make it more difficult for you to get accepted. Ultimately, as the SSAT's own webinar on reading your score report states, â€Å"a good score is one that you feel best represents your ability and that it’s consistent with what you know to be true about your academic abilities.† If you don’t think your SSAT score shows who you are as a student, then it’s worth retaking it (with studying) to try to get a higher score. What's Next? Want to learn more about what's covered on the elementary, middle, and upper level tests? Then be sure to read our complete guide to the SSAT. Because SSAT scores have high reliability, your score isn’t likely to change from one testing date to another unless there’s a big change in your level of preparedness. Learn the most effective ways to study for the SSAT with this article. Looking for free materials to use for SSAT practice? We've gathered links to the best free SSAT practice tests here. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Discussions Assignment Example | Topics and Well Written Essays - 1250 words

Discussions - Assignment Example On the contrary, those with little or no self-efficacy have no control of tempting and hard situation and will hence succumb to activities such as irresponsible sexual activity and unnecessary drug use. The big question that arises is â€Å"can people with low self-efficacy be helped to improve on the same?† the answer is a big reassuring yes. Through health education programs to people especially adolescents can be helped to adequately improve their self efficacy. But exactly how can this be achieved? It is very simple; the adolescents through the health educator programs are taught to always consider the long term effects of their actions rather than just the tempting pleasurable impact of the situation at hand. In the process the adolescents are taught to always weigh immediate tempting pleasurable effects of the situation and the future devastating effects. If the future effects outweigh the effects presented in that moment in terms of risk then the adolescents should avoi d the situation but if the future benefits outweigh the present risk then they should cautiously consider other factors then undertake the activity if no other risks are involved (Bastani 67). In short the adolescent are cautioned to always think out of the box when faced with such a situation. For example through ‘one on one dialogues’ and ‘abstain from sex’ campaigns adolescents can be made aware of the impact of irresponsible sexual activities. The adolescents can be educated on the benefits of abstaining and refraining from irresponsible sex amongst themselves. Safe sexual activities such as abstaining and use of condoms can also be instilled in such adolescents in the process. Adolescents who have undergone the educator program will easily avoid irresponsible sex than those who haven’t simply because they will have the knowledge of what they are getting into (Karimzadeh 105). Number 2 Brief interventions in substance use treatment. This was the title of an article posted on www.ncbi.nlm.nih.gov/booksNBK64942/. The article is generally about the model used by professionals such as psychologists, nurses, social workers among others to individuals who can’t access special care or those who simply don’t want to access it. One of the brief interventions mentioned is the stages of change model. The stages of change model were credited with the success of helping smokers quit the vice. Support that involves a huge deal of motivation directed to the person who wants to deal with the substance abuse problem is vital for the model to prove successful. The first stage that was identified is where the individual gives excuses. Afterwards a new phase is arrived at where the individual admits that the drug use indeed is a problem to him or her, but he or she is not ready to quit the vice. Later, the individual enters a new phase where the individual has given a thought of trying to quit and is now preparing to do so. The n ext stage is the most important it is referred to as the action stage because it is the stage where the individual now put his or her words and intentions into action by literally halting the consumption of the drug. It mostly happens four weeks after contemplation of stopping the vice but it might sometimes even take six months. In this stage the individual should receive ample and regularly support to help cope with the withdrawal symptoms. After the action stage the individ

Reward schemes tend to be the most effective way of promoting and Essay

Reward schemes tend to be the most effective way of promoting and achieving the aims of Ecotourism, Discuss - Essay Example Consequently, it is fundamental to agree on the most suitable ecotourism strategies and approaches. Ecotourism Ecotourism involves visiting pristine, fragile and natural areas that are not distorted by humans. Ecotourism is small scale and has low environmental impacts compared to mainstream commercial tourism. It also involves responsible travelling to natural sites with an aim of preserving the surroundings and improving the welfare of the local people residing in such areas. The main purposes of ecotourism in to volunteer, learn and personal growth of the participants (United Nations Environmental Program 2011, p. 1). Additionally, it minimises the negative environmental impacts that mainstream tourism causes. It also promotes the cultural integrity of the local people. The participants in the ecotourism industry participate in recycling, conserving water, saving energy besides creating economic opportunities for the local people (Kotas 2009, p. 53). Ecotourism existed because of the prevailing problems in the tourism industry. The interest in ecotourism is the need to conserve wildlife facing extinction. There have been increased cases of invasion of natural habitats for agricultural purposes, fishing, logging and hunting. Although many countries have officially reserved areas for conservation, they lack enough funds for protecting and managing them. Consequently, several destructive activities are happening in these areas. Consequently, ecotourism is interested in restoring the values and the genetic reservoirs of vital biological resources (Buhalis 2002, p. 1). Reward scheme A reward scheme is an arrangement that an organisation provides to clients and other stakeholders in its industry aimed at encouraging them to appreciate and take part in activities that improves their welfare and community members. The focus of any reward scheme is to prioritise initiatives for customer care, initiate corporate social responsibility and strengthen communication strat egies. Principles of reward schemes A reward scheme is hard to design and run because of the many challenges that characterise its execution. The challenges include the difficulty in getting tourists to sign up and join the scheme. It is also not easy to change the behavior of tourists towards this scheme because they focus on pleasure. However, it is necessary that an organisation follow several principles to ensure the creation of a comprehensive reward scheme. Organisations reward their clients differently based on the nature of clients and the organisation (Barbera & Dutta, 2008, p. 59). The initial standard is to ensure that the rewards currency is relevant to the organisation. An organisation must ensure that the rewards are directly linked to products and services. The perspective of the tourists must be the key driving force in such a situation. The second principle is to communicate the burn instead of the earned. One of the objectives of a reward scheme is to ensure that t ourists acquire points as they purchase the products and enjoy the services of their host organisation. These points are exchanged with rewards. Most tourists are not always aware of the exact worthiness the points earned. They are only concerned with the benefits from the points. This means that communication plays a fundamental role when distinguishing and empowering the tourists (Fennel2007, p. 93). An organisation can achieve