Seperate piece essays

Seperate piece essays In the story A Separate Peace, John Knowles created the world of The Devon School. The story is set in a boarding school during World War II in New England. Two friends, Gene and Finny, learn the dark side of adolescence, which changes their viewpoints forever. The following essay will explain the relationship between the two main characters, Gene and Finny. Gene, the narrator of the novel A Separate Peace was a student at Devon during the early years of World War II. He was known as a hard worker and had excellent academic skills. Though Gene appears to be an innocent and honest person, beneath that surface is a dark side that reveals itself. The accident that occurred at Devon in the summer of 1942 gives Gene the feelings of regret, denial, and fear. Which banishes his world and innocence. Phineas, also known as Finny was Genes best friend and roommate. He is a daring athlete and a troublemaker who never tends to obey set rules. Yet, he is good at heart and with his charm, he has the ability to win people over. Unfortunately, all is changed after Finny falls out of a tree, which was caused by Gene. His right leg becomes shattered. Therefore, Gene takes over Finnys old place and becomes a wonderful athlete. Devon was a boys boarding school set during the early years of World War II. It was known as the most beautiful School in New England. There, Gene and Finny grow close and become best friends. Yet, they both live in denial, but of different types. Gene tries his best to deny that he had hurt Finny. In addition, Finny convinces himself that Gene had nothing to do with the accident. He also denies the existence of the war itself, believing that it is a joke. A Separate Peace is a great novel that teaches about the struggles of adolescence. The following essay explains the two main characters, Gene and Finny. In the beginning, the story is unleash ...

The False Cause Fallacy Correlation Does Not Equal Causation

The False Cause Fallacy Correlation Does Not Equal Causation The False Cause Fallacy: Correlation Does Not Equal Causation When we see that two things happen together, we may assume one causes the other. If we don’t eat all day, for example, we will get hungry. And if we notice that we regularly feel hungry after skipping meals, we might conclude that not eating causes hunger. A good deduction! But does the same logic always apply? Are two things that seem to occur together always related? Or is this sometimes an error? In this post, we look at correlation and causation to help you understand – and hopefully avoid – the false cause fallacy in your academic writing. Correlation and Causation A correlation is a mutual relationship between two or more things. Typically, this is a statistical relationship where two variables are interdependent: A positive correlation occurs when two or more variables seem to increase or decrease together. For instance, there is a clear correlation between the variables â€Å"foot size† and â€Å"shoe size† because people with bigger feet reliably have bigger shoes. A negative correlation occurs when one variable increases as another one decreases. For example, the variables â€Å"speed of vehicle† and â€Å"duration of journey† are negatively correlated because a faster vehicle will typically complete a journey in less time. Correlations like this can be useful because they can help us spot a connection between two things. In some cases – including the examples we’ve used here so far – you can even identify a causal relationship between the variables. For instance, few would deny that skipping meals can cause hunger, or that a faster vehicle can reduce journey time. But we must be careful when drawing this kind of conclusion. Correlation does not always imply causation. And if we misinterpret a correlative relationship, we might fall into the false cause fallacy. The False Cause Fallacy The false cause fallacy occurs when we wrongly assume that one thing causes something else because we’ve noticed a relationship between them. For instance, if one thing happens after something else, we may assume that the first causes the second. However, following from or coinciding with something is not the same as causing it. And if we are too quick to conclude a causal relationship, we might end up with a false cause. Two major hazards here are reverse causation and spurious correlation. The False Cause Fallacy: Reverse Causation When looking at a correlation, we may misunderstand the relationship between the variables. And this can lead to mixing up a cause and an effect. For instance, based on a correlation alone, it would be just as reasonable to believe that windmills cause wind as it would be to believe wind causes windmill blades to turn. All we know is that the two things happen together, increasing and decreasing at the same rate. Its basically a big rotary fan, right? (Photo: music4life) For anyone who knows anything about windmills, though, this is obviously a case of the false cause fallacy. We know this because we know that windmills catch wind to create rotational energy. Thus, a correlation can only tell us about a cause if we know how the variables are related. And if we get this relationship wrong, we can end up with reverse causation. The False Cause Fallacy: Spurious Correlation The false cause fallacy can also occur when there is no real relationship between variables despite a correlation. For example, there is a genuine statistical correlation between movies released featuring Nicolas Cage and the number of people who drown in US swimming pools each year. Is Nicholas Cage a secret pool murderer? Our libel lawyers say No. (Graph: TylerVigen.com) If correlation implied causation, we might assume that Nicolas Cage movies are deadly around water. But this would be at best a hasty conclusion. As with the windmill example above, correlation alone is not proof of causation. If we truly wanted to say that one of these variables caused the other one, we would need to explain how Nicolas Cage movies are related to pool deaths. And we’d need evidence that the two things were connected. Without this, we’re left with a spurious correlation (i.e., two things that coincidentally overlap in some way). And we cannot draw any useful conclusions from this kind of relationship between variables. How to Avoid False Cause Fallacies So, then, how do you avoid the false cause fallacy in your own work? We have a few tips that you might want to follow: Remember that correlation does not equal causation. It is fine to report a correlation in your data, but you cannot assume a cause and effect relationship from that alone. Always consider how variables in a correlation are related. Think about non-causal explanations, such as pure coincidence. Is there enough data to suggest a strong correlation between two variables? Consider whether other variables could explain the correlation. For example, ice-cream sales and hospital admissions for heat stroke are positively correlated because both are influenced by a third variable (i.e., high temperatures), not because eating ice-cream causes heat stroke. If you are going to argue that a correlation suggests a causal relationship between variables, back this up with evidence. Don’t forget, too, that having your work proofread can help you express yourself clearly. And the more clearly you can set out your arguments, the easier it will be to avoid false cause fallacies.

Management Essay Example | Topics and Well Written Essays - 2500 words - 26

Management - Essay Example This theory is also based on another theory known as cognitive evaluation theory according to which a person loses interest in his work because of the external factors such as increase in pay etc. This can be explained in other words as the decrease in the motivation of a person to work gradually decreases as the number of incentives being provided to him increase because people get the perception that the work they are doing is forced and compulsory and hence, the person loses interest in doing the same work because then he feels that it is his duty. Another theory, the goal setting theory explains the importance of setting goals and how it improves the performance of an individual. This theory also proves that when a person is told about what goals to achieve and when to achieve it, he automatically works on the task in order to reach his goal. Similarly, if a person is appreciated for his works, his performance eventually increases to a great extent. But a big factor regarding thi s theory is the acceptance of the set goal. And harder goals gave better performances as compared to easier goals. The third theory, known as self efficacy theory or social learning theory is based upon the thinking of an individual whereby he thinks that he has the ability to achieve certain goals or tasks. Hence, if a person is less efficacious he is more prone to give up easily, whereas someone who is highly efficacious will try his best to accomplish the task. The most widely accepted theory is known as expectance theory in which a person seems to think that if he performs better he will be rewarded for it and hence his performance is greatly affected due to this thinking. The manager told that motivating employees was one of the most important parts of any organization and special attention is given to make sure that the employees are motivated to the best level possible. The leader appreciated each and every employee individually

Economics of Exchange Research Paper Example | Topics and Well Written Essays - 1250 words

Economics of Exchange - Research Paper Example Contextually, the Senior Leadership Team (SLT) had been focused on keeping the entire manufacturing process in-house, concerning which the management presumes that out-sourcing certain elements of its production system or rather its supply chain system shall be beneficial for the company to satisfy the augmenting demand. With due concern to the above mentioned aspects regarding the outsourcing initiatives of BlueJay, this essay would intend to present a workbook for weekly staff meetings which is intended to be held in the 30 days period of recommending the outsourcing plan. Hence, the objective of the workbook would be to develop adequate understanding amid the supply chain management team regarding the background of the decision and evaluation to be taken. The proposed workbook will thus address the economic aspects of value and utility (i.e. the concept of economics of exchange) in relation to decision making process to render a better knowledge of economic as well as financial el ements related with the company’s upcoming decision. Workbook The workbook is scheduled for a 30 days period describing the aspects to be covered in 4 weekly staff meetings. ... Correspondingly, the last meeting will be held to obtain feedbacks and evaluate the understanding of the staffs which would assist them in contributing efficiently to the overall outsourcing process. Economics of Exchange Today, when there is a price tag hanging on every element which can be a part of a transaction, the concept of economics of exchange becomes quite apparent. It is often regarded as the process of serving commodities in exchange of a value, particularly in monetary terms. Thus, it can be affirmed that the concept of economics of exchange is based on the process of transaction which further tends to determine the balance between the customers’ requirements and the company’s capacity. It is often described as a transaction process through which the firm intends to serve its customers with the notion of earning value for the commodities offered (Williamson, 2008). In relation to BlueJay’s current economic conditions, the SLT of the firm’s sup ply chain management have proposed the strategy of outsourcing related to which, a number of researches are to be conducted for making effective decisions with concern to the quality as well as cost of the products. This in turn is likely to influence the economics of exchange in the supply chain process of the company where it is required to make decisions with regards to the quantity of in-house production, quantity of products to be outsourced, prices and the risks which are connected with the suggested procedure. It is expected that the outsourcing will assist the firm in reducing the cost of production for the goods and will also assist in meeting excessive demand from the customers. On the

Of mice and men - What u think happened in Weed Essay Example for Free

Of mice and men What u think happened in Weed Essay It was getting dark; the hot humid winds blew from the starless sky over the heads of exhausted ranch workers in the quiet town of Weed. George, along with the rest of his team headed towards the cabin as Lennie, the friendly giant followed behind. Today had been a long day; every worker had been on the field for over twelve hours. Working overtime was the only way to make an extra few dollars which was crucial to many of the men. As they arrived to the cabin, one by one the men washed and prepared for the next day. The clock hit nine and the cabin went silent, the sounds of George snoring echoed as the others slept in peace. The limited hours of sleep ticked by and were soon over. The next morning arrived as the alarms went off, the sounds of tired men yawning whizzed from bed to bed as the men got up for a hard day of labour. Once again one by one they lined up for a wash and set of for the fields. As usual Lennie was last to wash and so once again George had to wait as George and Lennie were as one force. George stuck by Lennie throughout his life as he was the only form of family he had. Lennies lacks of knowledge lead to him being Georges responsibility and so George stuck by him throughout everything. However both men left the cabin and set of for the fields. The sun was blazing down, droplets of sweat poured down their faces as they arrived to the fields. Both men had arrived late for the third time this week; they got straight to work as the boss walked by inspecting how everyone was getting onYou late again georgy boy, carry on this way and ull be hitting the road and that goes for the big one too pointing his short crooked fingers to the direction of Lennie Wont happen again boss replied George hesitantly. The ranch workers were terrified of the boss, he was a mysterious guy, no one actually knew anything about him let alone his actual name. He would spend his whole day walking through the fields looking for someone in the wrong for him to pick on. George just kept out his way as he didnt want no trouble just wanted to make the money and head off to buy a little farm house and live the American dream. The day finally came to an end, and on top of everything it was a Friday, looking forward to the two days off George and the boys decided to go into town. As the men headed of for the cabin Lennie followed walking half a mile behind the rest as usual singing to him self. Go straight back to the cabin and go to bed, me and the boys gonna hit inta town so dont stay awake instructed George to LennieOk George replied the big fellow, repeating quietly the instruction from George. Lennie made his way back towards the cabin strolling through the muddy fields all alone denting gigantic footprints behind him. As he arrived back to the cabin all alone, he watched George and the other men making their way for a night out. Although Lennie never asked to join them he felt left out, he felt different and less important as he was the only man left behind. Feeling sympathatic towards himself he decided to go off for a walk instead of going back to an empty cabin. He started walking through the dark muddy fields, his boots covered with large bulks of mud making it hard for him to lift of the ground to take the next step, lost in his own thoughts he carried on walking until his leg finally got stuck so deep in the mud he dropped, his large figure fell to the ground with an impact leaving the ground surface all uneven. He layed motionless on the ground for a few second before deciding to get up. Finally he made an effort to get back to his feet when to his shock he realised a young women standing above him looking down at him offering her hand to pull him up. He gazed into her eyes, his head started spinning her beauty was undescribable her red lipstick shone aginst the moonlight as her long silky hair ran down her back. Shocked by her beauty Lennie just carried on looking into her eyes, she looked back into his with a confused smile flashing off her face you ok there? the women asked politely you want a hand getting up big man, didnt you see th ea sign no walking through the fields at night! its there for a reason! Lennie was lost in her beauty, not listening to nothing she said he put out his hand to accept help from the women, she grabbed on to his enormous rough hand trying to pull him up using both her soft hands. She tried to pull the big man off the ground who made no effort to try get up himself, he just gazed into her eyes as if he was lost in them. She used all her strength to help him up but Lennie didnt move an inch. As she released the power, tired of pulling, Lennie gave a slight pull on her left hand. The women came flying down directly ontop of him but hitting her head against the mud. The women layed directly above him, Lennies heart beat increased as the women didnt move, he gently turned her of him to his left. While moving her body of himself he realised droplets of blood on her forehead. Lennies heart rate increased, he started to take long deep breathes and got to his feet instantly. He stood above her to realise she had hit her head onto a rock which layed on the mud. Lennies panic began to increas now that he figured out the women was dead, he was now going to get into trouble once again and let George down. Feeling terrified and confused, Lennie made a run, he ran through the fields falling after every few steps as he realised a light being shone in his direction, it was his boss. What you doing out here at this time big man shouted the boss curiously with his voice echoeing through the fields, however Lennies fear forced him to ignore the boss and carry on running. He ran and ran untill he finaly made it to the cabin. Lennie entered the cabin and went straight to his bunk where he sat up waiting for George. Hours went past and the men were not back, Lennie left the cabin and stood outside.The winds blew with force and a few minutes later Lennie saw George and the men walking back in the distance, George saw Lennie outside the cabin from a far distance and ran towards him. What you doing up awake at this time, I told u I was going to be latesaid George in a dim and tired voice and suddenly Lennie bursted into tears as he explained himself to George about what happened. After hearing the news George also began to panic we have to leave Lennie now both men packed their bags as the other men fell into their deep sleep and left as they had no other choice. Although Lennie had meant no harm on th women Lennies life would be at risk, he would be blamed for murder and with no evidence to prove his innocence he would most likely be killed. The only way to avoid this was to go on the run so both men set off for the woods to get as far away from the town of weed as possible.

Langston Hughes Essay -- essays research papers fc

Langston Hughes Throughout many of Langston Hughes' poetry, there seems to be a very strong theme of racism. Poems such as "Ballad of the Landlord", "I, Too", and "Dinner Guest: Me" are some good examples of that theme. The "Ballad of the Landlord" addresses the issue of prejudice in the sense of race as well as class. The lines "My roof has sprung a leak. / Don't you 'member I told you about it/ Way last week?" (Hughes 2/4) show the reader that the speaker, the tenant, is of a much lower class than his landlord. It also shows that the landlord could care less of what condition his building is in as long as the money is still coming in. "Well, that's Ten Bucks more'n I'll pay you / Till you fix this house up new." (Hughes 11/12) shows that the speaker may be cleverer than originally thought because he is hitting the landlord right where it hurts: his wallet. At this point it seems that the speaker may actually win and get his home fixed up, until he threatens the landlord in fifth stanza. That’s when it all turns around. The landlord uses that threat to get the speaker, who we now find out, is black, thrown in jail. Richard K. Barksdale wrote "in 1940, ['Ballad of the Landlord'] was a rather innocuous rendering of an imaginary dialogue between a disgruntled tenant and a tight-fisted landlord." He then goes on to comment about the literature having once again pitted the haves against the have-nots. According to him, the landlord / tenant confrontation was "just another i...

A Crash Course on Racism and Contemporary Society Essay

When you see the word crash, it always summons to mind an unfortunate event that has to deal with vehicles. Someone even told me that it is prohibited to say this word when you are boarded on an airplane because you might cause panic among another passengers. Planes, cars and even computers crash. Crash basically means collision. Similarly, the title of Paul Haggis recent movie is Crash (2005). However, viewers will see not only collisions involving cars, but collisions involving race, culture and classes. The movie †Crash† tackles the cross-cultural panorama of Los Angeles urban life, involving people interconnected to each other in vestiges of crime, racism, corruption, obligation, indignation and chance over a two-day period. The storyline superimposes the complexity of the multifaceted narratives of their lives entwined under the numerous social and psychological issues usually hidden inside the closet of the American consciousness. The Plot: Crash or Clash The story revolves around two cops, one senior and the other junior. The other jaded and abusive, the other one is a novice and willing to learn the ropes. These cops are played by Matt Dillon and Ryan Philippe respectively. One day, when they were assigned in their beat site, they pull over and eventually harass a black couple (Terrence Howard and Thandie Newton) because the SUV they’re driving vaguely fits the description of a carjacked vehicle that was reported. More complications swiftly supersede within 24 hours, these characters all cross paths again in separate incidents of incredibly high tension that challenge both the prejudices that have formed between them and the assumptions we draw out from their different perspectives about race and culture as a whole. It turned out that Christine (Thandie Newton) was surprised that she encounters Sgt. Ryan (Matt Dillon), the racist cop who sexually molested her during a traffic stop the previous night, the officer on the scene who pulls her from the burning car. To further intricately muddle the conflicts, characters encounter and reencounter one another in highly convenient ways. For example, a young African-American criminal Peter (Lanrez Tate) is murdered. Fortunately, he has a brother, Graham (Don Cheadle), an LAPD detective, who discovers Peter’s dead body in the desert. Prior to learning of his brother’s death, Graham is thwarted by the district attorney’s office into suppressing evidence that may partially absolve a white police officer charged with killing a black cop. Incidentally, the district attorney (Brendan Fraser) is looking for a conviction that would help him gather enough support from the black community, since he is trying to manage a potential media scandal. He and his wife (Sandra Bullock) were carjacked in Sherman Oaks by two young black men. Moreover, more table-turning events are revealed in the lives of the characters because actual carjackers is Peter and his friend (Larenz Tate and rapper Ludacris). Surprisingly, the carjackers and their victims – these four are, in turn, connected through other events to a young Hispanic locksmith (Michael Pena) desperately trying to make a better life for his 5-year-old daughter after moving out of a crime-ridden neighborhood, and to a struggling Iranian shopkeeper (Shaun Toub) desperately seeking to lay blame for the vandalization of his convenience store, and to a pair of internal affairs detectives (Don Cheadle and Jennifer Esposito), whose lives and jobs are complicated by politics, tested principles and personal secrets. As film involves various crashes and clashes, forcefully it does not just invoke commonly hackneyed racially charged confrontations found in some films, but it almost subliminally showcases how passive prejudice and pre-conceived notions are often prevalent in simple day-to-day life. Thus, people could just collide and all these complications happen within a blink of an eye, unaware that they are villains and victims all at the same time of the milieu they are placed in. Although the dominant illusion that Crash could perpetuate among its viewers about its own narrative is that each character does something virtuous in one situation, and something unconscionably racist in another. Entirely, this is not the case because some characters could be deemed as purely good people. The Latino locksmith Daniel exists solely to incur racist threats and insults from other characters, then to belie their opinions through his role as the most upstanding of family men. Unfortunately, other characters display no redeeming traits, like the DA’s wife, Jean Cabot (Bullock) is depicted as a self-involved rich and uptight woman who is there to speak the unspeakable ‘truth’ when justifying her fear of black men. Eventually, she stops just short of calling Daniel a wetback, and undergoes a quite insincere transformation that resulted from her inability to understand that her housekeeper Maria (Yomi Perry) is nice to her when she fell down some steps and fractured her leg, and nobody else has given her sympathy. She had no choice, but be nice to the person who helped her (Sicinski, 2005). Craig Detweiler (December, 2005) analyzed that Haggis portrays the film as a depiction a fine interconnectedness of realistic portrait of pertinent issues with a subliminal touch of magic realism. The movie offers a range of familiar types, attempting to prick his viewers’ consciences without being overbearingly preachy or nearly jingoistic. As the film kicks off, tempers are already surging as invectives and epithets are blurted out without batting an eyelash. Prejudices are looking for confirmation. â€Å"I am angiy all the time, and I don’t know why,† laments a frustrated housewife. The first half of the film whips up the melting pot of complications, with racist assumptions spilling out of the characters ears. Viewers relish a platter of racism and crime, seasoned with sexual harassment, a broken health-care system and the purchase of firearms. In the softer second half, Detweiler explains that the isolated moments suggest a possibility of redemption for the characters. A motorist hassled by the cops for â€Å"driving while black† turns out to be a conflict-avoiding â€Å"Buddhist for Christ’s sake. † But that doesn’t dissuade the police from violating his humanity and that of his wife. A statue of St. Christopher shows up at surprising times, but it ultimately proves ineffectual. A protective icon inspires a random act of violence. As Christmas unfolds in the movie, we see images of the nativity that could only summon unrealized prayers for â€Å"peace on earth† (Detweiler, 2005). Circumscribing the â€Å"circle† that goes around the film’s plot, a realization could smack its viewers that in the small world we are living in, we are connected to each other, like it or not. Conclusion Racism is a topic well-tackled among discussions. We are aware that it is generally loathed by people and we heard calls of putting a stop to it. We have seen the fall of Apartheid, we have seen those protests voicing out equality, but people still commit racism unconsciously as they encounter each other in their daily lives. Is prejudice primarily a question of color? How do differences of language and culture play into our misunderstandings? What must be done to bridge understanding and permanently inculcate the ugly face of prejudice regarding our differences? The film Crash does not present the ultimate panacea to racism and prejudice. But certainly, it is a mirror of what American society has become. It is presenting a consciousness about the interconnectedness of people and the situations that made them come up with their own realizations. Thus, the film invites its viewers to come up with their own realizations about the contemporary cross-section of American society and provide a space about perspectives on how to deal with their own prejudices. Works Cited Detweiler, Craig. Cultural Collisions. Sojourners Magazine. Washington, (December 2005), 34 (11): 45-46. Sicinski, Michael. Crash, Film Review. Cineaste. New York, (Fall 2005), 30 (4): 51-54.

NCFE Level 2 Certificate for children and Young Peoples Workforce Essay

UNIT 1 1.1 Observe and record aspects of the development of a child or young person- All early years setting observe children everyday. There are many different ways of doing this. Knowing what to look for is important most settings will observe children’s development to see how they are doing in the following areas: PHYSICAL- Children’s physical development is about the way that they use their hands, move and balance and also manage skills such as kicking a ball. Most play involves physical development; you may be able to observe a child’s physical development as they are playing e.g. a child pushing a pushchair or a child playing football. COMMUNICATION AND LANGUAGE- Most children will talk as they play if they are using speech. Babies and toddlers might use body language or gestures to communicate with us. Children’s speech and language is important to their overall development. PERSONAL, SOCIAL AND EMOTIONAL- Quite a lot of information can be learnt about these aspects of development while children are playing. Observing children’s personal social and emotional development means looking at whether they have strong relationships and whether they enjoy being with others. Being with others is important for children. Even young babies show their happy while being with others and make eye contact. UNIT 1 1.2 Identify different observation methods and know why they are used- We observe children because we use the information we record to plan activities that are relevant for the child or change your setting in some way to reflect what you have learned about the children as a group to help them develop. There are different ways of observing a child for example: with yours eyes, your ears, or through planned activities. We also record the observation in different ways, i.e.- Focused observation- A focused observation is where you observe what a child is doing recording every detail, this helps record the development of the child and when linked with the EYFS we can identify what stage the child is at. Snapshot observation- A snapshot observation is where you witness a child’s development with your own eyes or hear it with your ears that was not adult led but child initiated. You will then record it and link it with the EYFS and then you could plan an activity that would help their development in that particular area. Daily diary- In my setting a daily diary record is kept of what a child has done through the day if the child was a baby it would include what time their feed was, what they ate and what time they slept and for how long. It would also include what the child has shown interest in that day and what activity the child was encouraged to be involved in. This is shared with the parent on a daily or weekly basis so the parents can see how the child is doing in the nursery. UNIT 1 1.3 Support assessments of the development needs of a child or young person- Once I have observed a child, I will then think about what I have learnt about the child’s development, interests or needs. This is done so that setting’s can plan activities and resources. I will think about what a child is doing in relation to the early year’s foundation stage. Confidentiality is very important, I must make sure that any information about the child cannot be seen by people that are not working with the child or do not have reason to see it. When I observe a child it is important that I stay as objective as possible, This means really focussing on what the child is doing at the time I am watching them and trying to forget what I may already know about them. [pic] 1.4 Suggest ways the identified development needs of a child or young person can be met in the work setting- There are many ways a work setting can be meet indentified development needs in children. They can reflect on the child’s interest and views, it is important to base our ideas around what we have seen the child doing and enjoying, activities to support a child’s development do not work if the child does not like them or are not interested. Providing a challenge will help the child to make progress, this means any ideas for activities must be exciting. Play is an important way of helping children to develop skills without realising it. They can also make sure that in the work setting all planning is flexible as a child may come in and not feel like playing or might have other ideas about what they would like to do, Also working with parents so they have consistency by doing the same at home as they do in nursery. UNIT 1 2.1 Carry out activities with a child or young person to support their holistic development- I have carried out an activity with three children ages 8 months-1year. I first planned the activity of what I would need and do, as you can see blow, while doing the activity I done observations on all three children but focused on my key child, this observation has also been included for you to see. After doing my activity I then sat down and looked at my plan and observation, I evaluated it and wrote down next step. Activity plan Type of activity: Holistic / Sensory. Activity: Exploring the treasure basket. Number of children: 3 focused on one child. Material needed: Treasure basket, Holistic objects. Activity: I will take three children; one would be my focused child. I will then sit them in a circle with the reassure basket and holistic objects in the middle. I will then encourage the children to explore and feel the different objects. I will also observe how they react and record it. 2.2 Record observations of the child or young person’s participation in the activities- Focused observation Child A has pulled a sponge out of the treasure basket, she starts to pull it with both hands, child A then holds the sponge in her right hand and starts to wave it about. Child A then reaches into the treasure basket with her left hand and starts to pull out the material, a staff member says â€Å"what’s this† and child A watches the staff and copies them with the material pulling it with both hands. Evaluation While doing my activity I done an observation on my focused child. Looking at my observation and what the child did during the activity I can see that child A likes to feel objects with her hands. Child A also learns by watching others and then copies them. My next steps for child A is to introduce sensory activities e.g. exploring mash potato as she could feel and taste at the same time. UNIT 1 3.1 & 3.2 Describe the different transitions children and young people may experience- Explain how to give adult support for each of these transitions- Children and young people may experience different transitions such as: 3.1 NEW SIBLINGS- When a child or young person’s parent’s have a new baby it could leave the older child feeling like they are not the baby anymore, they may feel jealous or even upset because they may not be getting as much attention as before, this could make the child start attention seeking, they may start acting up e.g. lying or not listening. 3.2 I can support a child if they are feeling this; I could try explaining to the child about the positive side to having a sibling, and would also empathise with the child explaining why they feel the way the feel. 3.1 TOILET TRAINING- This could make a child feel frustrated because he/she might not be able to tell you they need the toilet on time, or they may not recognise the signs. This will cause the child to have an accident and may then feel embarrassed. 3.2 I can support them by encouraging them to use their words to communicate to an adult. I could also use flash cards to learn the child what a toilet looks like and how to say toilet. I would praise the child when they go to the toilet e.g. verbally or using stickers, this will encourage the child to want to do it again to receive more praise. 3.1 MOVING AWAY- This could make the child frustrated because they are being torn away from either their favourite place or even their friends. When a child moves away they may feel lost or scared, lonely or even anxious this could possibly end in depression and make the child’s behaviour worse in nursery or school. 3.2 I would support a child or young person moving away by making the transition a happy experience, I would explain what is going to happen and when, then try and make them understand why it is happening. 3.1 STARTING A NEW SCHOOL- When a child moves school they may start to feel sad, upset or lost that they are leaving all their friends behind and may not see them everyday anymore, they might not understand why they are leaving. Moving school could make the child feel nervous because they do not know anyone and will have to make new friends, the child could feel anxious because they don’t know what to expect. This could make them feel shy and not want to go to school. 3.2 I can support the family in advance preparing them for the change. I can explain to the child what is going to happen so it’s not a big shock for them. I could suggest to the parent to take them to visit the new school setting so they know and recognise the surroundings they are going to. UNIT 1 4.1 Explain how a work setting can encourage children and young people’s positive behaviour- A work setting can encourage children and young people’s positive behaviour by: †¢ Following behaviour policy. †¢ Providing a simulating and challenging environment. †¢ Positive behaviour reinforced through praise and rewards. †¢ Having clear boundaries. †¢ Developing positive relationships. †¢ Meeting individual needs. †¢ Giving children choices. †¢ Having adult role model. †¢ Listening to children and valuing their opinions. †¢ Encouraging children to resolve conflict. †¢ Following plans for individual behaviour. 4.2 Demonstrate how children and young people are encouraged to engage in positive behaviour- As we are role models, we must always express positive body and verbal language and support rules. We should be confident and professional so that children will become self confident and express positive behaviour. Giving verbal praise and rewards such as stickers to a child’s positive behaviour will encourage them to continue this way. Rewards also go a long way in promoting positive behaviour in a child. We should always lead by example. We should use encouraging words, be approachable, understanding and show empathy in order to encourage positive behaviour. When there is a good relationship between the adult and child, and the child is behaving positively, the child receives lots of good attention. This encourages them to repeat the same behaviour. In the same way, if a child is behaving in a way where they will get negative attention, they normally want to change their behaviour so they can receive positive attention again. UNIT 1 4.3 Reflect on own role in promoting positive behaviour in children or young people- My setting has clear rules and boundaries that I will meet at all times. I will follow the behaviour policy within my setting, this will encourage positive behaviour. I would encourage the children to be kind with other people by maintaining a good environment. I will also meet the children’s needs and plan activities to meet those needs. I will set an example in myself and will always have and use positive behaviour, as I am a role model to them. I will reward the children that have showed positive behaviour through verbal or stickers to praise them. I would use encouraging words and make sure I provide a simulating environment. Also I will make them feel safe and secure when being left by parents. 5.1 Review effectiveness of own contribution to the assessment of the developmental needs of a child or young person- By observing a child, I can see how the child is progressing. When I’m observing a child I will be looking for development in the seven different areas covered in the EYFS which are: P.S.E.D- Personal, Social and Emotional development. C.L- Communication and Language. P.D- Physical Development. L- Literacy. M- Maths. E.A.D- Expressive Art and Design. U.W- Understanding the World. Once the observation is linked with one of these areas I can then write my next steps and plan activities around that area that will aid the child’s development further. 5.2 Review effectiveness of own role in supporting the child or young person’s development- When supporting the child’s development, I will have observed the child looking at all the areas of the EYFS. I would have then linked it. After I would have wrote my next steps. This was effective because I can see what stage and in what area within the EYFS the child is at. I then planned an activity that would be challenging. This helped me to know what recourses I needed for the activity and also helped the child further their development in a fun and happy way. UNIT 1 5.3 Identify changes that can be made to own practice in supporting child and young person development- The changes that can be made in my setting are communication skills, time keeping and working with parents. This will help support the child’s development because these will help the child become more confident and have structure and routine while in the nursery this is important as a child will be unhappy and will not be able to learn if they don’t have these. UNIT 2 1.1 Describe the common types of fractures- A fracture is simply a broken bone. When a bone is broken, the nerves, blood vessels and muscles around the brake will be damaged as well. Often a fracture may not break the full bone in young children as their bones are more flexible than adults. This sort of fracture is sometimes referred to as a greenstick fracture. Fractures can be one of two main types closed or open. Closed fractures- This is the most common type of fracture, this is where the skin around the fracture does not break. Open fracture- This is where there is an open wound at the site of the fracture. Sometimes the bone sticks out of the wound; this creates a big risk of infection. Dislocation- A dislocation is where the bone separates from a joint, this can occur easily in children. Never tug or pull on a child’s arm or hand, and never pick them up by their hands or arms. 1.2 & 1.3 Describe how to manage a fracture or dislocation- You will usually be able to tell quite easily if a child has a fracture or dislocation. In children that are older they are likely to tell you that their arm or leg hurts. Alternatively, look for- †¢ Swelling around the injured area. †¢ Unnatural position. †¢ Open wounds or breaks around the skin. †¢ Tenderness. †¢ Loss of power / Ability to move. My role is to make sure I maintain the injured part in the most comfortable position while waiting for the ambulance. UNIT 2 2.1 Describe how to recognise and manage head injuries- A head injury can result in Concussion, skull fracture or cerebral compression. I would be able to recognise a head injury by the following signs: †¢ Swelling. †¢ Bruising. †¢ Nausea. †¢ Vomiting- on more then one occasion. †¢ A bump. †¢ Severe drowsiness. †¢ Blurred vision. †¢ Fits. †¢ Bleeding from any part of the head. †¢ Change in the type of cry of a baby. †¢ Difficulty in walking or talking. †¢ Being pale and sweaty. †¢ Pupils of the eyes uneven in size. †¢ Aggression and irritability. †¢ Clear or blood-stained fluid from the ears or nose. †¢ Changes in behaviour. †¢ Swollen soft spots on a baby’s skull. Often after a child has had a bang to the head they might just have a bump and feel dazed and will not need to go to the hospital. It is still important I monitor the child closely for about six hours after the accident, and be alert for any changes for a few days. I will inform and give clear instructions to the parents about what to look for after a bang to the head and encourage them to seek medical help if they are worried. Bleeding can happen straight after the injury or a few days later, or blood can build up slowly. If any of the signs of a head injury occur I would call for an ambulance and the child’s parents immediately. While waiting for the ambulance I would control any external bleeding by applying pressure with a pad, lay the child down, if the child is unconscious act as if there is also an injury to the neck, I will also make note of the symptoms e.g. vomiting, pupil size, how long the child has been or was unconscious for. Etc. 2.2 Demonstrate how to manage a suspected spinal injury- Spinal injuries are unusual in young children But can happen if a child falls from a height. It is very important you do not move or attempt to move the child as any slight movement can cause serious damage, including paralysis. I will steady and support the neck and head, and dial 999 for an ambulance. UNIT 2 3.1 Describe how to manage and infant and a child with foreign bodies in their eyes, ears and nose- There as many things that can get stuck in these places e.g. crayons, glitter and beads. Beads fit into these places incredibly well. When something is stuck up a child’s nose or ear, if there is enough sticking out to get a firm grip on e.g. a crayon, I will gently try to ease it out I will not touch it as the result will be it becoming further stuck in. If it is not possible to ease out I would simply call for the first aider to take the child to the nearest NHS walk-in centre or minor injuries unit. 3.2 Describe how to recognise and manage common eye injuries- Most children will manage to get foreign bodies in their eyes such as: Paint Dust Sand Eyelashes Glitter Fluff These sorts of things can easily be removed. I would sit the child down and put on a pair of disposable gloves. I will then Gently pull down the lower eyelid and any remove any visible foreign bodies with either a clean wet piece of tissue or a small piece of wet gauze swab. Yet if this fails to works I will pull the upper eyelid over the lower lid ad try to flush it out with tears. If it still remains in the eye I will then try to wash the eye with water by: Positioning the child’s head over the sink or bowl with their eye open, facing the bottom of the sink or bowl. Using a plastic cup try to pour water on the eye from the tear duct outwards. If none of this works and the eye is still red and the child still says it is painful I will seek professional help. UNIT 2 4.1 Describe how to recognise and manage chronic medical conditions including: sickle cell anaemia, diabetes and asthma- The most common chronic health conditions you may come into contact with are asthma, sickle cell anaemia and diabetes. Sickle Cell Anaemia is a genetically inherited condition and is common in children of an African-Caribbean heritage. Sickle cell anaemia is a blood disorder that red blood cells become distorted and can block vessels in the body. The signs and symptoms are lack of energy and being breathless also they would look yellow in colour due to jaundice and they would be in severe pain. Straight away I would consult a doctor and my line manager I would recode these symptoms and everything else in my accident book. I would also inform the parents. Diabetes is a lifelong medical condition. Most children who have diabetes will need insulin injections. If a child has too much or not enough insulin, they are at risk of getting hypoglycaemia (hypo attack) or hyperglycaemia (hyper attack). A child going into ‘hypo’ may be: drowsy, pale, sweating, confused, trembling or irritable. The child needs to balance the insulin by having sugar I can give this to the child directly in the mouth or a drink of orange juice for example. Usually the child will not need any more treatment and will respond quickly to sugars that are easily absorbed. A ‘hyper’ attack is caused by lack of insulin medical help is needed, I will call for an ambulance. A child going into ‘hyper’ attack may shows signs of the following: Very thirsty, drowsy, passing urine very often, have a fruity-smelling breath, vomiting, eventually become unconscious. Asthma attacks can be brought on by: exercise, stress, very cold air and pollen or dust. Asthma is caused by the airways in the lungs closing up. This makes it difficult for the child to take breaths. I would recognise this as the child wheezes and breathing in/out becomes more difficult. A child with asthma will usually use one or more inhalers to control it. They should a lways have their inhaler available at all times to help them deal with an attack. Often a child will use their inhaler before exercise. If an asthma attack is left untreated, a child can die. If a child is having an asthma attack I would make them comfortable. Sit them in a quiet area away from other children and seat the child in the position most comfortable to them. I will also help them to use their inhaler – usually a blue reliever. I will encourage the child to breath slowly, if the attack does not subside, then I’ll call for medical help. UNIT 2 4.2 Describe how to recognise and manage serious sudden illnesses including: Meningitis and Febrile convulsions- Meningitis- In most settings children may become ill during the day. Some cases the development of a high temperature, vomiting and a rash are just parts of mild illness. However, in a few cases they can be the start to a life threatening illness. If I was worried bout the child’s symptoms, I would seek medical help. Babies and young children can deteriorate very quickly. I would be able to recognise a child with meningitis by these common symptoms: †¢ Stiff neck. †¢ Reaction to light. †¢ High temperature. †¢ Headache. †¢ Bulging fontanelles in babies. †¢ Irritability. One sign of meningitis is a rash that does not fade under pressure, I would perform the glass test to detect whether the rash fades or not. A fever with a rash that does not fade under pressure is a medical emergency. If I suspect a child has meningitis I will call an ambulance immediately and inform the parents, while waiting for the ambulance I will stay with the child and make them feel comfortable. Febrile convulsions- I would be able to recognise a child with febrile convulsions as the child may be experiencing, loss of consciousness, a short spell of not breathing, heavy dribbling, neck and back arching, body rigid and shaking and heavy dribbling. I will perform the following to prevent the child from choking or injuring themselves: I will put the child on their side making sure the airway is open, I will clear any surroundings objects, if the child is hot I would help to cool them by opening a window or putting a fan on or I will remove some clothing, I would place the child in recovery position, also sponge the child down and if this is their first convulsion or does not stop after three minutes then I will dial 999 for an ambulance. UNIT 2 5.1 Describe how to recognise and treat the effects of extreme cold for an infant and a child- If body temperature drops to below 35 degrees, hypothermia will cause a slowdown in the working of the body and can lead to tissue damage and death. I will look for: – Low body temperature. – If the child is being sluggish or unconscious. I will treat the child who is suffering the effects of extreme cold by bringing tem into a warm room or close to a warm body, I will wrap the child in a blanket or coat, I would call for an ambulance and encourage them to drink warm drinks. 5.2 Describe how to recognise and treat the effects of extreme heat for an infant and a child- It is easy to recognise when a child is too hot, they may show signs of: heavy sweating, tiredness, feeling sick and generally ill, high temperature, rapid breathing, febrile convulsions in babies and small children. When the body temperature is over 40 degrees this can cause heatstroke and can result in brain damage or death. Heat exhaustion is more common in children, especially if they have been playing out in hot weather. It can be life-threatening if a baby or young child overheats. If this happens I would move the child out of the heat and give them plenty of water to drink, I would cool them by applying cool water or cool cloths, I would remove excess clothing then if there is no improvement, or if I suspect heatstroke I will call for an ambulance. UNIT 2 6.1 Describe how to safely manage an incident involving electricity- If there is an incident where a child has been in contact with electricity, the priority is to isolate the source. If possible I will switch the power off at the mains or master switch. If this is not possible I could get a wooden broom or chair and push the child well away from the electric source. I do not want to rush in to get hold of the child; this will result in me also being injured. 6.2 Describe first aid treatments or electric shock incidents- Exposure to electricity can stop the heat. If this is the case then I will start ABC: Airway. Breathing. Circulation, and call for an ambulance. The places where the electricity has entered and left the body may have burns that need first aid treatment of lots of cool water. But I will only give this after the power source has been switched off or the child has been safely removed. 7.1 Describe how to recognise the severity of burns and scalds to an infant and a child and respond accordingly- There are three factors that affect the severity of a burn or scald: – Size, witch it usually described as a percentage. The palm of the hand is about 1% of the body skin. – Location, a burn to the face, feet, hands or genitals are more serious. – Depth. Burns occur when the skin is exposed to heat or chemicals, for example fire, sunburn, friction, acid, bleach or garden chemicals. Scalds happen when the skin is exposed to hot fluids, for example boiling water, steam or hot fat. Burns and scalds are usually divided into three categories depending on how much damage they cause to the skin and underlying tissues. First-degree or minor burns are superficial and affect only the outer layer of the skin, making it red and sore. Second-degree or partial thickness burns extend below the surface of the skin. The skin looks raw and blisters form. Third-degree or full thickness burns damage the entire layer of the skin and underlying tissues to affect nerves, muscle and fat. The skin looks pale and waxy. First-degree burns can be recognized by slight swelling and redness. In second-degree burns, the skin looks red raw and blisters will appear. Black or waxy skin indicates a third-degree burn and that the burn is serious. Serious burns can cause shock. A scald in the mouth or throat, may cause swelling and make breathing difficult. Scalds are caused by liquids e.g. water or hot drinks. Burns can be caused by fire, electricity, the sun, chemicals or very hot materials such as metals. UNIT 2 7.2 Describe how to treat burns and scalds to an infant and a child- I would seek medical attention for any child with a burn that is: †¢ Causing serious pain. †¢ On the face or hands. †¢ A chemical or electrical burn. †¢ Deep or blistering. †¢ Accompanied by inhaling smoke or fumes. †¢ No larger than a postage stamp. First-degree burns can be treated at home and usually heal in seven to ten days. Second- and third-degree burns are much more serious and require medical attention as there is a risk of infection and shock developing. I would act immediately to a child who has a burn or scald; I would cool the burn with cold water- preferably under gently running water, for at least 10 minutes. I will remove any clothing that is not stuck to the burn. I would cover the burn with a sterile or clean dressing, or even a clean plastic bag; this will keep the air out of the burn. If there is any burn or scald on a baby or young child I will call an ambulance straight away. 8.1 Describe how poisons enter the body- Poisons can entre the body by being swallowed; for example cleaning fluids, tablets. Also be being breathed in by fumes and dust. Or it can entre the body through the skin e.g. fluids, powders. Here are some common examples of items that can be poisonous: Cleaning fluids can burn the mouth and digestive system when took if in unlocked cupboard. Sleeping tablets from unattended handbag can make a child unconsciousness and possibly result in death. Poison ivy plants can cause severe irritation and blistering to the skin. UNIT 2 8.2 Describe how to recognise and treat an infant and a child affected by common poisonous substances, including plants- Each poisonous substance will have a different effect on a child’s body, depending on what the poison is and how it has entered the body. When I find a child who I suspect has been poisoned I will look around for evidence like: †¢ Open drug containers. †¢ Open chemical containers. †¢ Unusual smells on child’s breath. †¢ Unusual smells, such as gas fumes. I would recognise if a child has been poisoned as they may show signs of: †¢ Vomiting. †¢ Pain. †¢ Burns around the mouth. †¢ Blisters or swelling. †¢ Drowsiness or unconsciousness. †¢ Severe rash or itching of the skin. I would treat the child by dialling 999 for an ambulance, I would try to find out what the child has taken, how much and when or what they have been in contact with and I will give my evidence to medical help. If the child is unconscious, I will check the airway and put the child in the recovery position. If the child has been poisoned by a poisonous plant I will rinse the skin under running water. 8.3 Identify sources of information that provide procedures for treating those affected by poisonous substances- UNIT 2 9.1 Describe how to recognise the severity of bites and stings to an infant and a child and respond accordingly- It is important I recognise when medical intervention is needed and make sure the child gets it. Most bites and stings are quite minor and just need cleaning or stings removing and reassurance. The most dangerous reaction a child would get from a sting or bite is if they are allergic to the sting or bite. Allergic reactions can develop very quickly. I would look for: †¢ Difficulty in breathing. †¢ Severe swelling at the site. †¢ Swelling of the face. †¢ Redness and raised rash. If a child had this type of reaction I would call for an ambulance immediately and inform there parents. Bites are usually easy to recognise. If a child has been bite I may see teeth marks or puncture wounds. Any cuts will usually be jagged. The bites also usually will have bruising with them, so I would see that the area is red and it may be slightly swollen. If I see the bite is badly bleeding or the child is seriously injured I will control the bleeding and call for an ambulance. But if the bite is not that serious I will wash the area thoroughly and apply a cold pact to the area to ease the swelling. I will also apply a dressing if there are breaks in the skin. I would recognise an Insect stings as the area would be red and may have mild swelling. Also the child would be complaining that it is painful and itchy. I would move the child away from any further risks of stings. I would check the area that has been stung and remove any sting by scrapping away from the area with my fingernail or card for example. I will wash the area well with soap and water and apply a cold pack to reduce any swelling and ease the pain. ———————– Support the assessment of children and young people Using the assessment framework Avoiding Bias Maintaining confidentiality

The eNotes Blog Surprise of the year Franzen is being a jerkagain.

Surprise of the year Franzen is being a jerkagain. Yes, he who snubbed Oprah and her schmaltzy book club, he who lacked the capacity to laugh at the ransom of a pair of glasses kidnapped from under his nose (quite literally), has climbed back onto his high horse again. The author of The Corrections and Freedom  now declares in a new Guardian essay his disappointment in authors who turn to Twitter, lovingly casting himself as the reincarnation of Austrian satirist Karl Kraus, aka The Great Hater. Not that you would know who that is, being a techno-communicating cretin and all. I mean, #karlkrausthegreathater takes up a big chunk of 140 characters. I would explain more of Franzens essay for you, but like his other work, I didnt get through it. So, Ill just leave you with a link and some idiot friendly bullet points: Jeff Bezos of Amazon may not be the antichrist, but he surely looks like one of the four horsemen. The work of yakkers and tweeters and braggers, and of people with the money to pay somebody to churn out hundreds of five-star reviews for them, will flourish in that world. But what happens to the people who became writers because yakking and tweeting and bragging felt to them like intolerably shallow forms of social engagement? What happens to the people who want to communicate in depth, individual to individual, in the quiet and permanence of the printed word, and who were shaped by their love of writers who wrote when publication still assured some kind of quality control and literary reputations were more than a matter of self-promotional decibel levels? As fewer and fewer readers are able to find their way, amid all the noise and disappointing books and phony reviews, to the work produced by the new generation of this kind of writer, Amazon is well on its way to making writers into the kind of prospectless workers whom its contractors employ in its warehouses. And with that, I have to get back to Twitter. I think Ill be in good company, what with  Neil Gaiman,  Joyce Carol Oates,  Joanne Harris,  Ian Rankin,  Margaret Atwood,  Stephen Fry,  Salman Rushdie et al. Besides, Im kind of a sucker for the cat pictures.

3 Cases of Too Many Commas

3 Cases of Too Many Commas 3 Cases of Too Many Commas 3 Cases of Too Many Commas By Mark Nichol This post illustrates several types of sentences that incorporate excessive punctuation. Each example is followed by a discussion and a revision. 1. Much of what happened between the moment Jones sat on a bench to enjoy the view and police opened fire and killed him, has been the subject of contentious debate. A verb is preceded by a comma only when that comma is one of a pair that frames a parenthetical phrase: â€Å"Much of what happened between the moment Jones sat on a bench to enjoy the view and police opened fire and killed him has been the subject of contentious debate.† (An example of the type of exception noted is â€Å"Much of what happened between the moment Jones sat on a bench to enjoy the view and police opened fire and kill him, and why the police reacted the way they did, has been the subject of contentious debate.†) 2. The stakes are high because, without effective management of regulatory risks, organizations are reactive, at best, and noncompliant, at worst, with all of the attendant consequences. The punctuation bracketing the phrases â€Å"at best† and â€Å"at worst† is optional, but because they, in combination with the required commas that set off the sentence’s parenthetical phrase and its subordinate clause, create a cluttered effect, it’s best to omit the discretionary ones: â€Å"The stakes are high because, without effective management of regulatory risks, organizations are reactive at best and noncompliant at worst, with all of the attendant consequences.† (Note that in the case of â€Å"at worst,† only the preceding comma can be deleted, because the one that follows it serves double duty, setting off the subordinate clause as well.) 3. He would replace conservative, Justice Antonin Scalia, who died last month, leaving behind a bitter election-year fight over the future of the court. This sentence is punctuated as if â€Å"Justice Antonin Scalia† is an appositive of conservative- that is, as if the phrase and the word are equivalent to each other- meaning that the parenthetical phrase could be omitted without affecting the validity of the sentence’s grammatical structure. However, the result would be the flawed statement â€Å"He would replace conservative, who died last month, leaving behind a bitter election-year fight over the future of the court.† Conservative is simply part of a descriptor providing additional information about the person named; therefore, no intervening punctuation is necessary: â€Å"He would replace conservative justice Antonin Scalia, who died last month, leaving behind a bitter election-year fight over the future of the court.† (Note that because the descriptor is â€Å"conservative justice,† not simply conservative, justice is not a job title and is therefore not capitalized.) A revision of the sentence that incorporates an appositive and thus validates the parenthetical punctuation, is â€Å"He would replace a conservative justice, Antonin Scalia, who died last month, leaving behind a bitter election-year fight over the future of the court.† (Here, â€Å"Antonin Scalia† - and the framing punctuation- could be omitted without damage to the sentence.) 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:30 Synonyms for â€Å"Meeting†11 Writing Exercises to Inspire You and Strengthen Your WritingAffect vs. Effect

Ariel Plumbing Service Assignment Example | Topics and Well Written Essays - 2000 words

Ariel Plumbing Service - Assignment Example The sales force acts as a critical connection between the organization and its customers that is why APS should also employ sales force to promote their business (Kotler, Armstrong, 2008) in the new region. The company currently is only concentrating on B2B sales; therefore the sales force will play an important role in winning contracts with medium and small clients. The sales force will conduct market research, will provide customer service, build contacts and win contracts with organizations (Kotler, Armstrong, 2008). Through employing a sales force, the company will be able to know its customers better, develop market intelligence and gain an edge over its competitors. The right organizations and businesses will be targeted with the help of sales force and the relationships with these prospective clients and existing clients will be maintained by the sales force. The services of APS will be promoted through personal presentations to the corporate customers by the sales force. The purpose of these presentations is to make sales to the prospective customers and to build long-term relationships with the customers. The sales force represents the company when it is with the clients, informing the clients about the company and about the services and answering any clients' queries (McGraw-Hill Companies, 2003). When they are inside the company, they represent the customers, stating the clients' needs, interests and expectations to the company. The information that the sales force brings about the customers is very vital for the company, so that it can modify the services or introduce any new service that is in demand. The sales force can be organized into product sales force structure in which the sales force specializes in selling only a segment of the company's products or services (Spiro, Stanton and Rich, 2003). In this type of sales force organization, the sales people should be expert in the product that they are selling. APS provides a range of plumbing services like drain cleaning, leak detection and repair, toilet repair, etc. Therefore under the product sales force organization, the sales force of APC will need to be specialized to sell a single category of service. The second type of sales force organization is territorial sales force structure (Spiro, Stanton and Rich, 2003). Under this structure, each salesperson is given an exclusive geographic location to sell the full line of products or services of the company (Spiro, Stanton and Rich, 2003). The salesperson who is assigned a particular territory will be responsible for the sales to all the customers in that territory. APS will b e using sales force only in the eastern region where it is thinking to open up a new office. Therefore the eastern region will be divided into different territories and the assigned to a sales person. The third type of sales force structure is customer sales force organization (Spiro, Stanton and Rich, 2003). Under this organization, the salespeople will specialize in selling to only particular customers or industries. The company can either organize its sales force along the industry line or for serving particular customers. The most appropriate method of organizing the sales force for APS would be territorial sales force structure. This is because through this organization, each salesperson's role and responsibility will be defined and each