Red Cabbage Indicator Prac Write Up Essay

The red cabbage marker shows how a standard family unit item, for example, red cabbage can make a reasonable pointer and be capable see whether a synthetic is either and corrosive, salt or impartial. Acids are a synthetic that responds with an antacid killing it delivering water and a salt. Acids are additionally usually seen as acrid tasting. Acids respond with metals, discharging hydrogen gas and abandoning a salt they additionally can lead power. Acids additionally promptly emit hydrogen particles and have a pH level lower than 7. Some progressively normal research center acids are Hydrochloric, Sulphuric and Nitric Acids. Sulphuric acids and water are utilized in vehicle batteries as the electrolyte. Bases or salt are a synthetic that will respond with acids and for the most part have a disgusting or foamy inclination on contact with skin. Bases promptly acknowledge hydrogen particles and has a pH level that is higher the 7. Bases have a severe taste and kill d by acids, delivering water and a salt. Some normal research center bases are Sodium Hydroxide, Potassium Hydroxide and Calcium Hydroxide. More grounded bases are generally utilized today in many cleaning items. Markers assist us with discovering wether if a synthetic is a corrosive or base. The scale that is utilized to discover wether a concoction is a corrosive or a base is the pH scale. The pH scale gives us a sign of the measure of hydrogen particles and goes from 1 †14, one being the most grounded corrosive and 14 being the most grounded base. Numerous plants and blossoms have characteristic substances which have demonstrating properties that permit them to be utilized as pointers. The red shade of red cabbage originates from a particle called an anthocyanin. Acidic arrangements will turn anthocyanin a red shading. Unbiased arrangements bring about a purplish shading. Soluble bases arrangements show up in greenish-yellow. Along these lines, it is conceivable to decide the pH of an answer dependent on the shading it turns the anthocyanin in red cabbage juice. Materials: ↠ Red cabbage leaves (or red blossom petals, for example, carnation, rose or geranium) ↠ 250ml container ↠ Hotplate or Bunsen burner, tripod, bandage tangle and seat tangle ↠ Spotting tile ↠ Dilute (0.1M) Hydrochloric corrosive ↠ Dilute (0.1M) sodium hydroxide arrangement ↠ Vinegar ↠ Distilled Water ↠ Filter ↠ Jar ↠ Cloudy Ammonia ↠ Sodium Chloride ↠ Lemon Juice ↠ Shampoo ↠ Dish washing cleanser Strategy: Section A: Making the marker 1.The cabbage leaves were destroyed and put in the measuring utencil 2.The container was warmed until the water was delicately bubbling. The cabbage leaves kept on bubbling until the water has been firmly shaded red. 3.The cabbage leaves were permitted to cool and afterward to be sifted, stressed or pick Part B: Testing the marker 4.The cabbage water was added to all wells of the spotting tile and split similarly between them. 5.A realized corrosive and base were put on a spotting tile on the cabbage pointer. The shading was record. 6.The residual synthetic compounds were put on the spotting tile and were recorded as in sync 5 Security Assessment: Hydrochloric corrosive (HCL) is a destructive fluid †Skin contact: Exposer for a brief period/s of time may cause disturbance and delayed exposer may cause consumes †Eye Contact: Exposer for a brief timeframe may cause bothering and may cause consumes. †Permanent eye harm may result. To keep away from any contact with the substance wear: †Protective Clothing †Safety Glasses †Safety Gloves (Optional) †Closed shoes †Eye contact †promptly hold eyelids open and flush eye persistently for five †ten minutes †Skin contact †promptly flush the influenced zone submerged until there is none of the synthetic left on the skin †Contact with some other concoction ought to be treated as this one. †All defensive apparatus recorded above ought to be utilized in the test similarly. †Hair tied back †Jewelry to be taken off

Realism Free Essays

Subjective sentences are those that are needy to realities and promptly have or comprise of truth esteems, for example, valid and bogus. Non-Cognitive Sentences comprises articulations which are free of realities and are can't be accepted to have a fact esteem. In this respects, articulations, for example, â€Å"Girelle is remains around five feet and five inches tall† and â€Å"the jar is red† are proclamations which falls under the Cognitive division. We will compose a custom paper test on Authenticity or then again any comparable theme just for you Request Now While articulations like â€Å"keep quiet† and â€Å"you must not lie† compares to Non-intellectual statements.(Marturano 2006, 1) As indicated by the Stanford Encyclopedia of reasoning, Non-psychological holds that ethical properties also called moral realities don't exist. This implies moral explanations are articulations that can nor be valid or bogus or basically these announcements don't contain any reality condition. Moral estimations are just â€Å"approval or disapproval† articulations progressively similar to wishes and goals that are only from time to time connected with feelings than to subjective â€Å"state of mind†, for example, convictions or thoughts. Moral Realism then again holds that ethical proclamations were really reports of true activities or thoughts that are in every case valid or genuine or existing. ( Sayre-McCord 2005, 1) Non-cognitivist contends that ethical articulations have no reality conditions in such case that their predicate was just good expressions or estimations that neither have truth or lie. It doesn't inform anything regarding its subject that could demonstrate its honesty. One might say, moral suppositions are good for nothing and stay to be minor articulations. They further contend that ethical proclamations were emotive, prescriptive and inspirational that can't be delegated either evident or bogus (Ayer 1936, 28-55) .Non-moral explanations then again can communicate convictions and thoughts that can be assessed as either obvious or bogus (Blackburn 1984, 12-25). In this manner the Non-Cognitivist holds that since moral cases are non-intellectual articulations, they don't contain any elucidating sentence and are subsequently not portraying anything at all which implies that they don't contain authentic explanations and are not attesting anything.(Railton 1986, 4-6) The Non-cognitivist accepts that regularizing claims are not legitimate of any rationale since they can't be valid or bogus. As per Ayer, as cited in the Internet Encyclopedia of Philosophy, â€Å"ethical claims are involved pseudo ideas which simply pass on orders or emotions and don't contain any importance (Marturano 2006, 1). Moral proclamations stays significant or huge on the grounds that it is being use to convince others most explicitly the collector to perform or act with a specific goal in mind. In such case, moral cases can be discussed or can cause a few differences and understandings however it can never contain a coherent comprehension or arrive at any discerning resolution on the grounds that standardizing claims can't communicate reality estimation of the announcement. In this manner, consistent laws or essential standards of rationale are inapplicable to moral articulations (Hooker 1996, 3-5). By being a non-cognitivist, an individual can manage progressively pertinent inquiries concerning reality. For example, rather than managing the subject of honesty of the announcement â€Å"abortion ought not be permissible†, individuals would be increasingly centered around surveying the case as for its impact or to its general utility. On the off chance that fetus removal is done what might be its impact, along these lines putting together the judgment with respect to the truthful result and not on simple suspicion. To make this point more clear, consider the announcement â€Å"genocide is wrong†, since it doesn't communicate any reality esteem, its evaluation or its continuation would rely upon its outcome. Non-cognitivism, by evacuating reality estimation of regulating explanations has finished the contest in regards to the truth of a target moral code or profound quality. This made ready for moral relativism which favors the variety of good codes in the various pieces of the universes at various occasions. This outcomes to more regard to various societies and conventions across national and ethnic limits. By signifying that ethical explanations are simply articulation of endorsement/objection or conclusions, the non-cognitivist have likewise prevail with regards to underlining the motivation behind why there have been various responses among various individuals in regards to a specific good issue. The shifting explanation with regards to why and how individuals see things in an unexpected way. It additionally shows that ethical explanations can't be valid or bogus, consequently they can't be use to convince others in doing either. Moral authenticity then again implies that ethical explanations is either obvious or bogus. The ethical case, â€Å"abortion is wrong† is either obvious or bogus. In the event that this will be the situation, there would be fixed good codes that ought to apply to every other person or if nothing else each objective individual in the planet. However, the relativity and subjectivity of good explanations appears to negate the ethical pragmatist position on the grounds that in various nations there were contrasting perspective with respect to this issue and this is something that is pervasive in the truth in which we lived in. Individuals doesn't concur on a similar good issue, frequently they would contend distinctively relying upon their position, predispositions, standpoint, encounters, etc. The motivation behind why I concur that â€Å"abortion is wrong† would be altogether different from your or their explanation. In moral authenticity, individuals would proceed to contend and banter over cases unproductively. At long last they would think of an end that isn't a long way from being the choice of the â€Å"majority†. On the off chance that ethical authenticity are directly in affirming that ethical explanations communicates truth esteem, at that point what individuals, uncommonly compelling and ground-breaking ones would do is to convince others into accepting that their announcement is the privilege and whatever that repudiates their announcement and intention aren't right. Moral authenticity keeps up that there can be â€Å"objective good values† which repudiates the Non-cognitivist claims. Be that as it may, moral pragmatist neglected to account what establish the target moral realities (Shafer-Landau 2005). They contended that â€Å"death punishment is wrong† can be accounted as either obvious or bogus basically in light of the fact that they accepted that it is equivalent to any subjective explanation, for example, â€Å"it is dark†. Moral pragmatist can't refute that â€Å"death punishment is in certainty true† for it varies from people’s feeling, viewpoints and want. There is no true proof that could really demonstrate that it is valid (Stevenson1944, 15). The truth of the presence of good realities is unavailable to logical request and can't be watched legitimately through our faculties without bid to our feelings, opinions or sentiments. References: Ayer, A. J. 1936. Language, Truth and Logic. London: Gollancz Blackburn, S. 1984.â Spreading the Word. Oxford: Clarendon Bunny R. M. 1997. Sifting through Ethics. Oxford: O.U.P. Hooker, Brad. 1996. Truth In Ethics. Oxford. Kim, Shin. 2006. Moral Realism. The Internet Encyclopedia of Philosophy. Marturano, Anotonio. 2006. Non-Cognitivism in Ethics. The Internet Encyclopedia of Philosophy.  Railton, Peter. 1986. Moral Realism: The Philosophical Review. Vol. 95, No. 2 (Apr.,), pp. 163-207 Sayre-McCord, Geoff. 2005. Moral Realism. The Stanford Encyclopedia of Philosophy. Recovered on September 20, 2007. Recovered from the World Wide Web: http://plato.stanford.edu/sections/moral-cognitivism/ Shafer-Landau, Russ. June 15, 2005. Moral Realism: A Defense.  USA: Oxford University Press Stevenson, C.L. 1944. Morals and Language. New Haven: Yale U.P Step by step instructions to refer to Realism, Essay models

How To Transfer Colleges as a Freshman TKG

How To Transfer Colleges as a Freshman While it’s true that transferring colleges is common, there is a major misconception floating around about the process. A lot of people think that transferring is easy, and that if you want to end up at Harvard, you can start out at a state school and transfer in your sophomore year. This is very much not the case. The idea of “trading up” sophomore year should not be a part of your application strategy. This is because top tier schools have very high retention rates and when they accept transfer students, they are only looking to replace the ~3% of students that left. They don’t technically have to admit anyone, and very few students decide not to return to Harvard their sophomore year. Admissions counselors will look to fill any holes they see, but it’s impossible to predict exactly what they’re looking for during any given year. All of this means that before you decide to transfer, you need to figure out exactly why you want to transfer. And you need solid reasons. The process is simply not worth it if you’re wishy-washy on the specifics and unclear on what you’re trying to achieve. You’ll send in your applications around March of your freshman year, and if you get in, you’ll start at your new school fall semester of your sophomore year. There are very few top-tier schools that accept transfer students during the middle of freshman year. Below you’ll find four main steps of the transfer process, but fair warning: these steps all take a lot of time. Decide whether or not you should transfer. Then make lists:An obvious step. We have worked with a number of transfer students at TKG and the first thing we do is get down to the bottom of why transferring is the best move. There are many factors that can cause a student to want to transfer, but academics usually top the list. Maybe you just decided what you want to major in, but it’s not offered at your school. It could also be that you’re looking to refine your major, perhaps from psycho logy to biopsychology and that is not offered at your current institution. Maybe you thought that large lecture halls would be a welcome change from your high school, but now you’re feeling overwhelmed and lost in class. The location of your school can also be a reason, but we don’t mean the weather. “I just realized how cold it gets in Wisconsin” will not make for a solid transfer essay. However, internship and job opportunities (or lack thereof) is a common reason we hear from clients for wanting to transfer. If you realized that you want to study marine biology, but you’re nowhere near an ocean, you might want to transfer.You should also take stock of the people who you are surrounded by. Socially speaking, does your school match your needs? “There are no fun parties” is not a good reason to transfer. But if you’re feeling disengaged or uninspired, then that is something to consider.  You don’t want to be the smartest person in all of your classes, but this can go the other way too. You should be challenging yourself, but you shouldn’t be constantly floundering. Both your peers and your professors should inspire you to push yourself to perform at your best, but if you’re always stressed/overwhelmed/on the verge of tears, you might not be at the right school.  If the above made you realize that transferring is something you want to consider, it’s now time to make a list of all of the reasons as to why you want to transfer. For the initial list, write down everything that comes to mind. You’ll come back to this list as you start considering what you need in the future.  Once you have a list of all of the things that aren’t working at your current school, make a list of things that you’re looking for in a transfer school. You should only be applying to transfer schools that offer specific aspects that your current institution doesn’t, or else you won’t be able to make a case for why you’re better off there. (We’ll expan d on this in step two.)Create a Transfer School list  Now, the fun begins! It’s time to research. Let’s say your list of needs looks like this: Agricultural Sciences major Fieldwork opportunities Research opportunities with professors focused on organic agricultureThe first thing you probably noticed is how specific our list is. However the most important takeaway should be that for this list to “work” these things should not be offered at the school you currently attend. Unfortunately, transferring from Bard to Princeton to major in English is not enough. This means that when you start researching schools, you’ll more than likely need to spent a lot of time on the homepages of your desired academic discipline. Look for opportunities that are specific to X school. Better yet, streamline your research from the beginning by starting with academics. For every school on your list, write out three specific reasons for wanting to transferring. For example, I want to transfer to Washington and Lee because: The Shepard Poverty program ’m currently at a big school, and I’m looking for smaller class sizesI would like to research with X professor Aim for three reasons per school, but the more the merrier. Everything might not fit into your final supplement, but you’ll gain a better understanding of the school which will help you write the essays. It’s hard to say how many transfer schools you should apply to, because if we suggest 8-10 then you’ll likely end up applying to schools that don’t really make sense. But you should keep in mind that transfer acceptance rates into top tier schools are astoundingly low, so hedging your bets is not a bad idea. Just make sure that you’re genuinely interested in attending the schools you apply to before you put the work in. Organize your documents:  Let’s say you end up with five schools. Create a master checklist for every school complete with deadlines and materials. Double-check this on your own, but yo u will likely need standardized test scores, transcripts from both high school and college, recommendations from professors, essays, and additional supplements. You’ll also need to pay the application fee. Decide what system for keeping track is best for you, and check it often. Ask for your letters of recommendation ASAP! Write the essays:There will be different supplements and requirements per school, and you should look into those early. But there are three things that you’re going to need to tell every single school. You will save yourself a lot of time if you nail down this material, which will be usable in a number of your applications.An origin story: Before you jump into the specifics of why you want to transfer, you need to help the admissions team get to know you a little better. Explain why you want to study what you want to study, and if you have recently defined your goals more clearly then tell them how that happened. An explanation of why your current school isn†™t right for you: This is not where you trash talk your current institution. You shouldn’t do that, ever. Tell them why your school isn’t right FOR YOU, not why it’s the worst place on earth. Generally speaking, you should keep this brief. Specific reasons for wanting to transfer: This part will vary by school, and you’ll rely on your research for this section. Go into vivid detail about classes, tracks, professors, research opportunities, etc. that you plan to take advantage of at the school.  Once you have all of those details outlined, you should find a way to weave that information into a story about yourself. Your essay should not read like a pamphlet of the offerings available at any given school. This tends to be the most difficult part of the transfer essay writing process, but it’s worth the effort. Write a story with a beginning, middle, and end that is first and foremost about you, with offerings of the school included throughout.  Need help figuring out where to start? Contact us here.

Pros and Cons of Job Sharing for Teachers

Job sharing refers to the practice of two teachers sharing an employment contract. The contract split can vary (60/40, 50/50, etc.), but the arrangement allows two teachers to share the contracts benefits, vacation days, hours, and responsibilities. Some school districts do not allow job sharing, but even in ones that do, the interested teachers often must partner and come up with an agreement on their own to present to administrators for approval and formalization. Who Job Shares? Teachers returning from maternity leave may pursue job sharing to ease back into a full schedule. Others, such as teachers who want to simultaneously pursue a masters degree, teachers with disabilities or recovering from illness, and teachers nearing retirement or caring for elderly parents, may also find the option of a part-time position appealing. Some school districts promote job sharing in an effort to attract qualified teachers who would otherwise choose not to work. Why Job Share? Teachers may pursue job sharing as a means to teach on a part-time basis when no part-time contracts exist. Students can benefit from the exposure to different teaching styles and the enthusiasm of two fresh energized educators. Most teaching partners split the week by days although some work all five days, with one teacher in the morning and the other in the afternoon. Job-sharing teachers may both attend field trips, holiday programs, parent-teacher conferences, and other special events. Job-sharing teachers must maintain clear and constant communication and exercise extreme cooperation, sometimes with a partner who operates with a different teaching style and possesses different educational philosophies. However, when a job-sharing situation works well, it can be quite beneficial for the teachers, the school administration, and even the students and their parents. Consider the pros and cons of job sharing before you pursue an agreement with another teacher. Pros to Job Sharing The flexibility to work part-timeThe advantage of a schedule conducive to child care and family lifeThe accrual of years-of-service credits (toward retirement benefits) that would otherwise be lost (for example, upon resignation)The opportunity to work cooperatively with a chosen colleagueThe option to split curriculum by expertiseThe benefits of a two heads are better than one problem-solving approachThe convenience of a built-in substitute teacher Cons to Job Sharing Decreased benefits (medical, retirement, and other)Dependence on someone else for job securityExtra time (without extra pay) required to coordinate with a partnerLess control over classroom setup and environmentPotential for personality conflicts with teaching partnerPotential student discipline problems without consistent classroom expectationsEffort required to present a unified front to students and parentsLikelihood for important details to fall through the cracks if communication faltersPossible parental confusion about which teacher to contact with concerns Job sharing wont work for everyone. Its important to discuss the details, agree on every aspect of the arrangement, and weigh the pros and cons before signing a job-sharing contract.

The Merchant of Venice by William Shakespeare - 2080 Words

The Merchant of Venice by William Shakespeare The play revolves around one main plot and three sub-plots. The main plot centres on the question of mercy and forgiveness as seen in the relationship between Antonio, the kind Christian, and Shylock, the unrelenting Jew. The three subplots revolve around the romances of Portia and Bassanio (the most important couple in the play), of Lorenzo and Jessica, and of Gratiano and Nerissa (the least important couple of the play). All four plots are bound by the threads of love, generosity, friendship, and the wise use of money, which are the ideals of the Elizabethan society. The plots are also reflective of one another. Antonios love for Bassanio is†¦show more content†¦Jessica is prepared to become a Christian for Lorenzo, she wants to end this argument and become his wife - but though I am a daughter to his blood I am not to his manners and if thou keep promise, I shall end this strife, become a Christian and thy loving wife, during these scenes we see shylock as both a villa in and a victim, he is seen as a victim because Jessica is going to leave him so he would loose a big part in his life, but he can also be seen as a villain because of the way he must of treated Jessica to make her feel that she wants to move out and elope with Lorenzo and talk about talk about shylock in the way and context that she does makes us realize that shylock is more of a villain. Jessica wishes to elope with Lorenzo and she is madly in love with him, however she realises that shylock will not approve with it and so she is going to escape. Later on in the play shylock realises that Jessica has eloped with Lorenzo, he is furious with the fact that he has lost his daughter, lost all his money and jewels, and that she has gone behind his back and faith and fled with a Christian and became one too - my daughter!, o my ducats!, o my daughter!, fled with a Christian!, o my Christian ducats!, justice!, the law!, my ducats and my daughter! in this scene we see shylock more as a villain than a victim, the reason for this is that shylock must haveShow MoreRelatedThe Merchant Of Venice By William Shakespeare1445 Words   |  6 PagesTalia Warshawsky Ms. Rembert CGI English 11 HH 12 November 2014 Crashing Thru Venice William Shakespeare, possibly the most esteemed writer of all time, wrote a play titled The Merchant of Venice, near the end of the 1500 s. The play takes place in Venice, and while it can be described as what we now call a romantic comedy, it also draws attention to the harsh divides in the Venetian society brought on by conflicting beliefs and religions. Centuries later, in the early 2000 s, Paul Haggis wroteRead MoreMerchant of Venice by William Shakespeare830 Words   |  4 PagesWilliam Shakespeare’s Merchant of Venice is a story about man seeking justice for the forfeiture of his bond. Shylock the Jew created a bond loaning three thousand ducats to his rival Antonio. In the event that the loan could not be paid back, Shylock was entitled to a â€Å"pound of flesh from the breast† of Antonio. Antonio’s invested the money in his merchant ships hoping to gain profit. Unfortunately he loses his ships at sea, losing everything Shylock had loaned him. Shylock h appily takes AntonioRead MoreThe Merchant Of Venice By William Shakespeare1102 Words   |  5 Pagespassed, but even today, women are being treated unfairly in certain situations. However, in The Merchant of Venice, William Shakespeare challenges the concept of women being unequal to men. He conveys this message through the actions of Jessica, Portia, and Nerissa. The female characters empower themselves, accomplishing various tasks in order to gain control over the men in their lives. The Merchant of Venice is a highly effective feminist play, which is demonstrated through the assertive and cleverRead More`` The Merchant Of Venice `` By William Shakespeare1147 Words   |  5 Pagesjeopardy. It is an inescapable labyrinth that plagues the lives of all ever since humanity’s first existence. Yet it,s double-edged sword like characteristics of also providing opportunities and gains keeps many enthralled in it. In William Shakespeare s’ The Merchant of Venice, Antonio, a protagonist, gives himself over to a life-threatening contract with the villain, Shylock the Jew, in order to provide the means for one of Antonio’s friend the opportunity to woo a lady. Over the course of the playRead MoreThe Merchant Of Venice By William Shakespeare1036 Words   |  5 Pagesauthentic and respectable character. The Merchant of Venice by renowned playwright William Shakespeare is in itself a story about religion and religious tensions; however, one’s religion is not what defines them. One’s character does, and in the Merchant of Venice we encounter two characters, Antonio and Shylock, who share similarities throughout the play, but are overall different people with different morals. On one hand there is Antonio, a sad, christian merchant and a dear friend, while on the otherRead MoreThe Merchant Of Venice By William Shakespeare1153 Words   |  5 Pagesprogressed as time has passed, but even today, women are treated unfairly. However, in The Merchant of Venice, William Shakespeare challenges the concept of women being unequal to men. He conveys this message through the actions of Jessica, Portia, and Nerissa. The female characters empower themselves, accomplishing various tasks in order to gain control over the men in their lives. The Merchant of Venice is a highly effective feminist play, which is demonstrated through the assertive and cleverRead MoreThe Merchant Of Venice By William Shakespeare1685 Words   |  7 Pages  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The play The Merchant of Venice  by William Shakespeare is anti-semetic because anti semetic thoughts and actions are incorporated in a majority of his charcters. The actions of these Christian charcters go against Shylock, and other Jews presented in the play; as a result, establishing a clear seperation between the two ethnic groups. The constant hatred and mistreatment towards Shylock only enhances the division since it develops the idea that Christianity is the sup erior religion. AlthoughRead MoreThe Merchant Of Venice By William Shakespeare2046 Words   |  9 PagesEssay Abbesath.K Throughout the education system, there seems to be an unofficial consensus that pieces of literature that are deemed â€Å"controversial† should not be taught in school. The Merchant of Venice falls into this category due to the Anti-Semitism which exists within the play making it â€Å"controversial† therefore, banned. On the contrary, this play should not be considered controversial and it should not be banned due to the learning experiences and knowledge that can be gained by readingRead MoreThe Merchant Of Venice By William Shakespeare Essay2233 Words   |  9 Pagesâ€Å"The Merchant of Venice† by William Shakespeare, explains the differences of religion and greed. There was a guy who needed a loan so he could go across the country to marry the girl of his dreams. He didn t have the money so he asked a Jew name Shylock. Shylock lends the guy money but he told him â€Å"If you don’t pay me back, I get to take a pound of your flesh† (pg. 143). We all know if someone needs money and you have it you would give it to them and you’ll have power over that person. ThereforeRead MoreWilliam Shakespeare s The Merchant Of Venice 1189 Words   |  5 PagesNikki Vietz Ms. Seibel Honors English 12 1 May 2015 Was Shakespeare Prejudice? The premise of William Shakespeare comedy, The Merchant of Venice, is the hostile relationship between Shylock, a Jewish moneylender, and Antonio, a Christian trader. The two gentlemen have a deep history of hatred due to personal injuries and Antonio’s refusal to collect interest on loans. This hatred comes to a climax when Antonio’s friend, Bassanio wishes to borrow three thousands ducats from Antonio so he can travel

Promote effective communication with individuals with...

Unit 4222-395 Promote effective communication with individuals with sensory loss 1.1 The communication that takes place between two people (the sender and the receiver) is known as two way communication. The main feature of two way communication is the flow of information from both ways. This process is called a communication cycle as the process goes around in circles. †¢ Ideas occur – individual thinks of something they want to communicate. Communication always has a purpose. It might be to pass on information or an idea, to express a need or want to persuade someone to do something. †¢ Message coded – individual thinks about how they are going to say what they are thinking and decides in what form the communication will be i.e†¦show more content†¦I need to take time to listen and understand the individual. I should adjust the length of conversation to maximise the individual’s ability to remain attentive and help decrease stress levels. I may need to give instructions and have conversations in a quiet calm environment. I should describe job tasks clearly and concisely and simply. I need to break down large tasks into clearly defined small steps keeping descriptions short and direct. As a professional, it is my responsibility to make sure that my communication skills meet the needs of the people I support. I should not expect people to adjust their communication to fit in with me. The best way to find out about what individuals want and need, of course, is to ask. The individuals concerned are always my first and best source of information about their needs and the best way to meet them. But asking is not always possible. I can discover some information about communication needs, wishes and preferences by observing someone or by talking with other colleagues who have worked with the person previously and by talking to family or friends. They are likely to have a great deal of information about the communication needs are for the individual. They will have developed ways of dealing with communication, possibly over a long period of time, and are likely to be a very useful source of advice and help. Effective communication may have a positive impact on the lives ofShow MoreRelatedEssay on 4222-258 INTRODUCTORY AWARENESS OF SENSORY LOSS893 Words   |  4 Pagesï » ¿Outcome1. 1. describes how a range of factors have a negative and positive impact on individuals with sensory loss. There are a number of factors that can impact individuals with sensory loss. People with sensory loss can miss out on important information that people without sensory loss take in day to day without even realising. Communication is an area in which people with sensory loss have many issues. they may also find it difficult to feed themselves, dressing, mobility, hobbies and interestsRead MoreThe Different Reasons People Communicate1489 Words   |  6 Pagesencouragement and share opinion. Communication is a tool with which influence can be exercised on others. People communicate their views, wishes and passes their information to others such as information about their health or a warning. Communication is a tool used by service users and care workers in work environment to gain an understanding of the care either to be received or be provided. This can be given by the service users through different communication technique which could either be verbalRead MoreThe Use Of Music And S inging On Young Adults Written By Eells ( 2014 )1649 Words   |  7 PagesHealth Literature (CINAHL), Medline and PsyARTICLES databases. Eells (2014) considered three themes in her analyses with a view to understanding how using music/singing as nursing intervention reduces anxiety symptoms, increases quality of life and promotes health and wellbeing in older adults. According to Eells (2014), ageing is successful when it is in line with World Health Organization (WHO) (1997) definition of quality of life which states that: ‘The individual’s perception of their positionRead MoreCommunication Changes For Healthy Ageing And Effective Communication With Older People1453 Words   |  6 PagesCommunication changes in healthy ageing and effective communication with older people Ageing is an inevitable process that every individual has to face. As such, it is key that individuals are able to differentiate whether communication changes are caused by healthy ageing, disease or disability. This report will focus on the occurrence of communication changes due to healthy ageing. Healthy aging is the process of enhancing one’s well-being while sustaining their functional ability as they progressRead MoreEvaluation Of A Speech Language Pathologist ( Slp )1397 Words   |  6 Pagesrange of academic challenges a child with this syndrome may experience that will require support in the classroom to promote effective learning. A speech-language pathologist (SLP) may face many challenges while working with a student with 22q11.2 DS. These include: variety of deficits presented in this syndrome, social-cognitive deficits, verbal instruction, and prevalence of hearing loss. It is important for the SLP to understand the wide variety of disorders a student with 22q11.2 DS may be experiencingRead MoreThe Truth behind Aging: The Facts from the Fiction1991 Words   |  8 Pagesirritability, not able to cope and sleep disturbances are other symptoms that may be present (Van Exel E,2000). 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Hip Hop Research free essay sample

Research Proposal My topic Is how the Truly has come to shape or define how we, the public define hip-hop. The Trinity is the idea of how hip-hop has become ill or sick due to the fact that it has evolved from the old traditional days into the new pimp, h, and gangs type of hip-hop. In my paper I will diagnose what the you would consider the original thoughts were of hip-hop and how they have been altered. The thought back then for what we now now wasnt close to anything like it is now days.There was a sense of community and also a big tradition and name that people had to hold up. It wasnt about getting girls. It was about sticking it to the man and people back in the day showed ways to stick It to the man in many different ways. The second thing that I will try to do Is paint a picture for my readers on the Trinity. We will write a custom essay sample on Hip Hop Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Not many people know exactly how much there views have been shaped by this sickness In hip-hop by these songs.For example, Togas Make It Nasty song Is completely about having sex and doing drugs. But at the same time there is a deeper message behind it. A message of how many girls he can get and how many rubber bands he is pippin. Thats not what hip-hop is all about. As I stated before Im doing to digest how this new pimp, ho, and gangs style of hip-hop has defined on how the regular listener has defined hip-hop, as well as really help people understand what hip-hop really is .