Risk Assessment and Critical Incident Report

Question: Discuss about the Risk Assessment and Critical Incident Report. Answer: Introduction The report consists of drafting a recreation program for the Ballimore Community Center. The program includes four different center-based activities followed by two excursions and two night camp which will be in the village or to the outskirts of the city. Under which, excursion includes two activities one to the movie and another beach. The holiday should be planned according to the profile of the client, requirement, like and dislike, ethical consideration and interest. The Plan should also involve the incidence, which has already occurred. Looking to the factor i.e., health, work culture and safety of the people participating in the camp. Details for assessing equity principles to the holiday activities The first client named is Ben. Mr. Ben shows interest in attending the centre from more than 2 years. However, according to equity principles he also has some access issues because of his cerebral palsy. All clients will be treated it and this is why centre needs to take into consideration problem faced by Ben and he needs stick to walk at places. This particular recreation programs needs to take proper care of Mr. Ben and avoid visiting to rural places due to discomfort for that person. This program is arranged by Ballimore Community Center and should make effort to meet the needs of the potential clients at the same time. The next client is Ella and Assi. These are two of the young women worked for the Hub educational programs. This recreation program should take proper steps so that they can provide safety to the women. Parents are the real issue for the young women just because parents feel that centre would be rude and reluctant towards women. Joanne agrees to go for the camp but suffers from asthma. This recreation programs should make Joanne comfortable and engage her in all the activities as planned by them. Adam and Smith show their interest to work in the welfare sector as mentor. This initiative by the young men will help recreation programs to get constant support and energetic working people who show interest in serving other people needs. Tony is other client who shows interest to attend in the recreation programs. He has some anger management issues that require proper attention by the recreation managers. It is important to understand the fact that Tony shows interest in working for other unique culture in the most appropriate way. The above-mentioned clients should be given utmost attention as each of them carries some unique personalities as well as issues. It should be handled with care and make effort in collaborating with equity principles to holiday activities. Conclusion: The holiday plan is made looking to the work culture, health habit and security of the participants. The holiday plan with excursion and going to the rural areas the details of the plan for the mentioned profile are given below: Ben and Joanne should go for the Movie sector, because as it does not involve any risk. Ella and Assi should go for the beach plan. Adam, Simon and Tony are the young people and go for the excursion in the rural areas. Bibliography: 8-step plan for heart-healthy holiday dinners. (2013).Harvard Health Publications. Harvard Heart Letter, Bell, J. (2016). Over the counter: A plan for a healthy holiday.PS Post Script, (Jul 2016), 30. Calif.'s island hotel newport beach plans holiday shopping overnight. (2015).Travel Weekly,74(44), 41. Fotis, J., Buhalis, D., Rossides, N. (2012). Social Media Impact on Holiday Travel Planning: The Case of the Russian.Transdisciplinary Marketing Concepts and Emergent Methods for Virtual Environments,1, 1-19. Jones, S. E. (2016). Pre-holiday Anomaly: Examining the pre-holiday effect around Martin Luther King Jr. Day. vlkov, h., durjoni, m. (2014). the role of preschool education and holiday family program on motor skills and heatlh variables development on children with autism spectrum disorder (case studies). Video: Vantage health plan holiday gift guide.. (2013).[Video/DVD] CriticalMention, Inc. Yuan, Y. (2013). Waterfront Holiday Resort Plan: Baise Case.Planners.

Nicholas Sparks Essay Example

Nicholas Sparks Essay The book Dear John by Nicholas Sparks is about a man named John Tyree. He is 23 years old and in the Army. Johns father has Asbergers syndrome and has a life passion of collecting coins. While he is home on leave he meets a girl named Savannah. Savannahis 21 years old and is a college student at the University of North Carolina. She is a volunteer for Habitat for Humanity. John and Savannah at Wilmington on the beach. Savannah was hanging out with some friends who also volunteer for Habitat for Humanity. Savannahs purse falls into the ocean and John dives in to save it. After John saves her purse they start talking and become friends. They start hanging out and eventually go out on a date. The relationship grows very fast since John has to return to Germany in a week. Savannah and John get to know each other and the two of them fall in love. They promise to wait for each other since John has one year of service in the Army left before being honorably discharged. September 11 happens and John deciding to be a hero re-enlists for the Army. Savannah understands his motivation of heroism but sadly hurt, she continues to wait for John to be honorably discharged. We will write a custom essay sample on Nicholas Sparks specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Nicholas Sparks specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Nicholas Sparks specifically for you FOR ONLY $16.38 $13.9/page Hire Writer While John is in the Army and stationed in Germany Savannah and John write letters to each other constantly. Every letter declaring their love for each other. Eventually John notices that their letters come less often and savannah becomes less intimate. Soon he gets the letter he has been dreading. The letter telling him that Savannah has fallen for someone else. John does not respond to Savannahs last letter but instead burns all of the letters from her that he had saved. He decides to put all his efforts into being a good soldier. John re-enlists for the Army again and stays away from his home for 3 more years. Johns father gets sick and John goes home to see him. He tells his dad how much he means and how much John loves him. His father gets out of the hospital and goes home. John goes back to Germany for a bit more time. Then his father dies. He goes home for his fathers funeral and decides to look Savannah up. He finds out she got married to her long time friend, Tim after he was stricken with melanoma. John and Savannah become friends again while Tim is in the hospital. John figures out his true feelings for Savannah. He decides he wants her to be happy and that meant not breaking up her marriage. He donates money anonymously for treatment to save Tims life. The book The Last Song by Nicholas Sparks is about a girl named Ronnie Miller. Ronnie is seventeen years old, a vegetarian, and an animal lover. who is sent by her mother to spend the summer after graduation with her ten-year-old brother, Jonah, visiting her father, Steve. Her father is a former Julliard professor. He divorced Ronnies mother, Kim, three years earlier. He left New York City for his childhood home, Wrightsville Beach, North Carolina. Ever since he divorced her mom and moved away Ronnie has refused to talk to him or to play the piano, which was their shared passion and becomes a rebellious clubber. Jonah immediately bonds with Steve over a stained glass window that Steve has been recreating for the local church after the original burned down in a mysterious arson. Ronnie is hostile towards Steve. Ronnie asks Steve to Board up his Piano. Steve boards up his beloved piano and instead pursues his search for Gods presence. He also begins writing a piano composition using a piano owned by the church. Eventually she begins to soften towards him. Steve shows Ronnie a Loggerhead Sea Turtle nest that Jonah found near their home. Ronnie vows to protect the endangered creatures. While watching over the turtle nest she meets an aquarium volunteer named Will. They soon fall in love and spend several beautiful weeks together. Wills mother and his ex-girlfriend attempt to drive Will and Ronnie apart. Wills best friend and beach volleyball partner, Scott is annoyed that Will is not practicing for their upcoming tournament. Marcus continues antagonizing Ronnie and blackmails Will with his knowledge of the secret that Scott was responsible for the church arson. Will and Ronnie also worry about the end of summer. At the end of summer Will is leaving for Vanderbilt University and Ronnie has a shoplifting trial. While dancing at Wills sisters wedding, Ronnie and Will begin to wander away to Wills boat for privacy. They are followed by Marcus. Marcus instigates Will into a fight which wrecks the wedding reception. Worried that the rich and powerful family will press charges, Marcus decides to raise money to leave town by putting on the most dangerous fire-juggling act the next day, the same day as Wills volleyball tournament. The act begins amazingly but Blaze misses a catch and her shirt catches fire. Her screams and the flames attract the attention of the volleyball tournament crowd, including Ronnie and Will. As they drive Blaze to the hospital, Marcus and his crew run away. Will goes to Bowers Point to seek revenge for Blaze and finds Marcus, Teddy, and Lance around a fire drinking beers. He fights with the three of them and right in the middle of beating up Marcus Ronnie stops Will, telling him Marcus isnt worth ruining his life over. Afterward, Scott accuses Will of ruining his life and Will walks out, telling Scott he needs to reveal the truth behind what he has done. Ronnie takes Steve to see them install the stained-glass window in the church when construction resumed because the Blakelees decide to anonymously fund the rebuilding of the church. Following Steves funeral, Ronnie moves back to New York, auditions for Julliard. Then Will comes back and at moment they kiss. The story is about a guy name logan who finds a photo of a woman while serving a tour in iraq. This picture finds hime good luck so when he gets back home he decides to find her. ll he goes by is the name on the back that says keep safe! E The picture shows the girl with two other guys in a fair with a huge ferris wheel behind it. He sets forth trying to find this mystery woman. He trys to look her up in phone books and does research and narrows it down to North Carolina where he finally finds the woman. He travels with his dog Zeus ( i think g erman shepard) and like a bum he travels while traveling he runs into a cop named Keith who he later finds out is Elizabeth ( the girl hes been looking fors ex husband). Logan teaches Keith a lesson by slashing the police mans tires and I think trashing his camera which Logan caught Keith taking pictures of college co eds nearby at a party house. When Keith goes to talk to the teenagers or whatever logan exchanges a few words with Keith and wanders off and Keith senses that something wrong with this guy. Logan gives a fake name Thibault (actually his last name) to the Keith when he asks for his name so in the story Keith knows logan as Thibault. Keith is a police officer and his dad is like the chief sherrif in town. Logan finally finds where she works at a dog kennel and applies there for a job. At first they think hes kinda weird traveling for so long from far away just to get a fresh start and wants a job here but they soon find him loving and elizabeth soon falls in love with him. She has a son named Ben whos like a genius he must be like 8 or 9 years old and likes to play chess alot! Zeus loves to play with Ben and soon theyre grow trust in Logan. Logan. Oh and elizabeths Nana works like day and night in the kennel too. Nana is always right and has a keen aura that she can sense people like if theyre lying or nice and stuff like that. Soon Logan gets into their life and roads cross where Keith finds out this weirdo is dating his ex wife whom he still has feelings for or wants to bang.. lol. ( in the book he talks about how her body looks good and he would want a friend with benefit thing or something) and Keith finds the dirt on Logan and tells elizabeth about the photo he has of her and how hes hunted her down like some werido stalker. Elizabeth freaks out and tells Logan to get out of her life. Logan however had showed and given the photo to Ben a few chapters before this happend. He just tells ben to keep it and not tell anyone. Oh ben has this secret get away tree house he loves by the lake and goes there to think and play and stuff. Oh Keith is a fake name that Keith Clayton have given to Logan cause he thought he was shady and lied to him. Keith is Bens biological father and was never close to Ben because ben was smart and liked chess while keith always wanted a kid to play catch and football with, so whenever Ben would go to Keiths like every other weekend he would dread it and hate it and just read a book during the time he was there, keith would make him clean the house and stupid stuff like that. After when Elizabeth wants Logan out her life, Keith tries to swoop in and have a relationship with her and she refuses then Keith says that hell try to get full custody over ben if she doesnt date him. This only happens for a chapter then the last chapter Ben is missing and they know hes in the tree house its stormy and the tree house is poorly built and dangerous. In the end Keith dies drowning trying to save Ben. Logan and Elizabeth, Ben and Zeus live together happy in the end. I hope this helps and good luck on your test! Okay so I read this book like a couple months back but have it with me and I will try to make some highlights for you:The story is about a guy name logan who finds a photo of a woman while serving a tour in iraq. This picture finds hime good luck so when he gets back home he decides to find her. all he goes by is the name on the back that says keep safe! E The picture shows the girl with two other guys in a fair with a huge ferris wheel behind it. He sets forth trying to find this mystery woman. He trys to look her up in phone books and does research and narrows it down to North Carolina where he finally finds the woman. He travels with his dog Zeus ( i think german shepard) and like a bum he travels while traveling he runs into a cop named Keith who he later finds out is Elizabeth ( the girl hes been looking fors ex husband). Logan teaches Keith a lesson by slashing the police mans tires and I think trashing his camera which Logan caught Keith taking pictures of college co eds nearby at a party house. When Keith goes to talk to the teenagers or whatever logan exchanges a few words with Keith and wanders off and Keith senses that something wrong with this guy. Logan gives a fake name Thibault (actually his last name) to the Keith when he asks for his name so in the story Keith knows logan as Thibault. Keith is a police officer and his dad is like the chief sherrif in town. Logan finally finds where she works at a dog kennel and applies there for a job. At first they think hes kinda weird traveling for so long from far away just to get a fresh start and wants a job here but they soon find him loving and elizabeth soon falls in love with him. She has a son named Ben whos like a genius he must be like 8 or 9 years old and likes to play chess alot! Zeus loves to play with Ben and soon theyre grow trust in Logan. Logan. Oh and elizabeths Nana works like day and night in the kennel too. Nana is always right and has a keen aura that she can sense people like if theyre lying or nice and stuff like that. Soon Logan gets into their life and roads cross where Keith finds out this weirdo is dating his ex wife whom he still has feelings for or wants to bang.. lol. in the book he talks about how her body looks good and he would want a friend with benefit thing or something) and Keith finds the dirt on Logan and tells elizabeth about the photo he has of her and how hes hunted her down like some werido stalker. Elizabeth freaks out and tells Logan to get out of her life. Logan however had showed and given the photo to Ben a few chapters before this happend. He just tells ben to keep it and not tell anyone. Oh ben has this secret get aw ay tree house he loves by the lake and goes there to think and play and stuff. Oh Keith is a fake name that Keith Clayton have given to Logan cause he thought he was shady and lied to him. Keith is Bens biological father and was never close to Ben because ben was smart and liked chess while keith always wanted a kid to play catch and football with, so whenever Ben would go to Keiths like every other weekend he would dread it and hate it and just read a book during the time he was there, keith would make him clean the house and stupid stuff like that. After when Elizabeth wants Logan out her life, Keith ries to swoop in and have a relationship with her and she refuses then Keith says that hell try to get full custody over ben if she doesnt date him. This only happens for a chapter then the last chapter Ben is missing and they know hes in the tree house its stormy and the tree house is poorly built and dangerous. In the end Keith dies drowning trying to save Ben. Logan and Elizabeth, Ben and Zeus live together happy in the end. I hope this helps and good luck on your test! | |

The Great Escape of World War II

The Great Escape of World War II Located at Sagan, Germany (now Poland), Stalag Luft III opened in April 1942, though construction was not complete at the time. Designed to deter inmates from tunneling, the camp featured raised barracks and was situated in an area with yellow, sandy subsoil. The bright color of the dirt made it easily detected if dumped on the surface and guards were instructed to watch for it on inmates clothing. The sandy nature of subsoil also ensured that any tunnel would have weak structural integrity and be prone to collapse. Additional defensive measures included seismograph microphones placed around the camps perimeter, a 10-ft. double fence, and numerous guard towers. The initial inmates were largely composed of Royal Air Force and Fleet Air Arm flyers who had been downed by the Germans. In October 1943, they were joined by increasing numbers of US Army Air Force prisoners. With the population growing, German officials began work to expand the camp with two additional compounds, ultimately covering around 60 acres. At its peak, Stalag Luft III housed around 2,500 British, 7,500 American, and 900 additional Allied prisoners. The Wooden Horse Despite the German precautions, an Escape Committee, known as the X Organization, was quickly formed under the guidance of Squadron Leader Roger Bushell (Big X). As the camps barracks had been deliberately built 50 to 100 meters from the fence to deter tunneling, X initially was concerned about the length of any escape tunnel. While several tunneling attempts were made during the camps early days, all were detected. In mid-1943, Flight Lieutenant Eric Williams conceived an idea for starting a tunnel closer to the fence line. Utilizing a Trojan Horse concept, Williams oversaw the construction of a wooden vaulting horse that was designed to conceal men and containers of dirt. Each day the horse, with a digging team inside, was carried to the same spot in the compound. While the prisoners conducted gymnastics exercises, the men in the horse commenced digging an escape tunnel. At the end of each days exercises, a wooden board was placed over the tunnel entrance and covered with surface dirt. Using bowls for shovels, Williams, Lieutenant Michael Codner, and Flight Lieutenant Oliver Philpot dug for three months before finishing the 100-ft tunnel. On the evening of October 29, 1943, the three men made their escape. Traveling north, Williams and Codner reached Stettin where they stowed away on a ship to neutral Sweden. Philpot, posing as a Norwegian businessman, took the train to Danzig and stowed away on a ship to Stockholm. The three men were the only prisoners to successfully escape from the camps eastern compound. The Great Escape With the opening of the camps northern compound in April 1943, many of the British prisoners were moved to new quarters. Among those transferred were Bushell and the majority of the X Organization. Immediately upon arriving, Bushell began planning for a massive 200-man escape utilizing three tunnels designated Tom, Dick, and Harry. Carefully selecting concealed locations for the tunnel entrances, work quickly began and the entry shafts were completed in May. To avoid detection by the seismograph microphones, each tunnel was dug 30 ft. below the surface. Pushing outward, the prisoners constructed tunnels that were only 2 ft. by 2 ft. and supported with wood taken from beds and other camp furniture. Digging was largely done using Klim powdered milk cans. As the tunnels grew in length, scratch-built air pumps were built to supply the diggers with air and a system of trolley carts installed to speed the movement of dirt. For disposing of the yellow dirt, small pouches constructed from old socks were attached inside the prisoners pants allowing them to discreetly scatter it on the surface as they walked. In June 1943, X decided to suspend work on Dick and Harry and focus solely on completing Tom. Concerned that their dirt disposal methods were no longer working as the guards were increasingly catching men during distribution, X ordered that Dick be backfilled with the dirt from Tom. Just short of the fence line, all work came to a sudden halt on September 8, when the Germans discovered Tom. Pausing for several weeks, X ordered work to resume on Harry in January 1944. As digging continued, prisoners also worked on obtaining German and civilian clothing, as well as forging travel papers and identifications. During the tunneling process, X had been assisted by several American prisoners. Unfortunately, by the time the tunnel was completed in March, they had been transferred to another compound. Waiting a week for a moonless night, the escape commenced after dark on March 24, 1944. Breaking through the surface, the first escapee was stunned to find that the tunnel had come up short of the woods adjacent to the camp. Despite this, 76 men successfully transited the tunnel without detection, despite the fact that an air raid occurred during the escape which cut off power to the tunnels lights. Around 5:00 AM on March 25, the 77th man was spotted by the guards as he emerged from the tunnel. Conducting a roll call, the Germans quickly learned the scope of the escape. When news of the escape reached Hitler, the irate German leader initially ordered that all of the recaptured prisoners should be shot. Convinced by Gestapo Chief Heinrich Himmler that this would irreparably damage Germanys relations with neutral countries, Hitler rescinded his order and directed that only 50 be killed. As they fled through eastern Germany, all but three (Norwegians Per Bergsland and Jens MÃ ¼ller, and Dutchman Bram van der Stok) of the escapees were recaptured. Between March 29 and April 13, fifty were shot by the German authorities who claimed that the prisoners were trying to escape again. The remaining prisoners were returned to camps around Germany. In canvassing Stalag Luft III, the Germans found that the prisoners had used wood from 4,000 bed boards, 90 beds, 62 tables, 34 chairs, and 76 benches in building their tunnels. In the wake of the escape, the camp commandant, Fritz von Lindeiner, was removed and replaced with Oberst Braune. Angered by the killing of the escapees, Braune permitted the prisoners to build a memorial to their memory. Upon learning of the murders, the British government was incensed and the killing of the 50 was among the war crimes charged at ​​Nuremberg after the war.​​ Selected Sources PBS: The Great EscapeImperial War Museum: Great Escapes

Verb Tenses and Forms on ACT English Grammar Rule Strategy

Verb Tenses and Forms on ACT English Grammar Rule Strategy SAT / ACT Prep Online Guides and Tips Knowing when to use different verb tenses and forms will be extremely beneficial to you on the ACT English section because these concepts are tested repeatedly on the ACT. Get excited for a fun-filled journey into the vivid, action-filled world of verbs. In this post, I’ll do the following: Define the verb tenses and forms that are tested on the ACT. Provide information about when to use different verb tenses. Detail how to construct verbs in different tenses. Explain and demonstrate how verbs are tested on the ACT. Provide practice questions to test you on what you’ve learned. Verb Tenses You Need To Know While you don’t need to know the names of verb tenses for ACT English, you do need to know when and how to properly use different verb tenses. Present Function The present tense is the verb tense you use when you're talking about things that are currently happening or things that are considered facts. Examples of verbs in the present tense are â€Å"jumps," â€Å"sings," and â€Å"explain.† Also, the present progressive is considered a form of the present tense. The present progressive is formed with the present tense of â€Å"to be† + the gerund (â€Å"ing†) form of the word. Examples include "am explaining," "is running," and "are laughing." Typically, words like â€Å"currently† or â€Å"now† indicate that you should use the present tense of a verb. Check out this example sentence: Currently, I am taking over the world. Construction Here is the conjugation of the verb "jump" in the present tense. Singular Plural I jump We jump You jump You jump He/She/It jumps They jump The present tense is not specifically tested on ACT English, but you do need to know how to properly conjugate verbs in the present tense for subject-verb agreement questions. Simple Past Function Generally, any sentence that describes a completed action should contain a verb in the past tense. Construction Typically the simple past tense of a verb is formed by adding â€Å"ed† to the verb. The past tense of â€Å"play† is â€Å"played.† The past tense of â€Å"listen† is â€Å"listened† and the past tense of â€Å"discuss† is â€Å"discussed.† Here's an example sentence with a verb in the simple past tense: Yesterday, George listened to Miley Cyrus songs for seven hours. Many verbs don't follow this construction and thepast tense is formed irregularly. For example, "buy" becomes "bought," "come" becomes "came," and "grow" becomes "grew." Present Perfect Function Use the present perfect tense for actions that began in the past but are still continuing in the present. Construction The present perfect is formed with has/have + the past participle. For regular verbs, the past participle is formed by adding "ed" to the verb. Examples of present perfect verbs include "has talked," "have done," and "has brought." Check out this example sentence: For the past seven hours, George has listened to Miley Cyrus songs. As shown in this example, the words â€Å"for† and â€Å"since† often indicate that the present perfect tense is needed. Be aware, however, thatthere are other instances when context determines that you should use the present perfect tense. Past Perfect Function When a sentence describes two completed actions, the past perfect is used for the action that came first. Construction The past perfect tense is formed with had + the past participle. Examples of past perfect verbs include "had talked," "had danced," and "had grown." Take a look at this sentence that shows the past perfect tense used correctly: By the time his mom came home from work, George had listened to Miley Cyrus songs for seven hours. The seven hours of listening werecompleted before George'smom came home, so we use the past perfect tense of the verb "to listen." The action that comes firstshould be in the past perfect tense. Now that we're familiar with these basic verb tenses, we have the necessary foundation to discuss exactly how verb tenses and forms are tested on the ACT. How Are Verb Tenses and Forms Tested on the ACT? Most of the verb questions on ACT English correspond with only a couple of rules. Proper verb tense or form is determined by the context clues given in the sentence and the surrounding sentences. Here are some of the specific ways in which verb forms are tested on the ACT. Consistency Most of the verb tense questions on the ACT English section have to do with consistency. The basic consistency rule regarding verbs is that verbs should remain consistent in tense or form throughout a sentence. Sentences that start in the past should stay in the past and sentences that start in the present should stay in the present. Here's an incorrect sentence that doesn't follow the consistency rule: Maria studies science and played lacrosse. The verb â€Å"studies† is in the present tense and â€Å"played† is in the past. The verb tenses should be consistent. This is the corrected version of the same sentence: Maria studies science and plays lacrosse. We could have corrected the sentence by changing "studies" to "studied". The important thing to remember is that the verb tenses should be consistent. Sometimes, however, you can have a shift in tense and the sentence can still be correct. This kind of construction is only possible if the verbs are in different clauses. Take a look at these examples: Justin bought a Honda and saves money on gas. Justin bought a Honda so that he can save money on gas. The first sentence is incorrect since "bought" and "saves" are in different tenses but the same clause. The second sentence, on the other hand, is correct. The tense shift takes place in a different clause and the two verbs are occurring at different times: Justin bought the car in the past, but he can save money on gas in the present. Justin rolls in style. On the ACT, the verb tenses of surrounding sentences can provide context clues for the proper tense to use in a given sentence to maintain consistency. Take a look at this example: Unsurprisingly, Suzanne likes frozen yogurt. It was delicious. The shift from the present tense, "likes," in the first sentence to the past tense, "was," in the second sentence doesn't make sense in context. The tenses should remain consistent. Here's the correct version of the sentences. Unsurprisingly, Suzanne likes frozen yogurt. It is delicious. Now, let's go over some tips for answering ACT questions that test verb tense consistency. Strategy Here's some strategic advice for you: if a verb is underlined and the answer choices are different tenses of the same verb, look at the surrounding sentences (a sentence or two before and after) for context clues about the proper tense to use. If there are multiple verbs in a sentence, identify the tenses to make sure they're consistent. If there's a shift from past to present or vice versa, determine if the variation is acceptable given the context of the sentence. Use these tips to answer the following example from a real ACT. Actual ACT Example Rely on your verb knowledge to figure out this actual ACT English question. Explanation: From the answer choices, we can tell that we're most likely dealing with a verb tense question because three of the four answer choices are in different verb tenses: "they were," "they would," and "they're." Whenever you have an underlined verb, check for possible verb tense errors. The verbs "continue" in the first sentence and "score" in the second are in the present tense. The shift to the past tense, "were," doesn't make sense given the context. Therefore, to maintain consistency, the verbs should be in the present tense. Immediately, we can get rid of answer choices A and B. Answer choice D is wrong because it unnecessarily adds the infinitive "to be."The correct answer is C. Here's another example of an actual ACT question that tests verb tense consistency. Actual ACT Example Go through the same process that we went through in the previous question to answer this ACT English question. Explanation: This is an obvious verb tense question. Only the verb is underlined and each answer choice is in a different tense. In the first sentence, the simple past tense verb â€Å"encountered† indicates that we’re referring to completed actions. However, the present perfect verb â€Å"have borrowed† can only be used for an action that is still happening. The context of the sentence implies that the sentence is referring to a completed action and the verb tenses in the two sentences should be consistent. Once you identify that this is a consistency question, you can immediately eliminate any answer choice that isn't in the simple past tense. After eliminating answer choices, we're left with J. Here's one final verb consistency example for you. Because tense consistency questions are the most common verb form questions, I want to make sure you fully understand them. Actual ACT Example Employ your verb expertise to figure out the correct answer to this real ACT question. Explanation: Once again, we're dealing with an obvious verb tense question. Only the verb "have" is underlined and the answer choices are all different verb tenses. The verbs â€Å"took† in â€Å"took part† and "conducted" are in the simple past tense. The first sentence is referring to completed actions that took place from 1942-1945. Based on context, we can imply that the verb â€Å"have† is referring to what happened before 1942. Therefore, we should use the past perfect tense because we are referring to the completed action that came first. Instead of â€Å"have been using,† the correct verb form is â€Å"had been using.†The answer is G. Even if you didn't recognize that you needed to use the past perfect tense, you could have recognized that you needed tochange "have" to the past tense due to verb consistency rules. Remember to keep verb tenses consistent. Would and Will Verb forms with "would" and "will" are less frequentlytested on the ACT English section, but they do occasionally appear. For the ACT, just keep in mind to use "would" in sentences with past tense verbs and "will" in sentences with present or future tense verbs. The construction of verbs with "would" and "will" are "would" + the verb, known as the conditional tense, or "will" + the verb, known as the future tense. Some examples include "would run," "would go," and "will talk." Use the conditional tense to describe things that could occur or things that haven't yet occurred from the perspective of the past. Use the future tense to describe things that have not yet occurred or could occur in the future. On the ACT, answer choices containing â€Å"will have† and â€Å"would have† are almost always incorrect because they tend to cause improper tense switches and make sentences unnecessarily wordy. The â€Å"would have† construction can only be used for something that could have happened, but didn’t. The â€Å"will have† construction describes an action in the future that will be finished before a second action. Check out this basic strategy for these questions. Strategy If â€Å"would have† or â€Å"will have† is underlined, assume it’s incorrect. These tenses can only be used in very specific situations. That's pretty much all you need to know. I'm not going into more depth because "would" and "will" questions very rarely appear and this is the only strategy you need to use on the ones I've seen. Most of them simply require you to pay attention to consistency rules. Here's one final type of verb form question that can appear on the ACT. It's the least common, but questions of this type have appeared on previous tests. Verbs That Don't Act Like Verbs Gerunds, infinitives, and participles are all verb forms that don't act like verbs. Gerunds and infinitives function like nouns. A gerund is formed by adding "ing" to the end of the verb and an infinitive is formed by adding "to" + the verb. A participle is a verb that acts like an adjective. Typically, participles end in "ing" or "ed," but there are irregularly formed participles. On the ACT, on rare occasions one of these types of words will be used in the place of a verb or vice versa. Strategy If a verb or one of these "verbs that don’t act like verbs† is underlined, make sure that it is being used properly. Each sentence must express a complete thought. Realistic ACT Example The extreme length of this article suggests that writing for an extended period of time. A. NO CHANGE B. the manner in which writing C. that I wrote D. which had written Explanation: The use of the gerund, â€Å"writing," makes the sentence an incomplete thought. The sentence needs to express a complete thought. Changing the gerund to a verb and putting in a subject (the person who did the action) corrects the sentence fragment without adding an additional clause. The answer is C. All of the other answer choices are sentence fragments. Here are some more general rules to keep in mind that will help you correctly answer all verb questions on the ACT. Remember these tips!! General Strategies for Verb Questions #1: If a Verb is Underlined and the Answer Choices are Different Tenses, Make Sure To Use the AppropriateForm of the Verb If the answer choices are different tenses of the same verb, thenyou're probably answering a question about verb forms. Make sure that the verb follows consistency rules and the tense is correct. If the answer choices are different conjugations of a verb in the present tense, you're most likely dealing with a subject-verb agreement question instead. #2: Look for Words/Phrases That Indicate Which Verb Tense Should Be Used Often, words or phrases elsewhere in the sentence or in surrounding sentences will let you know what tense to use. If a date in the past is referenced, you should probably use a form of the past tense. If the word â€Å"since† is written, there should probably be a present perfect verb. Context clues are placed around the verb to indicate the proper verb tense. Additional Practice 1. In the next five years, Jessica says that she will become a doctor and she would buy a house. A. NO CHANGE B. buy C. would have bought D. might buy 2. As the breakdancer effortlessly contorts his body, he was also smiling at the crowd of people watching. A. NO CHANGE B. has also smiled C. will also smile D. is also smiling 3. Last week, Olga participated in a charity event to raise money for autistic children. She was praised by the organizers of the event for her dedication to the cause. A. NO CHANGE B. has been praised C. will be praised D. praises 4. My brother claims that he will have become the president of the United States if he is able to raise enough money to run an effective campaign. A. NO CHANGE B. has become C. became D. will become Answers: 1. B, 2. D, 3. A, 4. D What's Next? Congratulations on taking the time to learn all about verb tense questions on the ACT English section. Check out this post for information on all the parts of speech you need to know for the ACT. For those of you who are debating between taking the new SAT and the ACT, read this article comparing the two tests. Before you take the ACT, make sure you know if you should send the four free ACT score reports. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Why do we, as a culture, need monsters Essay Example | Topics and Well Written Essays - 1500 words

Why do we, as a culture, need monsters - Essay Example Most parents use excuses relating to imaginary monsters in order to straighten out their children and make them behave in a certain manner. This paper thus helps to provide an insight regarding the need of monsters in our culture with respect to monsters in popular culture. (Cohen, Jeffrey Jerome Cohen) Most human beings are scared of the unknown; they are afraid of chancing upon people that belong to or have extraordinary powers or are of the supernatural. People are used to living normal lives without such elements of mystery popping up in their lives. However, people worship God and regard him as the highest power or omnipotent and omnipresent being in everyone’s life. Just like there is God, people have also created monsters, just so they can be doubly sure of keeping each other in check. Scaring someone makes them think about the situation in a better manner and also helps people to get disciplined as they feel that they are being threatened. Thus, most people started men tioning the presence of monsters in everyday life in order to scare others and make them do certain things or carry out specific actions. (Asma, Stephen) Most parents had a habit of putting their children to sleep or making them do tasks only by talking about monsters and scaring them in order to ensure that the children are scared enough to follow through with the task perfectly. For example, most children are scared of the dark and that is only because parents tell their children that monsters come in the night. However, no one knows what exactly a ‘monster’ is, it simply has been defined as an abnormal ray of light in the form of a figure that lurks around in the dark and scares and messes around with people. Children thus are scared of what they do not know, i.e., they believe their parents and have this sense of fear inculcated within themselves right from the very beginning. When they grow up, they use the same measures on their children, so on and so forth. Some people even say that monsters have been created by people in order to answer questions that people have not yet been able to answer. For example, the use and creation of characters such as Dracula, vampires, werewolves and Frankenstein are names that have been given to extraordinary creatures that in reality may or may not even exist. Monsters are thus generally metaphors for things that people are not able to comprehend or relate to in their lives. They are thus a personification of the worst fears of mankind and exist on the planet just to be able to keep a man in check with respect to whatever he does in order to scare him as and when the need arises. This is how the spread of monsters has been possible in popular culture because with the help of such knowledge about monsters people have been able to express their views on the same subject matter of interest, in books, movies as well as song and dance. Culture has amalgamated the use and existence of â€Å"monsters† as an essential aspect of a human being’s life because as the years have progressed, people have found it increasingly important to have an element of fear in their lives which can further motivate and instigate them to do better in different fields. In reality, there have been rumours about monsters existing under the sea as well as in broken down and remote areas of the world. For example, the Loch Ness Monster in

See below Coursework Example | Topics and Well Written Essays - 250 words - 1

See below - Coursework Example The case involves a limited company, formed by three people, and an employee to Heather. The company sends Heather to a computer show and while driving to the show market the company’s products, she negligently causes an accident and injures a pedestrian, Singer. Singer has sued the company, its owners, and Heather for damages. The issue for determination is whether a limited liability company is liable torts committed by its members of employees. A limited liability company is liable for any harm caused by its owners, employees or agents, while in the course of duty, but are not liable for torts such as negligence to which tortfeasors are personally liable. Heather is therefore liable to Singer (Cheeseman 662). Melony is one of the four members of iNet.com, a limited liability company. The members develop a product and agree to purchase a plant for the production in six months time. Melony however sells the idea to a competitor and this leads to a $ 100 million loss to the company. The issue for determination is whether Melony is liable to iNet.com for the losses and morality in Melony’s act. Rules of Limited Liability Company establishes a duty of care among all members of a member-managed company. The case identifies member-management and Melony is liable to the company for her actions into the loss. Melony’s action is also unethical because it leads to financial loss to her co-members (Cheeseman 664-

Critical thinking process Essay Example for Free

Critical thinking process Essay Critical thinking often involves the creation of alternative plans, solutions, approaches, etc. , then comparing original with the alternatives. Creative thinking requires some critical evaluation during and after the creative phase. Critical thinking depends upon that little known and seldom discussed characteristic of the human nervous system—self-reflexiveness. Usually it also depends upon that remarkable human creation and tool—self reflexive language. Humans not only know about their environment, they know that they know; they can think about how they think, evaluate their evaluations. Languages, too, have this self-reflexive characteristic. They enable us to talk about talk, to make statements about statements, to write books about writing books. The self-reflexiveness of language and the human nervous system provide us with an open minded system: we can make statements about statements, indefinitely; we can react to our reactions to our reactions indefinitely. At no point can we say, â€Å"That’s the last word on the subject† or, â€Å"No further reaction is possible† (since, in doing so, we have said more, reacted further). However, believing that we have said the last word may cut of the self-reflexive process. This open ended, self reflexive system makes it possible for us to conduct scientific research, write poetry, plan enterprises, spin out complex tales of fiction—or spread rumours, spin webs of delusion and talk ourselves into insanity or war. Which we will do depends in part upon our motivation, but also upon our understanding of the thinking process and some aspects of the working of the nervous system. General semantics provides a meta-linguistic or ‘second order’ approach to critical thinking. It enables us to use self-reflexiveness systematically to monitor on-going evaluations. The principles and devices it provides call attention to either-or and ‘allness’ statements, to inferences treated as facts, to overgeneralizations, to statements unrestricted in time, to overly-simple statements of causality, etc. The tools work, whatever the order of abstraction, whatever the source of the statement (Johnson, 1991). How language empowers or limits the expression of our thoughts. Along with most of his contemporaries, Blair defines language in terms of a relationship between signs and thoughts: â€Å"Language signifies the expression of our ideas by certain articulate sounds, which are used as the signs of those ideas† (cited 1:98). Elaborating on this interdependence, he asserts that â€Å"when we are employed in the study of composition, we are cultivating reason itself. True rhetoric and sound logic are very nearly allied. The study of arranging and expressing our thoughts with propriety, teaches to think, as well as to speak, accurately so close is the connection between thought and the words in which they are clothed† (Ulman, 1994). Language can empowers and limit the expression of our thoughts. Talking about something that reinforces it, therefore say what you want to be true. Language has power, and by knowing this, you can select words that allow others to hear and understand you. Certain words provide a way of maintaining the focus of what you want. They can assist you to be in the state of mind that you desire. Looking for positive language patterns, gives your brain the opportunity to find alternative ways expressing your experiences to yourself and others. These tools get you off automatic pilot and in control. Having choice means you can regulate how an experience will affect you. You can choose to use your old patterns of expression which produces certain results, or use empowering language to give you different results. Now it can be you who decides. Labels limit is another concept that we’re dealing with here. When we label something or someone, we put a meaning on it that can limit our awareness, experience, and understanding. Labels are a form of beliefs, and like all beliefs, they filter our perceptions. Our beliefs only allow us to be conscious of things that are in agreement with them, and we unconsciously filter everything else. It can be tremendous evidence of the opposite to penetrate the belief filters. But with negative labels, the effects can be very destructive (Kaufman, 1998). The role of critical thinking in persuasion. What is the value of critical thinking? When someone else writes or speaks a peace of reasoning, they are trying to persuade us of something. Persuasion is an attempt to get us to believe something. People want us to believe things so that we will act in certain ways. Action requires some effort. There are choices involved. We could be doing something else. Because of this, it is very useful to be able to evaluate reasoning, for some pieces of reasoning should be accepted while others should not be accepted. If persuasion occurs in advertising, we could be doing many other things with our money. Take buying a car, for example. A lot of money can be involved, so what kind of car to buy can be a pretty big decision. Whether to marry a certain person or which of a couple of job offers to take are still bigger decisions. Almost every reader will eventually get some serious illness. There may be several different treatments available. One’s comfort, health, even ones life may depend on the decision as to which treatment to undertake. To make these decisions well, we will need to gather our own reasons to support various alternative conclusions. At that time, we could make an irrational decision, or a sheep like decision to follow some other person’s advice. The values of critical thinking, specifically how to recognize and evaluate reasoning, are the following: †¢ It help us arrive at true conclusions and therefore †¢ it increases our knowledge. †¢ It should help us make better decisions. †¢ It should help us persuade others and †¢ explain truth to them. †¢ Contribute to a happier life (Cogan, 1998). References Johnson, K. G. (1991). Thinking creatically: a systematic, interdisciplinary approach to creative-critical thinking. Englewood: Institute of General Semantics. Kaufman, R. A. (1998). Anatomy of Success. New York: Ronald A Kaufman. Robert Cogan. (1998). Critical thinking: step by step. Boston: University Press of America. Ulman, H. L. (1994). Things, thoughts, words, and actions: the problem of language in late eighteenth-century British rhetorical theory. New York: SIU Press.