Employee empowerment Essay Example for Free

Employee empowerment Essay With no particular list of practices and principles associated with t TQM, a culture, focuses on quality and what does quality constitute in an organizations functions and it considers customer reaction the best measure of quality which depicts the chances of competitive advantage and higher gross profits. Employees having ideas about the improvement of quality and how to do a good Job should be asked to contribute and monitor quality in TQM programs. These programs lay emphasis on the use of technologies that support and aid quality measurement, improvement, issue identification and its solution. In order to ensure substantial commitment to making better decisions and Increase effectiveness and fficiency individuals or teams should be given the power, information and knowledge concerning their autonomous performance and management. Employee involvement programs emphasize changing Job designs and using team structures at the organizations lowest level where as Employee involvement programs emphasize changing Job designs and using team structures at the organizations lowest level. This comparison shows that they do overlap substantially In their major points but that employee Involvement argues for some different forms of organization and places more stress on practices such as self managing work teams. Employee nvolvement seems to fit well In rather small organizational units which are created to produce entire products and serve a particular customer base. Total quality management processes tend to fit situations where large numbers of employees are required to service a customer or produce a product. Depending upon the organizations condition, strategic orientation, the kind of work It needs to do, and where It operates, the best management approach may be either one of these In Its pure form or an approach that modifies each to take advantage of certain elements In the other. Future research needs to focus on when and how specific practices ffect organizational performance. mployee empowerment By areebasaad27 substantial commitment to making better decisions and increase effectiveness and This comparison shows that they do overlap substantially in their major points but that employee involvement argues for some different forms of organization and involvement seems to fit well in rather small organizational units which are created organizations condition, strategic orientation, the kind of work it needs to do, and where it operates, t he best management approach may be either one of these in its in the other. Future research needs to focus on when and how specific practices

Parental Pressure Within High School Students Essay -- essays research

Parental Pressure within High School Students I. I became interested in this topic because my entire academic life has been filled with pressure from my parents. This pressure was mainly in school and grades, and in high school, the amount of pressure increased dramatically. This is because my parents now realized that everything in high school counts towards college. When I first came to high school, my grades were not as good as they were in middle school. I needed a little time to adapt to high school before I could improve my grades. During this time, my parents became upset because I brought home a report card that was not as good as they were expecting. Then I really noticed the pressure getting higher and higher. I did not only notice this with me, but I noticed this with many of my friends. I heard phrases like â€Å"My parents are going to kill me† and â€Å"I'm going to be grounded for 10 years† many times so when the opportunity to do research on this came up, I chose this as my subject. II. How does parental pressure influence students in high school? If there is an influence, is it positive or negative? I would like to do research on this because it raised my curiosity. For me personally, I do better in school if I am calm and have little pressure, but there might be students out there at Ramapo High School that think differently. These are some of the things that I will try to find out through this I-Search. III. At the beginning of my search, I had a really hard time finding secondary sources. First, I went to the school library. Since the school library has this computer program called BELS, there was no need to go to the other libraries. BELS is a program that lists all the books in Franklin Lakes, Wyckoff, and Oakland. It is a network that unites the two public libraries and the one in Indian Hills. I then went to an article search. I had no luck here either. When I went home, I went on America Online to try to find some articles or any secondary sources. I went to the article search and still found nothing. After a few days, I asked the school librarian to help me find some books. She guided me to a section that had books about social problems. Luckily, I found two books on families and parents. These were two good books, but I still needed at least one more to fulfill my requirement. I w... ... Kelly states, â€Å" My whole family is smart, and they all go (or went) to good colleges." In the issue of pressure affecting their school performance, Tyler said that he has a good amount of pressure and that without it, he would probably do worse. Kelly on the other hand, said that she would do a lot better if she had less pressure from her parents. Being a good parent means being there and having confidence in a child. A parent should provide outstretched arms for a safe place when the child might need it. The child should be relaxed and should be enjoying school. Maybe the child will get good grades because he/she wants to (Webb pg.25). Works Cited Gaillard, Lee â€Å"Hands Off Homework?† Education Week 14 December 1994 Guetzloe, Elennor C. Youth Suicide: What the Educators Should Know. New York: The Council for Exceptional Children, 1989. Leaman, Kelly - interview Mills, Tyler - interview Rubin, Dr. Jeffrey and Dr. Carol When Families Fight. New York: William Morrow and Company, Inc. 1989 Webb, Margot Coping with Overprotective Parents. New York: The Rosen Publishing Group, Inc. 1990

Driving While Using Cell Phones

Abstract of Cell phone and drivers research paper This report assesses the risks and benefits associated with cellular phone use while driving. The interest of policymakers in this issue has been heightened by the recent decisions of selected foreign countries and several U. S localities to restrict or prohibit the use of cellular phones while driving. The weight of the scientific evidence to date suggests that use of a cellular phone while driving does create safety risks for the driver and his passengers as well as other road users.The magnitude of these risks is uncertain but appears to be relatively low in probability compared to other risk in daily life. It is not clear whether hands-free cellular phone designs are significantly safer than hand-held designs, since it may be that conversation rather than dialing or handling is responsible for most of the attributable risk due to cellular phone use while driving. The benefits of using this communication device while driving appear to be important.They include benefits to the users, households, social networks, businesses, and communities. Many of these benefits, which include public health and safety considerations, have not yet been recognized or quantified. Simple suggestions that drivers can â€Å"pull over† on the side of the road to make calls from cellular phones are unrealistic and, in certain situations, potentially dangerous. It is not know which of the benefits of cellular phone use would be foregone under various regulatory scenarios.Cellular phone use while driving should be a concern of motorists and policymakers. We conclude that although there is evidence that using a cellular phone while driving poses risks to both the driver and others, it may be premature to enact substantial restrictions at this time. Indecision about whether cellular phone use while driving should be regulated is reasonable due to the limited knowledge of the relative magnitude of risks and benefits.In light of thi s uncertainty, government and industry should endeavor to improve the database for the purpose of informing future decisions of motorists and policymakers. In the interim, industry and government should encourage, through vigorous public education programs, more selective and prudent use of cellular phones while driving in order to enhance transport safety.

Repair scheme for the damaged hull

The repair scheme for the damaged hull can be processed according the following repair flow chart; Damage Assessment The damaged sandwich panel consists of two high strength GRP skin and skins separated by a low density, lower strength foam core. The cross section of hull in the damaged area is shown in Figure 1. Figure 1 – Cross Section of Damaged Hull Such structures can be subjected to three damage scenarios. The damage can be limited to one skin (Type A), to one skin and the core (Type B), or to both skins and the core (Type C). Type A damage generally involves matrix cracking, fiber breakage and delaminations in the skin. The damage may or may not extend through the full thickness of the skin. Type A damage can also include debonding of the skin from the core. Type B damage involves Type A damage to one skin combined with crushing or shear cracking of the core. Type C damage involves the same damage mechanisms as Type B except both skins are affected. Type C damage can fully penetrate the sandwich structure [1]. Assuming the hole approximately 150mm in diameter is a though hole and damaged both skins and foam core, we have Type C damage. So we need to repair this damage according to Type C repair scenario. Since access can be gained from both sides, The repair of Type C damage could be done. Repair Type Decision Repair approaches are divided into non-patch, usually fo minor defects, and patch, usually for major defects. Patch repairs are also divided into – Bonded External Patch Repairs External patches can be employed to repair laminates and skins of honeycomb panels of thickness up to about 2mm composites. The main problem with external patches is that, as in a single-lap joint, there is an eccentric load path that results in bending in the patch and peeling stresses in the adhesive and composite. – Bonded Scarf or Flush Repairs Scarf repairs are employed to repair thicker section material than is possible with external repairs and also where the repair must show minimum protrusion above the original surface. The main advantages of scarf joints are the uniform shear-stress distribution in the adhesive, and, due to lack of eccentricity in the load path, the low peel stress. – Bolted External Patch Repairs Bolted patches are generally employed for field repair of thick laminates where the shear stress requirements exceed the capability of adhesives for external patch repairs and where the complexity of repair implementation and material removal requirements. Moisture problems also limit field applications of bonded repairs in thick composites. Bolted repairs are well suited to the repair of battle damage since they are easy to apply by unskilled personnel and require minimum facilities. [2] Both bonded and bolted repair methods could be applied to repair marine sandwich structures. Bonded repairs were considered to be lighter in weight and distribute the load more evenly over a wider area. However, they require careful surface preparation, are difficult to inspect and are more difficult to perform correctly. Bolted repairs are more easily carried out and require minimal surface preparation. However, they add bulk and weight and require holes to be drilled through the structure which can introduce further damage and create stress concentrations. Additionally, bolted repairs are more difficult to implement on sandwich structures and need to be water-tight [3]. Since the yacht has been rammed well above the water line, it could continue its operation with small leakages. So repair could be done in facilities. Also since it has been rammed there is no stress cracking due to design considerations. Same section could be performed; shear stress requirements do not exceed the capability of adhesives. According to these considerations, bonded scarf repair would be more applicable. Permanent Composite Structure Repair For all bonded repairs, removal of all damaged material starting at the centre of the damaged region and surface preparation is of vital importance. Damage to sandwich structures often involves damage to the core material. The damaged core can be filled either with a foaming adhesive, a laminate or a new core section bonded in place. The latter method is usually adopted as it best restores the properties of the sandwich structure. The approved general guidelines for laminate and sandwich repairs should be followed. These repair operations should be carried out in a workshop areas to ensure high quality repairs. The repair of Type C damage to GRP/foam sandwich structures requires the replacement of both skins and the core. The repair procedure for Type C damage is shown in Figure and described following [4]; 1. Remove damaged material. a) Remove the damaged skins, working from the centre of the damaged region on both sides outwards until sound material is encountered. b) Remove the exposed damaged core. 2. Taper sand a) Prepare the foam core b) Sand the edges of both skins to a taper per layer providing a scarf angle 3. Install the replacement foam. a) Use a paste adhesive designed to bond foam. However, instead of using vacuum, the adhesive was injected into the bondline using a caulking gun. b) Use a backing plate where required. c) Use the appropriate grade of foam. d) Use the minimum amount of adhesive. 4. Replace the skins. a) Use the same number of layers as the original skin. b) Apply one extra layer of GRP. 5. Replace the skins on other side. a) Use the same number of layers as the original skin. b) Apply one extra layer of GRP. Quality Check / NDT For comprehensive inspection of repaired part, Non Destructive Test (NDT) can ve used. The inspector should examine the quality of the repaired area and particular attention should be given to the interface between the original part and the repaired area. Usual inspection methods use some form of ultrasonic test equipment where the reflection of the ultrasonic sound waves detect and identify any damaged areas or faults [4].

Free Essays on School Psychologist

School Psychologist School psychologists have specialized training in both psychology and education. The training requirements to become a school psychologist are a minimum of 60 graduate semester hours including a year-long internship. This training emphasizes preparation in mental health, child development, school organization, learning, behavior and motivation. To work as a school psychologist, one must be certified and/or licensed by the state in which services are provided. School psychologists also may be nationally certified by the National School Psychology Certification Board (NSPCB). School psychologists use their training and skills to team with educators, parents, and other mental health professionals to ensure that every child learns in a safe, healthy and supportive environment. They understand school systems, effective teaching and successful learning. They work to help with the particular needs of each child and each situation. Some of their important duties include: Giving healthy and effective alternatives to teachers, parents, and administrators about problems in learning and behavior. Strengthen working relationships between educators, parents and community services. Use a wide variety of techniques at an individual, group, and systems level to evaluate academic skills, learning aptitudes, personality and emotional development and social skills. Work face-to-face with children and families to help solve conflicts and problems in learning and adjustment. Provide psychological counseling for children and families and social skills training, behavior management, and other strategies. Help promote tolerance, understanding, and appreciation of the diversity in the school community. Evaluate the effectiveness of academic programs, behavior management systems, and other services. Work with children and families to provide integrated community services focusing on psychosocial wellne... Free Essays on School Psychologist Free Essays on School Psychologist School Psychologist School psychologists have specialized training in both psychology and education. The training requirements to become a school psychologist are a minimum of 60 graduate semester hours including a year-long internship. This training emphasizes preparation in mental health, child development, school organization, learning, behavior and motivation. To work as a school psychologist, one must be certified and/or licensed by the state in which services are provided. School psychologists also may be nationally certified by the National School Psychology Certification Board (NSPCB). School psychologists use their training and skills to team with educators, parents, and other mental health professionals to ensure that every child learns in a safe, healthy and supportive environment. They understand school systems, effective teaching and successful learning. They work to help with the particular needs of each child and each situation. Some of their important duties include: Giving healthy and effective alternatives to teachers, parents, and administrators about problems in learning and behavior. Strengthen working relationships between educators, parents and community services. Use a wide variety of techniques at an individual, group, and systems level to evaluate academic skills, learning aptitudes, personality and emotional development and social skills. Work face-to-face with children and families to help solve conflicts and problems in learning and adjustment. Provide psychological counseling for children and families and social skills training, behavior management, and other strategies. Help promote tolerance, understanding, and appreciation of the diversity in the school community. Evaluate the effectiveness of academic programs, behavior management systems, and other services. Work with children and families to provide integrated community services focusing on psychosocial wellne...

Verb Tenses and Forms on SAT Writing

Verb Tenses and Forms on SAT Writing SAT / ACT Prep Online Guides and Tips Get excited for this article all about verbs!!! Tenses!! Gerunds!! Infinitives!! In my next article, I may write about not overusing exclamation points!!! Extreme punctuation aside, knowing when to use different verb tenses and forms will be extremely beneficial to you on the SAT Writing section, since these concepts are tested repeatedly on the SAT. There’s a lot of information in this article, but I promise that it’s all valuable and knowing it will help you maximize your SAT score. In this post, I’ll do the following: Define the verb tenses and forms that are tested on the SAT. 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 SAT. 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 the SAT, you do need to know when and how to properly use different verb tenses. We'll go through them one at a time. Present Function The present tense is the verb tense you use when for discussingthings that are currently happening or for statements of fact. Examples of verbs in the present tense are "runs," "plays," and "talk." 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 of presentprogressive verbs are "am talking," "is explaining," and "are jumping." Typically, words like â€Å"currently† andâ€Å"now† indicate that you should use the present tense of a verb. Here's an example sentence for you: Currently, I am writing this amazing article. Construction Let's conjugate a verb in the present tense. This is the conjugation of the verb "walk". Singular Plural I walk We walk You walk You walk He/She/It Walks They walk The present tense is not specifically tested on the SAT Writing section, 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"destroy† is â€Å"destroyed†. The past tense of â€Å"talk† is â€Å"talked† and the past tense of â€Å"explain† is â€Å"explained.† Check out this example sentence: Yesterday, George watched seven hours of Netflix. Many verbs are irregular and do not follow this construction. For example, "buy" becomes "bought" in the past tense, "come" becomes "came," and "grow" becomes "grew." However, the SAT will not specifically test you on irregular verbs. Good stuff 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". Here is an example sentence with a verb in the present perfect tense. For the past seven hours, George has watched Netflix. As 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." Look at this sentence that correctly uses the past perfect tense: By the time his mom came home from work, George had watched seven hours of Netflix. The seven hours of watching werecompleted before George'smom came home, so we use the past perfect for the verb "to watch." The action that comes firstshould be in the past perfect tense. Conditional Function The conditional tense is used to describe things that could occur or things that haven't yet occurred from the perspective of the past. Construction The conditional tense is formed with "would" + the verb. Examples of verbs in the conditional tense are "would talk," "would sing," and "would write." Future Function The future tense is used to describe things that have not yet occurred or could occur in the future. Construction The future tense is formed with "will" + the verb. Examples of verbs in the future tense are "will talk," "will sing," and "will write." Gerunds and Infinitives Gerund and Infinitive Function Both gerunds and infinitives are verbs that act like nouns. While gerunds and infinitives can often be used interchangeably, certain idiomatic expressions require you to use one or the other. Gerund Construction Gerunds are formed by adding "ing" to a verb. Examples of gerunds include "running," "jumping," and "singing." Infinitive Construction Infinitives are formed by adding "to" + the verb. Examples of infinitives include "to play," "to run," and "to jump." How Are Verb Tenses and Forms Tested on the SAT? Now that you're familiar with the different verb tenses and forms, we can discuss how theyare tested on the SAT. Consistency Most of the verb questions in the SAT Writing 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. Check out this incorrect sentence that does not follow the consistency rule: Jerome attends study hall and played the violin. The verb "attends" is in the present tense and "played" is in the past. The verb tenses should be consistent. Here is a correct version of the sentence: Jerome attends study hall and plays the violin. We could have corrected the sentence by changing "attends" to "attended". 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: Jeremiah bought a Lexus and impresses his peers. Jeremiah bought a Lexus because he wants to impress his peers. The first sentence is incorrect since "bought" and "impresses" 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: Jeremiah bought the car in the past, but he still wants to impress people in the present. Strategy If a verb is underlined in either the sentence improvement or identify the error subsection, make sure the verb follows consistency rules. If there are multiple verbs in the 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. Here's an actual SAT Writing question that tests verb tense consistency. Real SAT Example Try to answer the following question from a real SAT. Explanation: The verb â€Å"has been† is part of the underlined phrase. Whenever you see a verb underlined, check for verb tense andsubject-verb agreement errors. â€Å"Has been† is in the present perfect tense. However, we know that the sentence should be in the past due to the verb â€Å"was† in the sentence. The verb tenses should be consistent. Also, the present perfect is used for something that is still going on, and, based on the context of the sentence, we know that we’re dealing with a completed action. Similarly, because there is not a sequence of completed actions, we know that we shouldn’t use the past perfect tense, "had been". After eliminating wrong choices, we’re left with C and D. Due to parallel structure rules, the infinitive â€Å"to conceive† should be used to be parallel with â€Å"to espouse† on the other side of the conjunction. The answer is D. On the SAT Writing section Let's take a look at another common type of verb form question on the SAT. Gerund Vs. Infinitive On the SAT, gerunds will be switched with infinitives. While both gerunds and infinitives are verbs that function as nouns, certain idiomatic expressions require you to use either a gerund or an infinitive. Typically, you have to rely on knowing what sounds right to determine whether to use a gerund or an infinitive. Here is an example of ansentence with an error: Luis has decided playing football next year. To fix the error, you have to know that the verb "decide"requires an infinitive to follow it. This is the corrected version of the same sentence: Luis decided to play football next year. How do you figure out gerund vs. infinitive questions on the SAT? Strategy Review the list of idioms with gerunds and infinitives. In sentences with a gerund or infinitive underlined, replace one with the other to determine what sounds better. Use this strategy and your knowledge of gerunds and infinitives to answer this actual SAT question. Real SAT Example Where is the error in the following sentence? Is there an error? Explanation: I hope your ear for what sounds right helped you figure this one out. There is a gerund, â€Å"working†, underlined. Replace the gerund with an infinitive to determine what sounds better. Would you say â€Å"they had an inability working together† or â€Å"they had an inability to work together†? The latter is correct, and the infinitive form should be used. The answer is C. Let's move onto some of the other commonly misused verb forms. Simple Past Vs. Present Perfect On the SAT, a verb will occasionallybe in the simple past tense when it should be in the present perfect and vice versa. As noted earlier, the past tense is used for completed actions. The present perfect is used for actions that began in the past and are still going on. Here is an example sentence with this sort of verb tense error: For the past month, I wrote articles for PrepScholar. The action, writing, started a month ago and is still going on. Therefore, you should use the present perfect tense. This is the corrected sentence: For the past month, I have written articles for PrepScholar. Will make you holler! I have a few tips to help you figure out whether to use the past or present present perfect on the SAT Writing section. Strategy For both past and present perfect tenses, determine the function of the verb based on the context of the sentence. Use your knowledge of how the tenses should be used to determine if the given tense is being used correctly. Keep in mind that words like â€Å"for† and â€Å"since† often indicate that the present perfect is required. Simple Past Vs. Past Perfect The simple past is for completed actions and the past perfect describes the first of two completed actions or events. On the SAT, occasionally, a verb will be in the simple past when it should be in the past perfect and vice versa. This is an example of an incorrect sentence: I never saw such a disgusting meal until I went to Applebee's. Because the â€Å"never seeing† happened before going to Applebee’s, the verb should be in the past perfect tense. This is the corrected version of the sentence: I had never seen such a disgusting meal until I went to Applebee's. The following advice will help you when you encounter a simple past vs. past perfect question on the SAT. Strategy Any time a simple past tense verb or past perfect verb is underlined, make sure the verb is being used correctly. The phrase â€Å"by the time† will often indicate that the past perfect is needed. Check out this past vs. past perfect question from the SAT. Real SAT Example Try to correctly answer this past vs. past perfect question that appeared on the identify the error subsection. Explanation: Let’s look at the underlined verb â€Å"had been†. It’s in the past perfect tense. Should it be? Well, the two actions, sharing the Nobel Prize and being the first woman to win, happened simultaneously. The past perfect should only be used for an action that is completed before another completed action. Therefore, the simple past should be used instead of the past perfect. The answer is C. The verb should be â€Å"was†. Would Vs. Will On rare occasions, "would" and "will" will be switched with one another. Generally, you only have to remember that "would" should be used with sentences in the past tense and "will" should be used with sentences in the present or future tense. Here is an example of an incorrect sentence: Bill Clinton, who will become president in 1992, was born in Hope, Arkansas. Because the sentence is in the past, as indicated by a date in the past, you need to use â€Å"would† instead of â€Å"will†. This is the corrected version: Bill Clinton, who would become president in 1992, was born in Hope, Arkansas. Strategy Any time that â€Å"would† or â€Å"will† is underlined, make sure that â€Å"would† is used for sentences in the past, and â€Å"will† is used for sentences in the present/future. Let's take a look at more verb questions from the SAT Writing section. More Real SAT Examples Try to correctly answer this identify the error question. Explanation: On first glance, nothing may seem incorrect. However, the phrase â€Å"twenty-five years after† indicates that the action is already completed. The event happened twenty-five years ago. The past tense should be used for completed actions. The verb â€Å"stimulate† is in the present tense and should be changed to â€Å"stimulated†. The answer is B. Here's another example question for you. Explanation:When you see a verb underlined, make sure it’s in the proper tense. The phrase â€Å"during the last fifty years† indicates that something started in the past and is still going on. What verb tense should we use in this situation? We should use the present perfect tense. â€Å"Come† is in the present tense. Also, the verb â€Å"have seemed† is a clue that â€Å"come† should be in the present perfect tense. In this situation, the tenses should be consistent. Therefore, â€Å"come† should be â€Å"have come†. The answer is B. Here are some more general tips for verb questions on SAT Writing. General Strategies for Verb Questions #1: If a Verb is Underlined, Check for Proper Tense and Form Whether on the sentence improvement or identify the error subsection, if a verb is part of an underlined phrase, there is a possible verb form error. #2: Look for Words/Phrases That Indicate Which Verb Tense Should Be Used Often, words or phrases elsewhere in the sentence 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 within a sentence to indicate the proper verb tense. Also, the other verbs in the sentence can indicate which tense to use. Remember consistency rules. #3: Replace Gerunds with Infinitives and Vice Versa If there is a sentence with a gerund or infinitive underlined, replace it with the other to determine which would work best in the given sentence. Rely on your ear and knowledge of idiomatic expressions for gerund/infinitive questions. I created some realistic practice questions to test you on what you've learned. Additional Practice Utilize your verb knowledge to answer the following SAT Writing practice questions. 1. When Toni Braxton performed (A) at the casino in Arizona (B), she sold (C) out the venue and had been given (D) a standing ovation. No error. (E) 2. Until (A) recently, people talk (B) to each other instead (C) of relying on texting and e-mail to communicate (D) with their peers. No error. (E) 3. For the past five years, Josh has been listening toTupacShakur. A. has been listening B. listens C. is listening D. will be listening E. listened 4. When (A) Mariah Carey released (B) her first album in 1990, (C) no one knew that she will (D) win 5 Grammy Awards and sell more than 60 million albums. No error. (E) Answers: 1. D, 2. B, 3. A, 4. D What's Next? Now that you'vethoroughly reviewed verb questions, check out this article on the complete parts of speech for SAT Writing. For an in-depth post about questions related to specific parts of speech, read this one on adjectives and adverbs. For those of you who are aiming for perfection, learn how to get a perfect score on SAT Writing. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. 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Translational methods from basal instruction to a differentiated Essay

Translational methods from basal instruction to a differentiated pedagogical system - Essay Example There is a movement underway in many school systems to complete the transition away from basal reading programs and more towards systems of instruction that facilitate an organic growth of reading-comprehension based on texts written to be read. Most purely basal texts are written for the purpose of teaching reading, which creates a separation from the reality of what people read, why they read it, and the natural flow of literature. Basal and purely literature-based reading instruction programs assume that acquiring reading fluency depends upon the comprehension and and exercising of individual, component skills that combine mechanistically to create an understanding of written language.This technological perspective can be challenged by more recent, reliable theoretical models of literacy holistic education that denies the validity of skill components. The purpose of reading and the context of the passage must be included in the education process. Dissatisfaction with basal program s has mounted in recent years, in part due to this consideration for the purposes behind reading. Basal stories sections may in some cases contain unrealistic linguistic characters to demonstrate various aspects of the component education process. (CELT, 1998) In response to these concerns from parents and educators, curriculum publishers, state departments of education, and school districts themselves have begun the institution of sweeping reforms in reading/literacy teaching programs. A principle objective is the development of literature-based systems that rely on texts written with the intent of reading; which could easily be found outside a classroom; rather than basals that exist only for reading classroom use. Further investigation is required to determine to what extent this new concept truly alters the face of literacy education, towards a determination of the best way to transition away from basal. Newer theories that question the basis of basal instruction dispense with t he grade-level restrictions that actively prevent some teachers from using texts designated for higher grades. Literature-based programs permit texts as long as they contribute to the interests of readers or are relevant to a particular academic topic. The goal is a new kind of literature program that draws on a the classroom as a community. Teachers and students using literature-based programs choose from a greater selection of actual, unadapted texts as they would appear outside a classroom. A purely basal approach, based on a mechanistic theory may not allow for the leaps of intuition that are necessary for true, fluent comprehension, should the students be subjected to a laundry list of abstractions. Some researchers make the argument that the basal texts themselves should never have been utilized as the entire reading program. In essence, they have always been - since the earliest days of the McGuffey Readers, a workbook/textbook for reading. The dominance of basal-trained read ers has prompted much of the investigation into the efficacy of such programs, and ways to transition beyond them. (Shannon & Goodman, 1994) DIFFERENTIATED INSTRUCTION It is apparent to most all educators that not all students think alike. From this knowledge, differentiated instruction strategies facilitate an approach to teaching and learning that opens multiple options for students in the acquisition of information and a thorough comprehension of ideas. Differentiated instruction is a pedagogical theory resulting from the premise of varied instructional approaches incorporated into the classroom to meet the needs of diverse students; both in terms of communal/cultural origin and neurobiological aptitudes. (Tomlinson, 2001). These ideas become a viable alternative to meta-literary classroom-only texts typified under Basal Instruction. This is the method that seeks to verify that the learning the student receives is an individual match for that students level of achievement, in ter ms of readiness levels, progress,