Thursday, March 12, 2020
Spelling Tips -Cede, -Ceed or -Sede Spelling Tips: -Cede, -Ceed, or -Sede? When used at the end of a word, Ã¢â¬Å"-cede,Ã¢â¬ Ã¢â¬Å"-ceedÃ¢â¬ and Ã¢â¬Å"-sedeÃ¢â¬ sound exactly the same. Unfortunately, this makes it easy to spell words with one of these letter groups incorrectly. To make sure your writing is always error free, then, check out our guide to Ã¢â¬Å"-cede,Ã¢â¬ Ã¢â¬Å"-ceedÃ¢â¬ and Ã¢â¬Å"-sedeÃ¢â¬ words below. Words Ending in -Cede The most common word ending of those discussed here is Ã¢â¬Å"-cede.Ã¢â¬ It is used at the end of many words, such as: Accede Concede Intercede Precede Recede Secede Ã These are all verbs, some of which still reflect the old Latin word cedere, which meant Ã¢â¬Å"yield to.Ã¢â¬ To Ã¢â¬Å"concedeÃ¢â¬ something, for example, is to admit something that you had initially denied, and to Ã¢â¬Å"recedeÃ¢â¬ is to move back to a prevision position. In fact, Ã¢â¬Å"cedeÃ¢â¬ by itself still means Ã¢â¬Å"give up.Ã¢â¬ Words Ending in -Ceed There are three common verbs in English that end with Ã¢â¬Å"-ceed.Ã¢â¬ These are used as follows: Ã¢â¬Å"ExceedÃ¢â¬ means to go beyond or surpass something. Ã¢â¬Å"ProceedÃ¢â¬ typically means to move forward or go ahead with something. Ã¢â¬Å"SucceedÃ¢â¬ can mean to either come next in a sequence or triumph. With most other words that make a Ã¢â¬Å"seedÃ¢â¬ sound at the end, youÃ¢â¬â¢ll need to use Ã¢â¬Å"-cedeÃ¢â¬ instead. Words Ending in -Sede WeÃ¢â¬â¢ve scratched out the Ã¢â¬Å"sÃ¢â¬ above because Ã¢â¬Å"supersedeÃ¢â¬ is the only word that ends with Ã¢â¬Å"-sedeÃ¢â¬ in English. It means Ã¢â¬Å"to replace or succeed,Ã¢â¬ especially when something new makes something old redundant. For example, if a new computer is more powerful than older ones, we might say: This model has superseded all past home computers. Ã¢â¬Å"SupersedeÃ¢â¬ is often misspelled as Ã¢â¬Å"supercede,Ã¢â¬ so it is worth keeping the word ending in mind. Summary: -Cede, -Ceed or -Sede? Since Ã¢â¬Å"-cede,Ã¢â¬ Ã¢â¬Å"-ceed,Ã¢â¬ and Ã¢â¬Å"-sedeÃ¢â¬ sound the same, you need to be careful with words that end in these letter groups: There are several words that end in Ã¢â¬Å"-cede,Ã¢â¬ including Ã¢â¬Å"recedeÃ¢â¬ and Ã¢â¬Å"concede.Ã¢â¬ We also use Ã¢â¬Å"cedeÃ¢â¬ by itself to mean Ã¢â¬Å"give upÃ¢â¬ or Ã¢â¬Å"yield to.Ã¢â¬ The three common words that end with Ã¢â¬Å"-ceedÃ¢â¬ are Ã¢â¬Å"exceed,Ã¢â¬ Ã¢â¬Å"proceed,Ã¢â¬ and Ã¢â¬Å"succeed.Ã¢â¬ The only word in English that ends in Ã¢â¬Å"-sedeÃ¢â¬ is Ã¢â¬Å"supersede.Ã¢â¬ If youÃ¢â¬â¢d like someone to check the spelling in your writing, get in touch today.
Tuesday, February 25, 2020
Private and Public Finance for Property - Case Study Example These policies may include measures to prevent pollution as well as economic policies that stimulate the economy. According to Griffith and Wall (2007), Public finance captures many scenarios that are common in everyday life and the important role that is played by the government in ensuring fairness and equity in the society. For example, everyone wants to enjoy good roads, street lighting, and excellent security but given an option, no one would pay for them. After all, no one really hates free things. Public finance, therefore, captures the concept of free riding and what the government does to avoid it. The basic premise is that if someone volunteers to construct a road then all of us can enjoy the service without paying for it. The problem is that hardly will anyone volunteer to construct this road. Public finance covers this and many other challenges and how the government comes in to solve them. Flynn (2007) argues that the main reason behind the existence of public finance is the provision of key public goods and services. These public goods and services mostly include defense, policing, roads, health care, education, pension as well as welfare benefits. Provision of these public services would not lead to a socially optimal outcome if left in the hands of the private sector whose major motivation is profit. That is why the state comes in to provide these services since it is motivated by the good of the public and not profits. The existence of public goods is a further justification of public finance. In most cases, these public goods are least profitable to private enterprises and therefore the government is forced to chip in and provide them free of charge to the general public. Therefore public finance is crucial for a number of reasons. There are some goods that are very important and the citizens of a country should enjoy them even if they are not able to pay theÃ market rate for them.
Saturday, February 8, 2020
Issues on Down Syndrome - Essay Example It is usual that open language skills to ageing adults with Down syndrome, are affected significantly compared to expressive skills (Carter Young & Kramer, 1991). Expressive language may remain intact over a long period, thus acting as a measure of overall ability. Studies have extensively examined adults with Down syndrome on their communication and language. Predictors such as school tutorials, how the person with the disorder grows up in the family, and enrichment therapies influence their academic performance (Bird &Thomas, 2002). Age, language and related skills in adults with downs syndrome Studies based on downs syndrome are increasing rapidly. Most of these studies seek to establish the connection among ageing, language and correlated skills in adults. According to Iacono, Torr, &WongÃ¢â¬â¢s inferences, the measures of relationship between language and ageing fail to investigate linguistic domains but rather sensitivity to change. It is evident that expressive language tend s to decline with age among adults with downs syndrome compared to receptive language. Studies show that, receptive vocabulary is stronger with age than auditory sentence structure (Cooper & Collacott, 1995). In this case, the expressive language is weak, the speech delays or slows among ageing adults. According to Rasmussen & Sobsey 1994, longitudinal studies conducted on forty (40) years old adults with downs syndrome shows much loss in communication skills in particular receptive language. The study also indicated that dyspraxia sets in, a central nervous system condition affecting speech production. In addiction, this disorder affects the accuracy in gesture use. The ability to respond to auditory stimuli weakens with age meaning that the affected may not respond to when addressed verbally. There are difficulties in comprehending vocals, in this case the person with downs syndrome is poor in understanding spoken language and word discrimination. Scholars questions whether the la nguage decline was as a result of loss of memory, or part of adult-ageing process related to downs syndrome. Receptive language in downs syndrome individuals (40-49 years) shown to be low in comparison to the younger individuals (Dalton and Crapper-McLachlan, 1986). Predictors of intellectual attainments of young people with DownÃ¢â¬â¢s syndrome According to Turner, S., Alborz, A., & Gayle, V. 2008, most people think that academic achievement is anchored on the type and quality of education. Moreover, they lack knowledge on how parents can offer incredible support. In cases where children have a disability, people lack confidence on intellectual attainment of the child at home and school. However, school and guardians play a salient role in education. Stephen turner and his colleagues reported findings on a research they conducted. These findings identify school and parents as factors that influence academic achievements of young people with Down syndrome. The children in the long itudinal research were born between 1973 to 1980. The children under study varied in cognitive behavior, this was mainly to represent different abilities in downs syndrome. The researchers also choose families based on occupation and education backgrounds. Research indicated that young people with Down syndrome predict progress. Young people who attended mainstream school had impressive academic attainment in writing, reading and numbering even in their adulthood. Turner and Gayle points
Wednesday, January 29, 2020
One to one communication interaction Essay In this activity, I will be carrying out two interactions, one with an individual and one with a group of service users. For my individual interaction I have chosen to work with a service user from my workplace. I am a social tutor working with deaf and blind adults. I will take an activity with a group of young children in a local school for my group interaction. After these interactions have taken place, I will look at and discuss the types of communication skills shown, and I will also describe the interpersonal interaction that occurred. Communication with other people involves a process that most of us take for granted. We need to pass information using a form of code from one individual to another. A code is a communication system, which contains elements, which all individuals will understand. This could be verbal, non-verbal i.e. body language, Braille, sign language, writing, pictures or even music to convey a message (CCMS, 2006). We need to express our thoughts to another person using methods of communication. The other person thinks about our communication and responds. We then check the response, whether the communication has been correctly interpreted, and if not we need to clarify our communication. Gerard Egan (1986) states that the goal of listening is understanding. (Moonie, 2005) see more:describe the impact the behaviours of carers and others may have on an individual with dementia I had chosen to work with a male service user, a resident at my workplace. I will refer to this service user as Mr A throughout this report, to protect his identity. This is important, as confidentiality is a basic human right. Law protects confidentiality through the Data Protection Act 1988, and the Freedom of Information Act 2000. Maintaining confidentiality also forms part of the Care Standards Act 2000, and staff in health and social care are expected to work within the boundaries of confidentiality. Before I undertook my individual interaction, I gave some thought to how I could get as much conversation as possible. Mr A has very limited sight and good hearing. He has a pair of glasses but does not like to wear them. He also has learning disabilities, which makes his ability to respond verbally quite difficult. As I know Mr A well, I will use informal conversation, also a formal interview would not be appropriate due to Mr As conversational skills. Informal is defined as without ceremony or formality; relaxed and friendly. (Chambers, 2007) Taking this into account I thought of a few questions, which would be easy for him to respond to. I had open questions in my head, such as what are you doing today what would you like for breakfast and how was your evening. Using open questions, I hoped to encourage conversation and interaction between us. Closed questions, which only require a yes or no answer, would not be productive to this activity, however due to Mr As disabilities I may have to use closed questions at times. As I have worked with Mr A for two years, I already have a good relationship with him. Mr A requires a lot of support with his personal needs, but likes to be as independent as possible. Talking to other staff, reading Mr As care plan and observations I have made during the time I have worked with Mr A has allowed me to build up a good relationship with him, and knowledge of how he likes to communicate. I know when to offer support, and Mr A appears to like me. Mr A makes it quite clear when he is unhappy by shouting. On Tuesday 19th December 2006 at 9am I went to my workplace. The weather was dull and cold outside. Mr A was sat in his usual chair in the living room. He had his arms relaxed by his side, and one knee across the other. There was one other service user in the room, and the radio was on low. The radio is always on for Mr A; he likes to listen to either the radio or the television at all times. Another member of staff was also in the living room writing up paper work. The temperature was warm, the room was well lit but not too bright and the atmosphere was calm. Mr A appeared relaxed. My body language was relaxed, and I smiled and said good morning to Mr A, and he said yeah in response. He shuffled around in his chair at little as he spoke to me. I sat in a chair in close proximity to Mr A so that he would be able to hear me clearly above any background noise, and know where I was location to him as he has very limited sight. Mr A needs a lot of help with his needs, and he is comfortable with carers in his personal space. I sat relaxed, with my body turned towards Mr A, my arms leaning across my knees. I made sure I looked at Mr A so when I spoke to him he would know I was making as much eye contact as possible. Mr A does not make eye contact with anybody, he tends to look down towards his knees and occasionally look up towards the centre of the room. Although Mr A was not making eye contact with me, I felt it important to maintain contact, as I may be able to guess his thoughts and feelings by looking at his eyes. Mr A settled back into his chair and his body posture was relaxed. With my voice at a calm slow pitch I said who is it Mr A, Mr A said Sarah been on days too long. This is an affectionate term for Mr A. I responded with yes I think it is time I had a holiday and Mr A laughed and said its time you did. I laughed with Mr A to show I found his remark amusing. He shuffled around a little in his chair again. I continued to talk to Mr A in a varying tone to ensure my voice sent a friendly message. I asked Mr A how he was feeling today and he said yeah. I asked him if he was feeling poorly and he said didnt say that, so I asked him if he was feeling well. Mr A responded yeah. By maintaining eye contact and looking interested, I assured Mr A that I was actively listening. Mr As receptive language is very good however his expressive language is very limited. In order to find out something from Mr A I have to clarify what it is I want to know. By asking if he felt poorly or well first I knew from experience that Mr A would respond didnt say that to the wrong one. I paraphrased what I had asked, reflecting back on the question to ensure I had understood what Mr A was telling me. I touched Mr A on the arm and told him that I was pleased he felt well. I felt touch was appropriate in this instance, however I recognise that this is not always the case. I asked Mr A if he would like some breakfast, and he responded yeah. He got up from the chair and made his way to the dining table. Mr A is very good at finding his way around the house and does not like being guided. By not intervening until Mr A asks for help, I am empowering him. This gives Mr A a feeling of confidence and higher self esteem. He sat down in his usual place. I asked him if it was ok to put an apron on him, he responded yeah and lifted his arms up so I could tie the apron. It is important to offer choice to Mr A as this empowers him further. Mr A has muscle wastage in his right arm and has very little use of it. He eats well out of a specially designed bowl and a special spoon using his left hand. Mr A is unable to put cereal or milk into the bowl himself, or to spread toast or make drinks. He requires someone to do this for him. I asked Mr A what he would like for breakfast. Mr A responded not much. This is a typical response so I asked whether he would like Weetabix or Shreddies. This again ensured Mr A had a choice. Mr A answered Weetabix. Mr A will most often copy the last thing a person says, so I encourage his responses by saying the cereal he has every morning first. After Mr A had finished his Weetabix I asked him if he would like any toast and he said yeah. I then asked Mr A if he would like marmite on his toast. Mr A responded didnt say that and shuffled around in his chair, indicating to me that he was not very happy. His body language became defensive as he turned away from me. With my voice at a calm slow pitch I asked Mr A if he would like jam on his toast (which he always has) and Mr A said yeah. I used this tone of voice to calm the situation. Mr A then relaxed and turned back towards the sound of my voice. The questions used at this point were closed because I know that Mr A has little expressive language so at times this is unavoidable. I thought I would offer Mr A a drink at this point so I asked him what he would like to drink. Mr A answered tea, so I went and made him a cup of tea. After he had finished the tea he stood up and made his way to the kitchen with his cup. He removed his apron and held it out to me. I asked Mr A what he wanted me to do with the apron and he responded rubbish so I took the apron and threw it in the bin. Mr A then made his way back to his chair in the lounge. He sat down and crossed his legs, tapping his foot to the song on the radio. I sat back down in the chair close to Mr A, again with my body posture relaxed. I asked Mr A if I could turn off the radio and talk. Mr As muscle tone became rigid and he started shouting thats stupid over and over again. I waited a moment until he calmed down and stopped shouting, and then, using a calm, quiet tone of voice, I said we can talk with the radio on low and Mr A responded yeah. I asked Mr A what he had done yesterday evening. Mr A did not respond, so I waited a few moments before I asked if he had been busy yesterday after tea. Mr A said not much. I asked him I if he had been out and he said no. I asked him if he had listened to the TV or the radio, Mr A answered TV times which means he listened to the TV. Mr A was shuffling gently in his chair as he spoke to me and he seemed very relaxed. He uncrossed his legs and crossed them the other way so he was facing towards me even more. I was still sat in the same relaxed position, with my arms resting on my knees, turned towards Mr A as much as possible. I asked Mr A what he would be doing today, again Mr A responded not much. I asked him if he was going out and he said dont know about it, I said to Mr A that he would have to think about it and see how he felt later. I told Mr A that I was going to put my feet up for the rest of the day and do no work. Mr A laughed at me and said she does that sometimes! I asked Mr A if he had enjoyed talking to me this morning and he answered yeah. I touched Mr A on the arm again and said goodbye. Mr A responded Yeah and continued to tap his foot. I felt the interaction went very well. Mr A responded very well in conversation, and I feel that was due to the factors involved. The location was quiet, warm and calm. Mr A was seated in an environment he is very comfortable with. Mr A appeared comfortable with the proximity, that is, the fact I have to be very close to him, in his personal space. This is due to his personal difficulties, and his need for support with a lot of his personal needs. As he is quite an elderly gentleman, he has relied on carers being very close to him and helping him do things his whole life and seems very comfortable with this. If the support offered to Mr A is more than he wishes for, he quickly becomes very angry. At no time did Mr A appear to be unhappy with the support I gave him. During the interaction, Mr A was not able to see my body language due to his visual disability, however I sat close to him and faced him at all times so he would be aware that I was listening fully. Mr As body language was good throughout most of the interaction, he leant towards me and his muscle tone was relaxed. My body language was relaxed throughout the interaction, both when seated and when assisting Mr A with his breakfast. Mr A does not use hand gestures when he speaks, mostly due to his muscle wastage in his right arm. At one point when I asked him if he would like marmite on his toast, he exhibited a little negative body language by turning away from me. When I suggested turning off the radio Mr As muscle tone became very rigid and he shouted at me. This was an indicator that Mr A was very unhappy with the suggestion and wanted the radio left on. The radio was turned down low and did not hamper the conversation in any way as we could clearly hear each other. My conversation with Mr A was informal. This is because I know Mr A very well so do not need to speak to him in a formal manner. I gave Mr A appropriate lengths of time to respond to my questions, and I listened carefully to his answers. By giving Mr A time to respond to my questions, I ensured that he had time to think about what I was asking, and formulate the correct response. I followed up by responding to his answers with appropriate further conversation. At one point I had to clarify a question by changing it from asking what he had done yesterday evening to if he had been busy yesterday after tea. By asking the question in a different way I was checking that Mr A had fully understand what information I required from him. This in turn encouraged Mr A to respond when maybe he did not wish to, or maybe did not understand the question. Mr A is a person who likes to be as independent as possible. He appreciates when I understand his needs and what he is trying to tell me. Throughout my interaction with Mr A I used empathy at all times. Empathy is a persons awareness of the emotional state of another person and their ability to share an experience with them (Richards, 2003, p.121). I was aware of Mr As emotional state and my ability to build an understanding. On two occasions I touched Mr As arm briefly to show friendliness and compassion. I feel Mr A was very responsive to our interaction and I was very happy with how it went. I think that given Mr As verbal disabilities I engaged him in a good conversation, listened well and used correct techniques to aid this. I also provided him with the correct amount of support during his breakfast. The other staff member present in the room was my deputy manager. I asked her to complete a witness statement for my to say I had completed an interaction with Mr A. She agreed to this. I also asked her for feedback on the techniques I had used, and how she felt the interaction went. She told me that I had engaged Mr A well. When Mr A is listening to the radio he doesnt always want to talk. He responded that he was happy to talk to me with the radio turned down low. She said Mr A appeared very relaxed and seemed to enjoy talking to me. He was also happy to go to the dining table and let me assist him in getting some breakfast. When asked, Mr A said he had enjoyed talking to me. He also appeared to be happy with the support I offered him when getting his breakfast. As he can become angry quite easily when offered too much support, I also felt this was good feedback.
Tuesday, January 21, 2020
Macbeth:Ã A Question of Character Ã Ã The play Macbeth, by William Shakespeare, is a portrait of one man, Macbeth, showing how he changes. Although we are presented with his deterioration from good to evil, we can see his human side throughout the play, which makes it a tragedy. It is the shortest of ShakespeareÃ¢â¬â¢s tragedies, and has a very fast pace. Once MacbethÃ¢â¬â¢s ambition has Ã¢â¬Ëset the ball rollingÃ¢â¬â¢, events happen quickly in the play as it gathers momentum. The themes of Macbeth are ambition, effects of evil, and violence, shown mainly by the language of the play, as in ShakespeareÃ¢â¬â¢s time plays were performed in daylight with very few props. Ambition is something that everyone can identify with, and Macbeth is a compelling study of how ambition can destroy a person, so the audience is interested in MacbethÃ¢â¬â¢s character. Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Our first impression of Macbeth is of a heroic, famous, popular man who is well liked by the king - Duncan refers to Macbeth as Ã¢â¬Ënoble MacbethÃ¢â¬â¢.(Act 1 Scene 2 L67) Macbeth is tempted by two sources of external evil - the witches and his wife. However, he was already ambitious, and the women only magnified this by making his ambitions seem like they could be reality. The war hero becomes a murderer and then dies a shameful and violent death. Shakespeare creates an atmosphere of evil and darkness mainly through his language, although scenes containing violent actions or the witches are often played in darkness. Shakespeare uses poetry (verse) as opposed to prose, as poetry often contains more metaphors and imagery, which he uses to create a feeling of darkness and evil. The language gives an insight into the character of Macbeth - we see his ruthlessness and cruelty, but also fear, doubt and som... ...ess, 1995.Ã Page Cooper, The Mystery of Witchcraft, London, 1617. Epstein, Norrie, The Friendly Shakepeare, New York, Viking Publishing, 1993. Harbage, Alfred, Macbeth, Middlesex England, Penguin Publishing, 1956. Magill, Masterplots- Volume 6, New Jersey, Salem Press, 1949. Staunten, Howard, The Complet Illustrated Shakespeare, New York, Park Lane Publishing, 1979. Gove, Philip Babcock. WebsterÃ¢â¬â¢s Third International Dictionary.Ã Springfield, Mass: G. & C. Merriam, 1967 Ã Johnson, Samuel.Ã The Plays of William Shakespeare.Ã London: J & R Tonson, 1788 Ã Jorgensen, Paul A.Ã Our Naked Frailties.Ã Los Angeles: U of CA, 1971. Ã Shakespeare, William. Macbeth. New York: Penguin Books, 1987. Ã Van Doren, Mark.Ã Shakespeare. NY: Doubleday, 1939. Ã Watkins, Ronald.Ã The Theology of Macbeth.Ã Oxford: Oxford University, 1964. Ã
Monday, January 13, 2020
The play Ã¢â¬Å"Night, MotherÃ¢â¬ addresses the human condition and how character human depth influences the way readers understand drama. The invisible characters play a large part on how the two main characterÃ¢â¬â¢s act, and how it influences their dialogue. The father, the son of Jessie, and her ex-husband are mentioned throughout the play, and they set up the dynamic of the story, physically and emotionally. Exploring their human depth and their importance throughout the play helps the reader of the story understand theater and the drama. The father plays a large part in the play Night Mother. In the play, Jessie asks for her fatherÃ¢â¬â¢s gun. She then eventually tells her mother she is going to kill herself with it. In the play, you can tell her and her father are very close. I feel as though Jessie will only use her fatherÃ¢â¬â¢s gun because itÃ¢â¬â¢s as if her father is killing her. Cleaning the gun in front of her mother shows that she is making the point that she wants to kill herself. , when she could have just put it on the table or quietly went to her room with it. Throughout the play, you can barely tell the Jessie is completely serious about giving up her life. She stays so placid and calm as she tells her mother, who is in denial at first, but soon realizes as Jessie is making lists of things she will soon have to do on her own, that her daughter is completely serious. They talk about things Jessie has never been good at, like being a mother, a good wife, or having any real skills because of her battle with epilepsy. Ben Brantley from the New York Times states, Ã¢â¬Å"Yet anger and score-settling satisfaction flicker betrayingly across her stark features as she itemizes the long list of minuses that make up her life: her ailures as a wife and mother, her epilepsy, her lack of professional skills, the death of the father who appears to have been the only person she truly loved. Ã¢â¬ (Brantley) This quotation states that in the play, Jessie has already lost the people she has loved most already in her life. She lost her father, her son is a delinquent and her ex-husband left her because she was incapable of doing many things due to her disease. It sets a very sad tone as the play goes on. Even though Jessie seems to care a lot about her mother, since she has been taking care of her for many years, you can sort of see the bit of hostility throughout the play. Jessie blames her mother for many things that went wrong in her life. Jessie feels as though her mother never loved her father, and her father had the same seizures as she did, which her mother hid from her all along. According to Leah D Frank from the New York Times, Ã¢â¬Å"Next, Jessie and Thelma talk about JessieÃ¢â¬â¢s ex-husband, who Thelma conspired to introduce to Jessie. During the marriage, Jessie fell off a horse, and the accident was thought to have led to her seizure disorder. But one of the truths that has come out was that Jessie began having seizures as a child, but Thelma covered it up. It was something she didnÃ¢â¬â¢t want to think about, so she found a way to simply go on. Ã¢â¬ (Frank) This quote explains that Thelma has been hiding so many things from Jessie, because she thought she was protecting her, but in reality it was really hurting Jessie in the long run. Thelma didnÃ¢â¬â¢t like to think about things, she would rather them just go on. But in the end, this really hurt Jessie because when she Ã¢â¬ËdevelopedÃ¢â¬â¢ her epilepsy, her husband left her. If she knew she had epilepsy beforehand, she wouldnÃ¢â¬â¢t of had a failed marriage on her head, and a delinquent son.