Monday, January 30, 2012

How to Make a Study Timetable - scholastic Success through Study

How to Make a Study Timetable - scholastic Success through Study-English Tests

Most thriving students know how to make a study timetable. If you want to succeed at getting good grades, then you may want to try this to make a schedule.

English Tests

A study timetable helps you to stay on track with your studies. When you plan ahead, you know what you need to do and when you need to do it by. A timetable can also help you to fit in other activities that are important to you.

For many people, it's easiest to make a study timetable that's made up of columns. Start by drawing a small border along the top and left sides of the paper. This is where you'll put the days and the times. It doesn't have to be as big as your real columns. Divide the rest of the paper into seven columns. List the days at the top.

Then, originate rows for each time period. It's normally best to divide your time into one-hour blocks. It's Ok if you have a particular project that takes longer than an hour, but this allows you to verily divide your time. Write your chosen times along the left side of the paper on each row.

Now that you have the basic figure for your study timetable, you may want to make copies of this. It's easier to use a copy than to draw it fresh each week.

Fill in the time periods with your mandatory activities. These may contain classes, after school activities, or house activities. If you have a study hall or a gap in in the middle of classes, leave that time frame blank for now because you can add in study time later.

Look at your class project deadlines for the upcoming week. Do you have any large projects due? Any big tests coming up? These are the things that should take priority over other studies. Put them into your blank spots first. After you've got the major projects mapped out, pencil in time for general studying or for daily homework assignments.

If you do this on a weekly basis, you'll be in pretty good shape for getting all of your assignments done and doing well on your tests.

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Saturday, January 28, 2012

Using Pictures to Teach narrative Writing with Roll of Thunder, Hear My Cry

Using Pictures to Teach narrative Writing with Roll of Thunder, Hear My Cry-English Tests Free

Subject: Sixth Grade Language Arts - Segregation and Roll of Thunder, Hear My Cry

English Tests Free

Time allotted: 90 minutes

Organization: large group

Objective: Students will demonstrate the comprehension of the components in a article by using pictures about segregation to write the narrative.

Student worksheet available at http://www.trinaallen.com/rollofthunderstudent.html

Teaching Mode: Direct

Provision for personel Differences: Students are heterogeneously mixed. The composition of modeling by the educator and students will help to meet the needs of the varying abilities in the classroom. This assignment is open-ended enough for all students to find success "where they are" (Gardner, 2004).

Teaching Strategies: Some lecture, dialogue, modeling, discussion, group critique, planning.

Teaching Behavior focus: Focus will be as facilitator. Students will direct the episode by creating the model used to demonstrate article writing.

Materials needed for this lesson:

oOne copy of a photograph depicting segregation for each student-- ideally with larger copies available for fine details.

oPaper- pencil

ooverhead, board and markers, or chalk

oGeneral classroom supplies

Lesson Activities:

Step 1. Anticipatory Set: (Motivation)

oAs review, ask students to write a definition of segregation. Volunteers will state their definitions. Write the definition on the board for students to refer to as they write their narratives. (Students should have read and discussed segregation and Roll of Thunder, Hear My Cry prior to this lesson).

oDistribute pictures depicting segregation- one to each student. Or ask students to bring pictures from magazines that demonstrate segregation or reverse segregation. Hang any larger pictures on the wall so students can use them for greater detail.

oStudents will recognize their photograph individually for five minutes, writing details on the worksheet.

Note: Newspapers and magazines are good sources of pictures for this episode as well as the following online museum Web sites.

Jim Crow Museum of Racist Memorabilia at Ferris State http://www.ferris.edu/htmls/news/jimcrow/index.htm

Norman Rockwell Museum http://www.nrm.org/

Online Tours of the National Gallery of Art http://www.nga.gov/onlinetours/index.shtm

Web Museum, Paris http://www.ibiblio.org/wm/paint/auth/

Step 2. Objective (Overview of learning outcomes to pupils):

Students will use pictures about segregation related to their unit of study for Roll of Thunder, Hear My Cry to:

odemonstrate knowledge of the characteristics of article writing by writing a narrative.

odemonstrate connections in the middle of images and words by using article writing to build comprehension of content.

ouse detailed vocabulary in writing their text.

Step 3. Presentation (Input) of information:

Students will present the following characteristics of article writing as a whole class: developing plot, character and setting using exact information and ordering events clearly using chronological order.
Direct students' attentiveness to one photograph on the board. As a whole class have students brainstorm potential events and characters this photograph illustrates about segregation. Place the words or phrases under the following headings on the board as students share their ideas. Have students fill this information in on their worksheets.

Characters Setting Situation Feelings Vocabulary

Step 4. Modeling/Examples:

Use one character from the class table. Model writing a article on the board from the character's point of view by calling on students to give the details. Encourage students to present the photograph and to create an customary story related to the segregation descriptive in the picture. rule as a class either to tell the story that leads up to the picture, or to present the events that corollary the picture. Write events in chronological order on the board as well as including the character's feelings and thoughts.

Step 5. Checking for Understanding:

Have students evaluate the story written on the board that they created by checking the blank before each element of article writing that they find in the class story about segregation.

1. _____ One character's point of view.

2. _____ Details about the character .

3. _____ Details about the setting.

4. _____ Details about the situation.

5. _____ The story was in the accurate chronological order.

6. _____ The article contained feelings and thoughts.

Circulate as students work to check for understanding. Call on students to share their estimation to be sure all students understand the content.

Step 6. Guided Practice:

Using the photograph that they were assigned (or the one they brought from home) students will brainstorm potential events and characters by filling their ideas in the same table used in step 3:

Characters Setting Situation Feelings Vocabulary

Circulate to check for understanding.

Step 7. Independent Practice:

Have students choose one character from the table and write a article similar to the one modeled for them in step 4 from that character's point of view. Students will create an customary story related to the segregation descriptive in the picture. They will rule either to tell the story that leads up to the picture, or to present the events that corollary the picture. They will write events in chronological order and write about the character's feelings and thoughts.

Step 8. Closure:

Students will be evaluated using the same rubric used in step five, Checking for Understanding. Refer students to that estimation rubric and ask students to give the example from the story previously written on the board to clarify each area from the rubric. The stories can be assigned as homework or completed as class work as per the preference of the teacher.

Note: This episode is modified from Gardner, T. (2004). A Picture's Worth a Thousand Words: From Image to Detailed Narrative, from http://www.readwritethink.org/lessons/lesson_view.asp?id=116.

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Friday, January 27, 2012

Creative Shoebox Diorama Ideas For the School Season

Creative Shoebox Diorama Ideas For the School Season-English Tests

Shoebox Dioramas are a part of every school year and in just about every grade they serve as a amazing learning tool. They are used to learn the arts and crafts of development things and they are used to also learn about subjects. This narrative shows you some creative ideas from both the arts and crafts aspect and the learning aspect.

English Tests

The Arts and Crafts of Shoebox Dioramas
 
There are a lot of tasteless ways to make a shoebox diorama and they contain tape, glue, building paper and all the quarterly assortment of arts and crafts stuff but there are a few things you can do to make a diorama just a dinky bit special. Here is a list of ideas:

  • If you are doing an underwater scene you can cover the front of the box with Saran Wrap or thin plastic. This gives the diorama an underwater feel
  • Use string to use the full three dimensions inside the box; suspend objects from strings or tie strings from side to side and top to lowest and attach objects to the strings. This works well for flying objects like bird, pterodactyls or even clouds and stars.
  • Cut slots in the back and top of the box and use this to insert objects that you can move across the diorama. Make a bird, boat, comet or some other type of intelligent object then attach a tab to the back of it. Insert this tab in the slot then you can grab the tab from the back and slide the object across the diorama. This adds a nice dinky interactive element. This works well with all kinds of things from a rising sun, flying bird, erupting volcano or just about whatever else that would move.
  • Think face the shoebox! There is no need to run out and buy a new pair of shoes if you don't have a shoebox. A more than sufficient box can be made from scraps of cardboard or even a few cereal boxes cut and taped together. And there is no need to make a typical shoebox shape. Be creative in the shape you make. It adds a size of interest to the project. Half round, amphitheatre shapes are generally used for dioramas and look great.
  • Achieving Depth - The most tasteless trait of an midpoint shoebox diorama is that it has a decorated background and objects placed on the lowest surface.  You can add an intelligent touch by decorating a strip of paper that is about two inches wide with a foliage pattern then attach this to the inside lowest of the diorama about an inch from the back wall - it reaches all the way from the left side to the right side. This adds a lot of depth and makes it look much more interesting.
  • Using alternate materials - You don't have to use cardboard or boxes. As an example, if you are doing a polar bear or penguin diorama you could use white packing Styrofoam.  If you are doing a desert scene you can apply glue to the lowest of the diorama and sprinkle real sand on it.

Theme Ideas and learning Tools
 
The biggest point of a shoebox diorama is to show a natural habitat of something. In the process of drawing and cutting out the assorted objects a child is learning about the habitat. This is great but you can take it to new levels with a dinky plan and a dinky creativity. 

  • Freezing a occasion in time - A diorama is a occasion in time and you can focus on this. Some good examples are you can have a meteor streaking across the sky of a dinosaur diorama; this explains a ideas of extinction. Or you can show a large predator fish about to eat a smaller fish as it is eating something even smaller. This dramatic occasion in time is a good display of the food chain.
  • Interactions in a habitat - The focus of a diorama is often to correctly recognize and place the right objects for a natural habitat but you can take this to a new level by focusing on the interactions within the habitat. The upper layer of canopy in a rainforest blocks out sunlight from the lower layers and this is an leading aspect of the rainforest. A coral reef provides security for many creatures in the sea and a diorama can display this.
  • Adding a Fact Sheet - This is a great tool that should be added to every diorama. You should make a fact sheet that can be glued to poster board and stood up near the diorama. The sheet explains the basic facts of what the diorama is about.

Diorama Ideas
 
Here are some ideas you can use as a theme for your diorama:

  • The Natural Habitat of just about any creature like fish, polar bears, black bears, penguins, wolves, humans, dinosaurs, camels, lions, tigers, monkeys, elephants, dolphins, and well you get the idea!
  • A Desert theme unblemished with pyramids, mummies and camels is fun
  • A Rainforest is a good diorama for teaching about diversity and the interaction of species
  • An astronomy diorama unblemished with sun, planets, comets, and stars in the background
  • A medieval Castle scene unblemished with catapult or dragon
  • Underwater scenes are all the time popular
  • Arctic themed dioramas are fun because of the creative options for snow and icebergs

Whatever diorama you pick to make you should take a dinky time to make it dissimilar and unique and there are lots of creative ways to do that. Have fun with your project!

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Thursday, January 26, 2012

Old Dog Vestibular Syndrome

Old Dog Vestibular Syndrome-English Tests

There is a syndrome, variously referred to as Canine Vestibular Syndrome, Peripheral Vestibular Syndrome (the current "preferred name"), Geriatric Vestibular Syndrome, and Idiopathic Vestibular Syndrome. Vestibular syndrome is usually a rapid-onset assault that causes a head tilt and loss his balance. The disorder is more tasteless in older dogs and thus the name "Old Dog" or Geriatric Vestibular Syndrome -- but it can occur in middle aged dogs, too, so the name was changed. It is not a life threatening condition. It has been recommend that there is a correlation between old dog vestibular syndrome and hypothyroidism, so blood work should be done to rule out this problem.

English Tests

What it is

Vestibular diseases can be classified into three major disease processes: idiopathic vestibular disease, inner ear disease, or central vestibular disease. Vestibular means "a question with the connections between the inner/middle ear and brain" causing ataxia. Generally, it is an inflammation of the inner ear, the vestibule being a cavity at the entry to the cochlea of the inner ear. Vestibular disease will clear up without rehabilitation in most cases, but it may be sometimes coincidental to other illness.

Signs

The disease usually affects dogs that seem normal up until the signs appear. At first, the symptoms can be very subtle, almost unnoticeable to the owner. If you take a closer look you will observation that the eyes shoot rapidly from side to side, the head is cocked to one side and these, together with the drunken staggers and vomiting lead many owners to the fearful end that their pet has been poisoned. The owner sees an apparently wholesome dog fall over, try to get up, fall over again and then rove colse to if it is willing to make the endeavor to walk, but foreseen, like a drunken sailor.

Dogs that suffer this syndrome show many of the same symptoms that are related with a stroke victim. There is sudden loss of balance with many dogs unable to even stand up. Dogs may be nauseous from the "sea sickness" follow of vestibular disease. Are often distressed, and their owners fear they will never recover.

Treatment

Routine rehabilitation includes the management of intravenous fluids and electrolytes. No rehabilitation can hasten the recovery, but medications can make the dog more comfortable while convalescing. Some vets may designate antibiotics if they reckon the possibility of infection. Vestibular disease will clear up without rehabilitation in most cases but it may be sometimes coincidental to other illness. Keep in mind, the most tasteless cause of rehabilitation failure is not treating long enough.

Drugs that might be used to treat old dog vestibular syndrome contain Cholodin Tabs and Winstrol V. Rimadyl has been used with some success, but veterinarians do suggest that owners should get quarterly liver function tests for any dog on Rimadyl.

For owners

Remember these signs of peripheral vestibular disease and think it as a possibility if your dog exhibits these symptoms: A well dog that staggers and falls with no prior sign of sickness. It is leading to note that there are no warning signs which may lead to the end that it is a stroke. A few dogs have residual signs beyond this time, such as a head tilt, but with proper care and love, almost all dogs will recover.

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Monday, January 23, 2012

A History of Victorian Furniture

A History of Victorian Furniture-English Tests

During the procedure of the1800's Britain industrialized into the most prosperous and technologically industrialized nation on earth. Invention, mechanization and industrialization brought the many and far reaching convert in England and the English. The nation rapidly grew in belief of its place as a important world power. Fueled by the wealth of its industrialization and new manufacturing industries its affect reached far around the world to the furthest corners of its empire. This was a new world and with it came a new order to challenge the old approved power structures. A new class middle class of wealthy industrialists whose money gave them power and affect became the Victorian rich and their choices and values were to be a major affect in Victorian life. Their money, founded in the yield from the new factories bought them fine new homes, large and important. These great new houses borrowed from the styles of the upper classes with many rooms which needed filling. The rise of the middle classes meant more homes with more money to spend and the need for more furniture.

English Tests

Along with the new modern Victorian world came an confident convert in style of the Victorian home and the history of Victorian furniture is one of variety. Furniture styles that reflected a fascination with the past were also a showcase of what was now potential in form and production. This age saw the starting of mass yield of furniture in a manufacturing business whose new market techniques could rapidly reproduce the styles and designs which before now has been expensively carved by craftsmen.

The history of Victorian furniture is one of variety. Out of favour went the grace and fine lines of the Regency style furniture which were supplanted by the more robust heavy furniture of the prosperous Victorian home. Ornate ornament and dark shining woods of mahogany and rosewood veneer and clarify machined turned legs. However no one style was dominant in the Victorian home as designers, encouraged by the fast yield of the new furniture manufacturing industries gave their imaginations free run. It was now potential to mass produce styles from other historical periods and the fertilization of earlier styles from the Tudor, Elizabethan, and Neo Classical periods became popular. However the one style that perhaps recalls this duration most is the Gothic revival style. Large heavy furniture pieces in Gothic form were made in solid oak to reflect Englishness. The Victorians embraced the Gothic style with enthusiasm as can be seen in architecture and art as well as in the form of these furniture pieces. The history of Victorian furniture reflects the history of the Victorian age where a society underwent huge changes yet also huge uncertainties. Which made them look send with pride and belief while still looking back to a fictional age of order, glory and chivalry.

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Saturday, January 21, 2012

How To Fill Out A Job Application The Right Way-5 Easy Steps To Success

While it may not seem as important as a resume, most habitancy don't perceive that a badly filled out job application can be much more high-priced than a bad resume. A recruiter will see hundreds of application forms, so any that are filled in badly will stand out for all the wrong reasons. These tips should help you avoid problems like that and show you exactly how to fill out a job application the right way!

Read through the application before you begin filling it in, and ensue any instructions to the letter. While most applications will ask for similar information, they will not all do it in the same way, so it's a good idea to make sure you are following the advice given. If you make a mistake here, the potential owner will likely think "This candidate doesn't know how to fill out a job application correctly, why should I trust them with anyone else?" And there go your hopes of getting an interview!

Do a convention run- Photocopy the form and have a convention run at filling it out. This will help you get an idea of how many words you can fit into the boxes etc, and will surely improve the way the done report reads.

Be consistent. One of the things that habitancy often overlook when learning how to fill out a job application is the consistency of their data. Make sure the form is filled out with facts that matches with your resume. If you "stretched" the dates on your resume because one of your jobs ended prematurely, you will need to make sure your application facts covers exactly the same dates. A smart recruiter is well aware of such tricks, and seeing you out to be dishonest at this early stage can only be a problem.

Check it. How to fill out a job application 101-Make sure there are no mistakes! Read through it once immediately after you stop it, and then if potential you should leave it a day or two and re-check it. It's much easier to spot mistakes and other errors when the document is not fresh in your mind, and for this think it's a good idea to give yourself some "edit time" between filling it out and sending it away.

Never volunteer negative information. The object of filling out an application is to get yourself in for an interview, and giving out negative facts will only hamper this goal. Try and give all your answers as certain a spin as possible, and leave the lengthy answers for the interview. There are many different schools of opinion on how to fill out a job application, but one thing is for sure, it's very hard to use the small space on an application form to construe away any negative facts that you have volunteered.

As you've seen, the methods of how to fill out a job application can be every bit as tricky as writing a resume, so just make sure you stick to those guidelines and you should be a winner every time!

Friday, January 20, 2012

Five Creative Methods of Teaching English to Tefl Learners

As English teachers, we’re roughly all the time on the surveillance for new and tantalizing ways to stimulate our language learners. It was Elt author and researcher Stephen D. Krashen who gave us his Affective Filter hypothesis of Second or Foreign language acquisition. (Krashen – Terrell, 1983) His hypothesis states, that conditions which promote low anxiety levels in class allow improved learning on the part of students. When learners enjoy class activities their Affective Filter is low and they learn more. New and distinct activities “out of the norm” also lower learner affective filters.

Here are some not-so-commonly-used techniques for adding that “new twist” to your English or foreign language classes. Giving learners something new does wonders in relieving boredom, spiking interest and lowering the Affective Filter of learners on whom you may have “tried everything”.

1. Using an iPod

Do you learners carry iPods or cellular phones? Don’t curse and swear at them for using technology in their lives. Turn it to your advantage! A whole of good websites now exist that can get you and your learners up and running using this latest new technology for language learning and practice. Here are useful website for more podcasting information:

• Podcasting: Audio on the Internet comes of age
[http://www-writing.berkeley.edu/Tesl-Ej/ej36/int.html]

• Morning Stories
[http://www.wgbh.org/schedules/program-info?program_id=143912]

• Podcast Pickle http://www.podcastpickle.com

• Internet Tesl Journal http://iteslj.org/links/Esl/Listening/Podcasts/

2. Let Mr. Bean Help You

You all know him and love his humorous twists on daily living. So don’t just sit there nodding, grab a Cd or Vhs full of episodes and try a few out on your learners. Let them do the talking. They can offer suggestions, write to Mr. Bean and his other characters, express opinions and do comparisons of his world vs. Their own. By the way, is he beyond doubt an alien? result his antics, get video clips, agenda guides and more at:

• [http://www.rowanatkinson.org/mr_bean.htm]

• [http://www.dsv.su.se/~mats-bjo/bean/bean.html]

3. Ask Walt Disney for Advice

Although I’m old adequate to remember his presence and passing, Walt Disney can still make us laugh, smile, cry and cheer with the antics of scores of his characters and their families. Take some short “clips” from his tantalizing stories. Turn the situation. Alter the characters. Modify an ending or a beginning to cause a whole distinct outlook on age-old themes. Are your stories and characters better? As long as they’re different, stimulating and generate interest or discussion, that’s all that matters. Everyone, even you, will have a great time coming up with new twists on these first-rate themes. Try it!
Visit Disney online here:

http://disney.go.com/home/today/index.html

http://www.justdisney.com/walt_disney/

4. Letting Learners generate chapter Materials

Turnabout is fair play, or so they say. Take a day to switch roles. Have you ever let your learners write an exam? How about planning a fun class? Having a “hot” conversation on a topic that They want to talk about – music, movies, cute guys / gals, techno-babble? Nothing is taboo – well roughly nothing, anyway! What do you think they’ll talk about? You’d be surprised!

5. Join the Club

Let’s all go to the Conversation Club. What you don’t have one? Okay then, start one – every Thursday from 2:00 pm to 2:30 pm or anything time, day and period may suit you and your learners. The key is to give Them the majority of control, or at least as much as possible. Use props, use realia, use pictures, music or anything you and your learners may have on hand to start, stop and sustain the activities. Other “clubs” you could join include:

• Pronunciation clubs

• Reading clubs

• Movie clubs

• Acting Clubs

Use your and your learners’ imaginations. The sky’s the limit – or maybe the Administration’s sky is the limit. But no matter, just try something new for starters.

Try out some of these not-so-commonly-used techniques for adding that “new twist” to your English or foreign language classes. Give your learners something new to comfort any boredom and spike their interest. Can’t you just hear those Affective Filters falling now?

Language Typing

Language Typing as a very distinctive and refined typing process, offers growing and progressive opportunities to data entry operators, formatters and indexers. It has earned the status of an industry, and with globalization taking measure swing, the manufactures is expected to rise unabated zillion times in near future. It is both a work of skill and a language art.

Typing in other languages as opposite to general typing requires knowledge of the target language besides, good typing speed on Qwerty keyboard. The typing work is bound to fulfill the localization demands, therefore error free typing is required and expected. This in turn puts accountability on the shoulders of language typist to undertake the work under expansive pressure and maintaining the potential consistently. Working in the area, a language typist should exhibit efficiency in separate language.

Typing in other language is a lucrative industry, which provides secured career, besides rich incentives. The typing is undertaken in collection of languages such as Hebrew, German, French, English, Korean, Pushto and much more. Price quote varies with amount of data to be typed. Assorted customized software packages are ready in the market today to speed up the work, apart from, checking the accuracy as per international potential standards.

Language typewriting is normally carried out under the management of language scholar who also carries out subsequent editing and proofreading procedures to enunciate the quality. Of late, it has come to ensue international conventions and norms that dictate regulations to forestall any duplication of matter, besides conforming to acceptable formatting procedures.

Language typing has vast scope in times to come with ever-burgeoning needs of allied areas of language translation, interpretation and transcription. In addition, globalization is added providing impetus to increase demands of language typing.

Thursday, January 19, 2012

Employment Screening Tests

After the pre-screening of the applicant, the laborer gets the details regarding the applicant's credentials, education, and criminal background. The owner also has the other details such as drug abuse and sexual harassment records to ensure that the candidate does not create any problems later on. However, this screening does not furnish the owner an insight of the technical and general knowledge possessed by the candidate. A different kind of screening test would be required to check if the candidate would be well noteworthy for the post.

Employee screening tests must furnish literal, and relevant data with regards to the business for which the candidate has applied. Pre-employment test selectors can help the employers decide on what screening would be essential for the post for while the applicant applied. It can be used to assess the applicant's abilities with respect to the applied post.

The test selector has a very wide database consisting data regarding the skill sets required for a definite profession. The best would be picked up for the candidate's estimate based on the skills the job requires. The test would impart either the candidate is fit for the job. The first part might contain general ask relating to aptitude, math, and allinclusive English. The second part would have technical questions to enable the owner decide if the candidate has the essential knowledge and abilities to cope the said job.

Test selectors can be used to assess the candidate's technical and general knowledge but it still depends on the hiring owner to decide on other factors before employing the individual. Also, the hiring owner must ensure that the test selector has been able to pick the literal, estimate based on the requisites provided by the user.

Learn English As A Second Language With An Organized effective Study Plan

Study English Plan

First step " choose your Goal" for studying English
Goals are your motivation, what do you wish to accomplish with English?

  • Sell and shop your products to English speaking countries
  • Be able to control a enterprise wholly in English.
  • Publish an authoritative business, scientific journal report in English
  • Be admitted and study in a North American university.
  • Travel independently in English speaking countries.
  • As an Artist, accomplish for English speaking audiences
  • Enjoy entertainment produced by English speaking artists
  • Immigrate into an English speaking country
  • Be promoted in your company, or get a best job
  • Use English instructions for computer applications. Surf the net in English
  • Score 950 on the Toeic test or 280 on the new Toefl exam

Second step "Summarize the studying Methods" how you learn best
Examples of questions to rule "how you learn best"

  • What English can you learn the most while studying alone?
  • What English can you learn the most studying in a group?
  • Can you listen once and remember the pronunciation and vocabulary?
  • Does it help to see pictures of nouns or operation verbs demonstrated?
  • Do you have to write and repeat words to memorize vocabulary?
  • How many times and ways must you use a word to "know" its permissible context?
  • How often do you have to repeat lessons?
  • Can you generate and use mnemonics to remember lists
  • Does music or games help you to relax making studying easier?

Third step "Form a Plan" use the best studying methods to reach Goals
An example of a two year plan to learn English:

  • (First 6 months) Start with photograph dictionaries, study pronunciation, watch Tv, listen to taped conversations, for 1 - 2 hours each day.
  • (Second 6 months) Add grammar, punctuation, spelling, vocabulary studies, start to read newspapers/magazines, for 1 - 2 hours each day
  • (Third 6 months) Add one hour of English conversation classes daily for 6 months, report grammar and vocabulary.
  • (Fourth 6 months) travel to Canada for 400 hours of English conversation classes, accomplish some volunteer work, take a special interest policy and travel using English.
  • (After two Years)Continuing instruction with one conversation class per week, watch English News on Tv, read English newspapers

Fourth step "create a cost & benefit pathology for your plan"

  • What Free English studying resources are available on the internet?
  • What Free English studying resources are at the library, society or cultural centers?
  • What Free English studying clubs offer conversation classes?
  • What Free English Language change clubs offer conversation classes?
  • Compare the costs of books, texts, tapes, Cd's for self-study.
  • Analyze the cost of instruction by tutors in a small group of 3 or 4
  • Analyze the cost of instruction at local English schools
  • Analyze costs of foreign travel and accommodation to study English abroad.

Fifth step "Start your Plan"

Need help with your Plan?
Use the following chart and sass questions with a %

How do you like to study?

By yourself____%

One partner____%

Small groups____%

Large groups____%

Total of this group = 100 %

What studying materials do you like to use?

audio Cd's or cassettes____%

Dvd's, videos or television____%

Call and interactive computer programs____%

picture dictionaries____%

Esl workbooks____%

regular subject text books____%

newspapers, magazines____%

Total of this group = 100 %

Conversation Practice

group pronunciation drills____%

Conversations with native speakers____%

Low buildings Esl trainee conversation____%

High buildings Esl teacher talk____%

Total of this group = 100 %

Wednesday, January 18, 2012

6 base instructor Interview Questions and How to retort Them

When you get a call from a school administrator provocative you to interview for a teaching job, how do you feel? Happy? Elated? Excited? Nervous? Scared stiff?

You don't need to worry about the interview if you're a well-prepared, great candidate. Preparing for a teaching interview is a lot like learning for a test. You can tell ordinarily asked questions, think about what you'll say beforehand, and go in to do your best. If you get ready beforehand, the interview questions will seem habit and familiar. You'll have answers on the tip of your tongue, ready-to-go.

Below is a list of six ordinarily asked educator interview questions from my eBook, Guide to Getting the Teaching Job of Your Dreams. How would you reply each question?

1. Tell us about yourself.

This will be the first interrogate at roughly every interview. Just give a brief background in about three sentences. Tell them what colleges you graduated from, what you're certified to teach, what your teaching & working experiences are, and why you'd love the job.

2. How do you teach to the state standards?

If you interview in the United States, school administrators love to talk about state, local, or national standards! Reassure your interviewer that everything you do ties into standards. Be sure the lesson plans in your folder have the state standards typed right on them. When they ask about them, pull out your lesson and show them the close ties between your teaching and the standards.

3. How will you get ready students for standardized assessments?

There are standardized assessments at roughly every grade level. Be sure you know the names of the tests. Talk about your experiences Preparing students. You'll get bonus points if you know and tell the format of the test because that will prove your familiarity.

4. tell your discipline philosophy.

You use lots of certain reinforcement. You are firm, but you don't yell. You have suitable consequences for inappropriate behavior. You have your classroom rules posted clearly on the walls. You set tasteless routines that students follow. You cleave to the school's discipline guidelines. Also, emphasize that you presume discipline problems will be minimal because your lessons are very provocative and provocative to students. Don't tell the interviewer that you "send kids to the principal's office" whenever there is a problem. You should be able to deal with most discipline problems on your own. Only students who have committed very serious behavior problems should be sent to the office.

5. How do you make sure you meet the needs of a learner with an Iep?

An Iep is an "individualized instruction plan." Students with extra needs will be given an Iep, or a list of things that you must do when teaching the child. An Iep might consist of anything from "additional time for testing" to "needs all test questions read aloud" to "needs to use braille textbook." How do you ensure you're meeting the needs of a learner with an Iep? First, read the Iep carefully. If you have questions, consult a extra instruction teacher, counselor, or other staff member who can help you. Then, you just make sure you succeed the requirements on the Iep word for word. When necessary, you may be asked to attend a meeting in which you can make suggestions for updating the Iep. Your goal, and the goal of the Iep, is to make sure the learner has anything he or she needs to be prosperous in your class.

6. How do you tell with parents?

This interrogate will come up at roughly every elementary school interview. It's fairly tasteless in the middle school and high school as well. You might have a weekly parent newsletter that you send home each week. For grades 3 and up, you may wish students to have an assignment book that has to be signed each night. This way, parents know what assignments are given and when projects are due. When there are discipline problems you call home and talk to parents. It's important to have an open-door policy and request parents to share their concerns at any time.

For more educator interview questions, I request you to download my eBook Getting the Teaching Job of Your Dreams ( http://www.iwantateachingjob.com ). In it you will find 50 tasteless interview questions and answers as well as practical guidance for getting the teaching job you want.

Us Citizenship Options For Elderly Applicants - healing & Exam Waivers

I often receive calls from the adult children of Us permanent residents (i.e. Green card holders) who want to know how their parent can come to be a Us population if the parent cannot study for the English history test and / or does not speak English very well. I have created an article for you on the two most common scenarios that I answer weekly in my Us Immigration Law Office of Lena Korial-Yonan, P.A.:

1. My mom is eligible for Us citizenship because she has had the green card for 5 years, and she does not have thorough voyage or any criminal issues. The problem is that she does not speak or read English and cannot study for the history test. Any solution?

Uscis has exact rules that recap to an applicant's age and how long they have had the green card that can exempt them from having to take the Us English History test and also exempt them from passing the interview measure of the N-400 as well as the reading and writing exam. Please see the next examine for more details on this.

However, here the applicant has had the green card for only 5 years and so the only clarification is to see either the applicant is eligible for a curative disability waiver. A curative disability waiver is completed by a Us licensed general curative doctor, licensed clinical psychologist or other exact doctor on Uscis form N-648, curative Certification for Disability Exemptions. The form must be completed a exact way and with exact wording / answers before Uscis will approve the curative waiver. The doctor, in order to faultless the curative disability form, must give your parent, the N-400 applicant, a test to determine either he or she can learn or remember basic things. This test can include having to recap basic information just explained to your parent and may also include basic exams having your parent place a circle object with circle object, etc.

Applicants with dementia or Alzheimer's, for example, are eligible to file form N-648, curative Disability Waiver, which states that because of their mental limits, they cannot study for the Us history test. A major limitation for eligibility under form N-648 is that the resulting mental disability cannot be a corollary of drug use.

Our immigration law office has successfully completed curative waivers prepared by licensed doctors of applicant's own choosing for the mental conditions of dementia, Alzheimer's and schizophrenia. Please note that these cases are being mentioned are examples and in no way certify that your case will have similar results for both the mental conditions listed and for the Uscis district that you will file citizenship with. Please caress an experienced immigration lawyer of your choosing for a detailed determination of your own exact case.

Although our immigration law office does not have any doctor(s) that we suggest for completion of Form N-648, we will let you know if a single type of doctor can faultless the form on your behalf. We also recap the Form N-648 for completeness, as Uscis is correct in the language that they wish from the licensed curative doctor in order for the Us citizenship applicant to be approved. If the Form N-648 is popular ,favorite by the Us Immigration Officer, then the Us citizenship applicant does not have to take any test in order to have their form N-400 popular ,favorite and be sworn-in.

Also, at least in the Uscis district office placed in Jacksonville Fl, we regularly file a copy of the Form N-648 with the N-400 application, and we bring the primary N-648 with us to the N-400 interview. You may of procedure contribute the primary N-648 in your introductory filing if you wish. Just be sure to keep a copy of the form N-648, as it is not uncommon for Uscis to wish a few changes to the form N-648 before your case can be approved.

2. My mom is 65 years old and she has resided in the Us as a green card holder for over 20 years. Does she still have to take the English test, etc.?

No, your mom has to take a modified version of the civics test in her language of choice. She does not have to take the reading or writing test. The N-400 interview, which includes reviewing the details of the N-400 and request either your mom has ever been arrested, files Us taxes, etc. Is completed with the help of the translator that your mom brings with her to the N-400 interview. She must bring her own translator with her to the N-400 interview so that the translator can translate the civics questions in your mom's best native language.

The age qualifications that exempt applicants from the English, reading and writing tests are as follows:

· 65 years and has resided in Us as a green card holder for 20 years or more.
· 55 years old and has resided in the Us as a green card holder for 15 years or more.
· 50 years old and has resided in the Us as a green card holder for 20 years or more.

Again, Applicants that meet one of the above categories must only take the civics test in their language of choice.

I hope that the above provides some answers to the questions asked of me weekly in my immigration law office of Lena Korial-Yonan, Pa. By the adult children of elderly parents who have had the green card for 5 years and now want to come to be Us citizens.

Tuesday, January 17, 2012

Speech Rate Too Fast? Tips to Slow Down

We've all heard speakers who talk so fast we are left in the dust. Listeners may end up ten words behind, especially if the topic is complicated or unfamiliar. In sales, a rapid rate of speech can supervene in a lost potential sale.

People talk so fast because others colse to them do this, because they think erroneously that others will not take the time to listen to them, and because they do not comprehend the listeners are struggling. In some cultures, speaking swiftly is a sign of expert competence.

The average speech rate in the mid-Atlantic states is 120 - 140 words per minute.Ît is faster in some places such as New York City, and slower in other locales. What matters is not how many words a speaker can get out, but how many (well-chosen) words are understood by the listener.

Speech rate becomes a qoute in any location when the listener does not understand. The speaker either may have to repeat himself, or some information gets ignored. In a healthcare setting, this can be a real danger as instructions may get confused and outpatient compliance may slip. Young children and senior citizens may also process information more slowly.

If you are listening to a fast speaker, and do not understand the information, ask for the confusing parts to be repeated if possible. Tell the speaker exactly what was unclear, such as "the part after "Ben?s department" ", or "the name of the muscle". Make sure the speaker knows you want to understand.

If you are the fast speaker, and you know this is a problem, start by listing the reasons you want to slow down. Maybe you want a promotion, but need clearer speech. Maybe your colleagues are getting frustrated with your speech. Maybe you are tired of repeating yourself. Maybe phone calls are not returned because others cannot understand your telephone estimate or name.

Start by taking some slow, deep breaths. Then count moderately to ten, prolonging the vowels if needed. Then say your ten digit telephone estimate at that slow rate. Visualize someone writing it down from a telephone message. Can he write it correctly at that pace?

Try saying some basic sentences at that slow pace, such as "I see a ______" or "_______ are great!" Then moderately tell a shopping list. Can you slightly prolong the vowels? Other ways to think of it are to go at a 25 mph pace with your words, or visualize yourself rocking in a rocking chair, moderately talking.

Often your listener will not even comprehend what you are doing. You will not sound "stupid", just clearer.

Talk about a topic that is not important to you, such as a minor interest or a narrative of a someone you casually noticed earlier. Speak at this more relaxed rate. Tape yourself if possible, and listen to it.

The real test comes when speaking about a topic that is important to you, such as family or work. Can you still utter this slower rate, or at least use it when you consideration the listener is confused?

Enlist some others to help you by discretely indiciating when you are going too fast again. This may happen when manufacture a presentation or when under other stress. Convert does not happen overnight; be patient.

If the tips above are not enough, you may benefit from expert speech coaching. Crusade for an master who has worked with others with similar problems. Ask about qualifications as well as experience.

You deserve to be no ifs ands or buts understood. Be proactive and start today!

The Qualities of a Mediator

A mediator needs to fabricate several abilities: 1) concentration 2) ethics 3) emotional brain 4) field matter expertise 5) decisiveness.

Attentiveness

The most leading potential for a mediator is to pay attention. One eminent historian has written that our entire community suffers from concentration deficit. [Niall Ferguson: Colossus, 2004] The plain and awful truth is that citizen do not pay attention. They live their lives in data overload, reasoning about what to do or say next.

The word "attend" comes from the Latin attendere to bend to, notice. Attend has a amount of meanings together with 1) to be gift at, 2) to accompany, 3) to take care of: minister to, devote one's services to, 4) to wait upon, 5) to take charge of, 6) to listen to, 7) to apply oneself, 8) to pay attention: listen or watch attentively, 9) to be present.

If a mediator did authentically nothing else but pay attention, the results would be remarkable.

Attention is an absorbing quality. It can be fixed or floating. It can be focused or scattered. It can consolidate on one thing, or several things or many things. It can take in many things at once. A person who practices paying concentration will find it is potential authentically developed, and will greatly growth one's awareness of what is going on.

Paying attention, properly understood, is not terribly hard work but on the contrary, has a light and airy quality. For example, a person absorbed in a book or a movie or a piece of music or a football game is paying close attention, but without a great deal of effort. It is easy to pay concentration when one is curious in the field matter.

The opposite of concentration is distraction.

Chaos is complex; order is simple. Parties in disagreement are entangled in complexity. The job of the mediator is disentanglement and simplicity.

"Don't just do something; stand there." Albert Camus

Ethics

Ethical means: 1) pertaining to or dealing with morals or the principals of morality; pertaining to right and wrong in conduct. 2) In accordance with the rules or standards for right show the way or practice, especially if the standards of a profession: "it is not thought about ethical for physicians to advertise." Synonym: moral, upright, honest, righteous, virtuous, honorable. [Webster's Dictionary]

The field of ethics concerns itself with action, with right or wrong conduct. Perhaps many citizen may not think much about ethical implications, as such, as they go about their daily business, but in fact, every day contains choices and decisions that implicate oneself and other people. Maybe some are more known than others about consequences: nonetheless, all choices and decisions have consequences, and this is the field of ethics.

The daily human preoccupation with ethics was never good expressed than by John Bunyan in the opportunity paragraph of his great work written in Bedford jail.

"And behold, I saw a man clothed with rags standing in a inevitable place, with his face from his own house, a book in his hand, and a great burden upon his back. I watched, and beheld him open the book and read therein, and as he read he wept and trembled, and not being longer able to contain, he brake out with a lamentable cry, saying: 'What shall I do?'"

"Pilgrim's Progress"

The demand is not "who am I?" or "where have I come from?" or "why do I have to die?" or "what is my destiny?" but "what shall I do?" That demand contains two qualities: (1) it refers to action, (2) it pertains to the future.

Because ethics concerns itself with right action, it pertains to the mediator who has a duty to be impartial as between the parties. Mediators are also called "neutrals", but, although that word has stuck, it does not successfully impart the function of a mediator.

Neutral means: "(of a person or government) not taking part or giving aid is a dispute or war between others." It is a health in which the third party stays out of the conflict, giving no help to whether side. If a mediator were truly neutral, there would be exiguous point in seeking her assistance; the parties could use a stuffed doll instead.

"The hottest place in Hell is reserved for those who remain neutral in times of great moral conflict." Martin Luther King, Jr.

"Impartial" is a different word with a different meaning. It means: "not partial or biased; fair; just: 'an impartial judge.'" Yet a judge has the accountability of judgment, of choosing in favor of one side; the judge may be impartial at the starting of a case, but is entirely partial by the end. That is the function of a judge, but not a mediator. As used in connection with mediation, "impartiality" suggests full yet even-handed involvement, giving as much aid as ethically potential to all sides in the conflict. Of course, the demand all the time is: How much is ethically possible? That is why the distinction between evaluative and facilitative mediation is not merely a matter of style. A facilitative mediator has made the option not to rate for the parties, while an evaluative mediator is willing to state an opinion. Such decisions necessarily involve considerations of right or wrong show the way in the context of mediation, that is to say, ethics.
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There is all the time a power imbalance between parties to a dispute. Does the mediator seek to address, and adjust, the power imbalance, by lending a bit more weight to the weaker side? Is such "tipping the scales" in favor of greater equilibrium between the parties to be thought about an practice in partiality or impartiality? Sometimes one party appears with an attorney, the other without one; the person with the attorney is nearly all the time at an advantage. Should the mediator endeavor to redress the power imbalance by helping the unrepresented party understand the legal ramifications of the situation, and the potential perils buried within it? Or is the accurate performance plainly to identify the power imbalance, and do nothing to prejudice the stronger position of one of the parties?

What if both parties are represented, one by an attorney who knows the file, the other by an attorney who is clearly unprepared? Should an experienced lend a hand to an inexperienced lawyer, or unrepresented party?

What if one attorney has overlooked something that will tilt the equilibrium of the negotiation in favor of her client? What is the mediator's responsibility?

Is impartiality even possible, particularly after meeting the disputants and hearing their respective stories? Does the mediator not plainly incline to one side? The Standards of Mediation custom plainly advise: "A mediator shall avoid show the way that gives the appearance of partiality to towards one of the parties." How does one reconcile that accepted with the duty of honesty and transparency? This is not the question of bias or prejudice, which is conceptually easy because it is clearly not acceptable, but a demand of ethical conduct, because after the two sides of a disagreement are laid out, often it is plain that one side has the good of it; then should the mediator close her eyes to the obvious, or join the parties in denial, or plainly dissemble, presenting the mask of an impartiality she does not feel? And if not, then what is she to do? This is the concern of ethics.

"Every word is a bias or an inclination" Nietsche

During the policy of the mediation, a mediator may come to have a clear view of the respective merits of the parties' positions; should she express her own views to the parties? Sometimes, parties do want such an estimate from the mediator, which is why they may select a retired judge, who is has spent years in the courtroom development such judgments, but what if the parties do not ask for an evaluation? What if one party is stubborn in insisting on a position that is wrong, unjust, and cannot Perhaps win? Should the mediator take that person to one side, privately, and justify to him the realities of the situation?

Mediation custom standards stress three essentials (1) impartiality (2) confidentiality (3) voluntary participation. What if one party desires to speak confidentially with the mediator, and then confesses to a crime? What if the confession involves an offence with a child? What is the mediator's enforcement (a) if she in an attorney (b) if she is a reasoning health victualer (c) neither?

Emotional Intelligence

"Le Coeur a ses raisons que le raison ne comprend pas." Blaise Pascal

The heart has its reasons that presume does not comprehend, Pascal's renowned aphorism, is the field of the study of emotional intelligence.

The phrase "emotional intelligence" refers to an potential that is not much prized, and authentically not taught, in our community and educational systems, though it authentically should be. There are some exquisite books on the subject. The phrase itself is something of a deliberate oxymoron, because the emotions are normally marvelous from the performance of the intelligence, but it expresses the need to impart empathetically to what is being communicated by other person, together with the emotional drives underlying such communication.

The topic of "body language," concerns itself with developing emotional intelligence, which is not an abstract or esoteric ability, but can authentically be learned by taking the trouble intimately to discover the behavior of other people. It helps the mediator to learn to impart empathetically to the parties, if they are to feel that they have truly been heard in expressing their grievances and needs, which is an indispensable step in the mediation process, because it leads to a willingness to negotiate a resolution.

In inspecting broad categories, any person is whether more or less open, or more or less concealed. Some citizen are deliberately concealing themselves, trying to deceive, while others just do not know how to be more open. The latter are not concealing so much as protecting themselves. Some citizen pretend to be open, while in fact concealing a great deal. everybody is on a continuum between being completely concluded and completely open, and citizen may vary a great deal in the policy of an hour as to how much they are willing to reveal, and how much they wish to conceal.

The mediator is not a therapist, and is not trying, commonly speaking, to achieve a breakthrough in openness, except for those mediators who regard themselves as transformational, and their mediations are commonly designed to take a good deal longer than a regular mediation. Where parties have come together to talk about their differences, and negotiate a solution, the mediator is only curious in achieving adequate honest communication between them that they can achieve the effect that they came for.

With emotion, it needs only to be remembered that emotion is a movement, and there are only four potential movements (1) movement forward; (2) movement backward; (3) movement splattered in all directions; (4) no movement at all. The emotional state in which the mediator would like the parties, is the emotion of "interest," in which the parties are absorbing forward, curious in the situation they are in, and willing to work on resolving it.

Subject Matter Expertise

Subject matter expertise is something that can be learned by a mediator, by which is meant expertise in the field matter of the particular dispute, for example, construction, family relationships, childcare, market relationships, contracts, labor relations, environmental, governmental, tort, contract, and so on. Some parties, in selecting a mediator, deliberately seek some field matter experience, and therefore, as a matter of marketing, it may be helpful for a mediator to accumulate and therefore be able to advertise inevitable field matter expertise.

However, it will be found that, once the mediator has mastered or come to be proficient in the craft of mediation, that the skills can be applied over a wide collection of field matters. Some citizen all the time insist on selecting a retired judge, because judges have touch in the show the way of trials, even though a judge may know less than the attorneys - this is because attorneys nearly all the time specialize, whereas judges, once they are on the bench, take a random collection of cases that come before them.

The particular expertise of an experienced judge is in predicting the likely of a case. But if a mediator wishes to mediate in the area of, say international relations or environmental controversies, then in order to accumulate business, it will probably be indispensable to accumulate some expertise in the field matter, in order to be able to gift credentials that will serve to levy credibility.

Decisiveness

Decisiveness is indispensable in a mediator, because she cannot allow a mediation to wallow for any great distance of time, without the parties becoming impatient, except in those relatively uncommon instances where the mediation is designed to be "transformational" and partakes of many of the qualities of therapy. The mediator has to decide, generally, who to speak to, when to speak to them, what to say to them, how much to allow them to say, because she has an enforcement to create a momentum and keep it going. There is a purpose in view, and there is commonly a time limit, and unless the parties feel they are development some progress, they are likely to be discouraged and the mediation may fail to achieve its purpose, which is to work on resolution.

In summary, these five qualities are skills that can be learned and developed. They are basic yet profound. concentration is the foundation of communication skills, but must be combined with decisiveness because it is up to the mediator to make things happen. performance must happen but it must be right action, which is the field of ethics. The mediator must fabricate sensitivities that are not accessible to pure reason, and this is the field of emotional intelligence. The mediator must be able to talk the same language as the disputants, which means some field matter expertise.

The scarcity of these qualities is why the mediation is happening at all. The mediator supplies what is missing to enable the disputants to conclude their dispute and move on with their lives.

It has been said that citizen get attached to their problems and conflicts, but the reality of disagreement was never good expressed than by general William Tecumseh Sherman: "War is hell," and it is a aid to citizen to help them find resolution.

Monday, January 16, 2012

100 Creative Presentation Ideas

Creative Presentation Ideas - It's Showtime!

Listed below are just 3 of the 100 creative presentation ideas you can use to make your presentation unforgettable. You may use these creative presentation ideas when speaking to potential investors, at management forums, discussion lectures or with your colleagues, employees, or any other presentation you have to make.

Each creative idea is described in the following format:

  • Basic narrative of the creative presentation idea
  • What for? major benefits of the idea, or how it may be used
  • Variations on the creative idea: how you can adapt the idea to dissimilar settings, goals and audiences
  • Comments: things you should pay attention to when using the creative idea

Well, here comes the first creative presentation idea:

Creative Presentation Idea #1:

Description: Do not use titles in your slides

What for?

  1. Tell the viewers that you left out the presentation titles intentionally in order to see if you could deliver your main points clearly
  2. When using the presentation as a learning aid in a workshop, if your audience is required to perfect the titles, they will have to think about what you are teaching and actively share in the discussion

Variations:

  1. Leave the titles out for only some of the slides - perhaps the ones that will be used for a tell of the presentation so far, or to trigger a discussion on a controversial issue
  2. Write only half of the title, and ask your audience to perfect it

Comments:

  • You can use a printed "complete" version of the presentation for yourself, so you can see the titles you meant to use

The creative ideas I suggest are of dissimilar kinds and levels. Some are crazier than others. You should select the one that best suits your presentation needs. Do you want to make a absolutely bold statement? Here is a more outrageous idea:

Creative Presentation Idea #75:

Description: Present the presentation blindfolded!

What for?

  1. You could undoubtedly demonstrate your knowledge of the subject and a good memory skill as well as self-confidence by using this idea
  2. Use it to add some humor to your presentation: after you put the blindfold on, intentionally make some funny mistakes when referring to the slides, and only then show them that you know what you're talking about...

Variations:

  1. Put the blindfold on for just a short part of the presentation, when you want to make a dramatic effect
  2. Provide blindfolds for the participants, so their sense of hearing will be heightened and you could test their memory after a few slides!

Comments:

  • Take care not to offend people with disabilities (e.g. Blind people, etc.). Use this technique when you are certain you can do so tactfully and with good taste

As you might have noticed by now, these creative presentation ideas do not rely on an predicted knowledge of Power Point, or on unreasonable production expenses. Actually, in some of the ideas you don't even have to use Power Point at all!. Here's one:

Creative Presentation Idea #31:

Description: Have a painter/caricaturist assistant -
drawing images/cartoons on a flip chart as you explain

What for?

  1. This would make your presentation "live" on the go. Instead of using slides, the sketches would visually transport the major points you are trying to get through. For example - when you talk about the tough task lying ahead, a easy drawing of mountaineers climbing up a steep mountain would etch that image in the viewers mind.
  2. A caricaturist could add a touch of humor to your presentation with funny images and hints

Variations:

  1. If you have the talent - you could draw the sketches yourself as you speak.
  2. If there's an electronic drawing pad - you could use it and show the drawings on a screen as they are drawn.
  3. Alternatively - ask some of the participants themselves to help you and draw those images on the flip chart as you speak.
  4. You could get ready and give the participants a comic book with the prominent things you talked about.

Comments:

  • Make sure there are adequate flip chart pages you could use, and that everyone can see them well.
  • Rehearse the presentation with the painter and the list the major subjects you are going to talk about so that s/he would have time to think about how to make meaningful and relevant drawings.
  • Here are a few pointers on where to find the man to draw for you: look for high school or college art students who wish to institution and demonstrate their talent for a small fee or free of charge; ask colse to for other employees that have that talent and are willing to give a hand. Of course, if the presentation is worth the investment, you may always hire a expert caricaturist.

Text Message Abbreviations - Sms Dictionary Examples

Basically, this is just someone else expression for Sms dictionary, or Sms shortcut. These abbreviations are simply the text messaging shortcuts that people use each and every day to make sending Sms messages so much quicker and easier. Some of the shortcuts below are only used for instant messenger messages, or at the end of a text message to transport the mood of the man sending the text message. Some of the txt msg shortcuts are good examples of how people shorten words when they send text messages.

So let's take a look at some coarse text message abbreviations, then.

Sms Abbreviations:

Anything - Nthing

Are you Ok - Ruok?

Are - R

Ate - 8

Be - B

Before - B4

Be seeing you - Bcnu

Cutie - Qt

Date - D8

Dinner - Dnr

Easy - Ez

Eh? - A?

Excellent - Xlnt

Fate - F8

For - 4

For your data - Fyi

Great - Gr8

Late - L8

Later - L8R

Lots of love/laughs - Lol

Love - Luv

Mate - M8

Please - Pls

Please call me - Pcm

Queue/cue - Q

Rate - R8

See/sea - C

See you later - Cu L8R

Speak - Spk

Tea - T

Thanks - Thx

Thank you - Thnq

To/too - 2

To be - 2B

Today - 2Day

Tomorrow - 2Moro

Want to - Wan2

What - Wot

Work - Wrk

Why - Y

You - U

------------

Happy/Smiley -:-)

Angry - :-||

Very happy - :-))

Confused - %-)

Tongue tied - :-&

Sad - :-(

Saintly - O:-)

Laughing - :-D

Crying - :'-(

Surprised/shocked - :-O

Screaming - :-@

Kiss - :-*

Pig - :@)

Clown - *:-)

Wink - ;-)

There are more Sms shortcuts that could make up a so-called Sms dictionary, but the more words you use the less efficient the shortcuts are as people stop understanding what you're positively saying.

In this case, a short 'vocabulary' is best so everybody knows what is being said.

70 Romantic Phrases That Make Men Fall Deeper In Love

Romantic transportation is just one of the proven transportation tools you can use to make your man fall madly in love and fulfill your heart's romantic desires. There is a lot of love-creating power in the romantic words that come out of your mouth. This report will reveals 70 romantic phrases you can start using today to make your man fall madly in

love. You may not say these things phrased exactly the way I have written them, but if you want your man to be addicted to your love, you must speak to him with words that will melt the walls he has build colse to his heart.

Feel free to use any of the romantic phrases that best suit your transportation style.

1. All I care about is being with you forever.

2. All the gold and brilliant in the world are not enough to buy the love I have for you.

3. God created you for just for me.

4. I am addicted to your love.

5. I am crazy about you.

6. I cannot live without you.

7. I cannot stop mental about you.

8. I did not mean to hurt your feelings.

9. I do not want to wake up from this marvelous dream with you.

10. I feel safe when I am with you.

11. I get lost in ecstasy when you make love to me.

12. I have finally discovered true love - you.

13. I love talking to you.

14. I love the way you make love to me.

15. I miss your hugs and kisses when we are apart.

16. I thank God for the day he brought you into my life.

17. I want to spend forever with you.

18. I will give anything to be with you.

19. I will give you my heart, my body, and my soul.

20. I will go with you to the ends of the world as long as you keep loving me.

21. I will rather be broke than trade your love for a million dollars.

22. I will trip a thousand miles to be with you.

23. I wish God had brought you to me sooner.

24. If anything happens to you, I will go crazy.

25. If I could I would make love to you a thousand times.

26. If I had to live life over again, I would live it with you.

27. If loving you is a sin, then let me be guilty.

28. If our love is blind, then I never want it to see the light of day.

29. Life without you will be like going to sleep and never having sweet dreams.

30. Loving you feels like heaven.

31. Loving you has made life even sweeter.

32. Loving you has made my life so full of joy and happiness.

33. My heart cries when we are apart.

34. You are my love, my heart, and my life.

35. No man has loved me the way you love me.

36. Nothing will ever stop me from loving you.

37. Ooh sweetie, you are so good to me.

38. Your warm hugs and your tender kisses are more high-priced than gold.

39. Talking to you is like sipping the most appetizing wine - I want it to last forever.

40. The times we spend together are like high-priced gems that money cannot buy.

41. Time stops when you hold me in your arms.

42. When I am with you, my troubles seem to melt away.

43. When I look at you I see a man that I find irresistible.

44. Words are not enough to express how much I love you.

45. You are my prince.

46. You are my soul mate.

47. You are the most leading someone in my life.

48. You are the music that makes my heart sing.

49. You are the only man I ever want in my life.

50. You are the other half that makes me feel whole.

51. You are the excellent man for me.

52. You are the sweetest man I know.

53. You bring nothing but love, peace, joy, and happiness to my soul.

54. You bring so much joy and happiness to my life.

55. You love me gently.

56. You make me feel like a woman.

57. You make me feel so good I want to kiss you from your head to your toe.

58. You make me want you more each day.

59. You treat me like a princess and I love you with all my heart.

60. Your are the kindest man I know.

61. Your caring words touch the deepest part of me.

62. Your hugs and kisses melt my heart like chocolate ice cream on a warm summer day.

63. Your kisses are like warm chocolate on a cold winter night.

64. Your kisses are so good I feel tingles all over.

65. Your love is like a solid rock that will never break.

66. Your love is so good I can't get away even if I wanted to.

67. Your love warms my heart like the glow of a candle light in a midsummer night's dream.

68. Your loving whispers in a moon-lit night are like soothing wine, they put me in the mood.

69. Your smile is so comforting it makes my tears go away.

70. Your gentle touch sends chills up and down my spine.

Life without endearing words is like being in a organery without flowers. Endearing words generate a feeling that transcends our reality and makes life worth living.

Feel free to to share this report with all your friends.

Teaching the difference between Make and Do to English Language Learners

Distinguishing the Differences in the middle of "Make" and "Do"

English as a Foreign Language learners like those whose first language or L1, is Spanish can have indispensable mystery in distinguishing when to use "make" and when to use "do". Why? It's because in Spanish, for example, the same verb, "hacer", is commonly used to relate both. The trick then, is to find a way of aiding these English language learners with production the distinction.

Here's how I do it.

Make

Essentially "make" means to "create" or cause something to happen or furnish a result.
You make a cake, make noise, make trouble or make friends.

Do

On the other hand, "do" ordinarily signifies plainly performing an performance without alluding to the results. So you do aerobics or exercises, do firm or do your job. You can do well or do badly, do great or do worse.

Other Uses of Make and Do

Depending on context, both make and do can be used in a sentence to give it different meanings. A good example is homework. Teachers make homework, but learners do homework.

The two verbs form a part of scores of idioms and expressions too. This can sometimes cause their contrast to be less clear, but ordinarily the definitions given above still hold true. Some added examples using "Do" and "Make" are:

Do

Do a dance, do a deal, do as you're told, do away with, do chores, do favors, do harm, do it yourself, do (it or something) over again, do man in, do the dishes, do the laundry, do the right thing, do time, do well, do without, do your best, do your duty

Make

Make a contract, make a delivery, make a difference, make a list, make a mess, make a phone call, make a point, make a profit, make a promise, make amends, make an effort, make believe, make contact, make enemies, make fun of someone, make love, make money, make news, make out, make over (very similar in context to do over), make peace, make room, make sense, make man happy, make man laugh, make man sad, make sure, make the bed, make time, make room, make tracks, make up (has multiple meanings), make up a story (same as create a story), make up your mind, make war, and make way

This is but a quick reference list to give you some idea of the range and contrast that using "do" and "make" can have in the colloquial English language. For the most part, after a session explaining and demonstrating these language elements in context, my learners have far fewer problems in distinguishing when to use "make" and when to use "do". I hope that this helps you and your Efl learners too.

Educational Classroom Games - Wheel of Fortune

Great Game

Wheel of fortune

A beneficial tool to have for playing educational games in the classroom is a Sticky Ball. A Sticky Ball is a small plastic ball that is covered with diminutive suction cups. These balls are ideal for playing target games on your classroom boards.

Wheel of Fortune is just one of the many fun games a teacher can play with their students to narrate concepts taught in class.

1) Divide the class into two teams.

2) Draw a giant wheel on the board and divide it up into 6-8 pie slices.

3) Make half the pie slices worth points (i.e. 1, 2, 3, 4)

4) The other sections are what add fun to the game. How you label them is up to you. However, here are some of the fan favourites.

- Bankrupt (Team loses all their points)

- Switch (Teams switch point totals)

- Cha-cha (Team must do the Cha-cha dance)

- Bow (Team must bow to their opponents)

- Kiss the Pig (Team must blow a kiss to a pig drawn on the board)

5) Begin play by selecting a player from each team and request them a request from the lesson.

6) Once students have answered their request they go to the toss line and toss the Sticky Ball toward the target.

7) The game continues as long as you want and the team with the most point at the end of the last round is victorious.

If you want to make the game more competing and move along more fast only ask one request to the pair of students and allow the student who answers first to toss from a closer toss line.

Educational Classroom Games - Wheel of Fortune

Great Game

Wheel of fortune

A useful tool to have for playing educational games in the classroom is a Sticky Ball. A Sticky Ball is a small plastic ball that is covered with little suction cups. These balls are ideal for playing target games on your classroom boards.

Wheel of Fortune is just one of the many fun games a educator can play with their students to characterize concepts taught in class.

1) Divide the class into two teams.

2) Draw a giant wheel on the board and divide it up into 6-8 pie slices.

3) Make half the pie slices worth points (i.e. 1, 2, 3, 4)

4) The other sections are what add fun to the game. How you label them is up to you. However, here are some of the fan favourites.

- Bankrupt (Team loses all their points)

- Switch (Teams switch point totals)

- Cha-cha (Team must do the Cha-cha dance)

- Bow (Team must bow to their opponents)

- Kiss the Pig (Team must blow a kiss to a pig drawn on the board)

5) Begin play by selecting a player from each team and asking them a demand from the lesson.

6) Once students have answered their demand they go to the toss line and toss the Sticky Ball toward the target.

7) The game continues as long as you want and the team with the most point at the end of the last round is victorious.

If you want to make the game more competitive and move along more fast only ask one demand to the pair of students and allow the trainee who answers first to toss from a closer toss line.

Educational Classroom Games - Wheel of Fortune

Great Game

Wheel of fortune

A beneficial tool to have for playing educational games in the classroom is a Sticky Ball. A Sticky Ball is a small plastic ball that is covered with slight suction cups. These balls are ideal for playing target games on your classroom boards.

Wheel of Fortune is just one of the many fun games a teacher can play with their students to spin concepts taught in class.

1) Divide the class into two teams.

2) Draw a giant wheel on the board and divide it up into 6-8 pie slices.

3) Make half the pie slices worth points (i.e. 1, 2, 3, 4)

4) The other sections are what add fun to the game. How you label them is up to you. However, here are some of the fan favourites.

- Bankrupt (Team loses all their points)

- Switch (Teams switch point totals)

- Cha-cha (Team must do the Cha-cha dance)

- Bow (Team must bow to their opponents)

- Kiss the Pig (Team must blow a kiss to a pig drawn on the board)

5) Begin play by choosing a player from each team and asking them a query from the lesson.

6) Once students have answered their query they go to the toss line and toss the Sticky Ball toward the target.

7) The game continues as long as you want and the team with the most point at the end of the last round is victorious.

If you want to make the game more competing and move along more swiftly only ask one query to the pair of students and allow the learner who answers first to toss from a closer toss line.

Sunday, January 15, 2012

How to exact English Writing Errors

English writing can be difficult if the writer does not make use of the many English language writing resources that are available to help them. Writers can use dictionaries, style guides, spell checks, show the writing to friends, fellow students and of policy their English language teachers.

How to correct English writing Errors?

The most clear rejoinder is teacher correction. But is teacher-correction effective? There is some research that shows English language students do not make efficient use of teacher-corrections.

Every English writing teacher would like to dream that their trainee takes their corrected paper home, pulls out a dictionary and grammar book and thought about goes over each correction. Unfortunately, most students only check to see how much "red" is on the paper and then file it away - never to be looked at again.

Most of the teacher's meticulous written corrections are precisely wasted.

Error correcting takes lots of teacher time and vigor and many students just do not want to see their writing compositions after teacher corrections.

Beware of the trainee who forgot the homework and just before the homework is due dashes off a quick paper. He makes a lot of mistakes all made in haste. The question is that the trainee wants his paper to be corrected and correcting it takes four times the exertion to read the "mess with multiple errors". Your policy should be: if the trainee does not have time to try to write it well, then you do not have time to try to correct it.

John Truscott and later Krashen have presented research indicating that grammar correction does not precisely help students at all.

Personally, I have seen that my students do learn from some corrections.

Except for typos and straightforward errors, self-correction is very difficult for English students because if they understood what was wrong they would not have written it in the first place.

One to One peer correction is not fun and it is difficult for many students to fully trust their partner's language experience or writing ability.

How can the trainee add to his English writing skills in a way that interacts with his previous English grammar knowledge and vocabulary?

One of many new methods is called Group writing.

Group writing helps students to advantage from any peers, helps students to learn not only from their mistakes but from the mistakes of others and makes economical and efficient use of the students' and the teacher's time.

The group writing tasks are everything from writing a paragraph to writing an essay.

Each group can get a different topic to work on or sometimes it can be the same topic and they compete with the other groups.

You can use the whiteboard, the large paper paper pads on an easel or overhead projector as long as there is one per group. One trainee writes while the rest of the team from one to three others offers suggestions and corrections while the writing process.

Group writing gets the students to advantage from group assistance as a peer-learning experience with more resource value than one to one peer sharing.

With the entire class finding on we contemplate each closed writing sample and I ask the class to offer corrections. The class precisely focuses on every group closed writing to see if it is correct or not. Especially if there is challenge or competition at stake.

Group writing seems to be an efficient formula of correcting English writing errors. Immediate feedback is quick within the groups and again when corrections are suggested in front of the entire class.

Original Post: http://www.eslincanada.com/articles.html

Coping with Change: produce Your Personal Strategy

Why do we resist change?

As the saying goes, the only habitancy who like convert are busy cashiers and wet babies. We find convert disorienting, creating within us an anxiety similar to culture shock, the unease visitors to an alien land feel because of the absence of the well-known cues they took for granted back home. With an established routine, we don't have to think! And reasoning is hard work.

Change is a enterprise fact of life

Is your enterprise is currently undergoing major changes that will influence the lives of all of its employees? These changes are probably in response to the evolving needs of your customers. They are made inherent because of improvements in telecommunications and digital technology. They are likely guided by suitable theory and practices of total quality management. And you can expect that they will succeed in critical improvements profitability--a success that all employees will share. Because our customers' needs are Now, we must make changes swiftly, which means that all of us must cooperate with the changes, rather than resist them.

How do we resist change?

We tend to answer to convert the same way we answer to anything we comprehend as a threat: by flight or fight. Our first reaction is flight--we try to avoid convert if we can. We do what futurist Faith Popcorn calls "cocooning": we seal ourselves off from those colse to us and try to ignore what is happening. This can happen in the workplace just by being passive. We don't volunteer for teams or committees; we don't make suggestions, ask questions, or offer constructive criticism. But the changes ahead are inescapable. Those who "cocoon" themselves will be left behind.

Even worse is to fight, to actively resist change. Resistance tactics might comprise negativity, destructive criticism, and even sabotage. If this seldom happens at your company, you are fortunate.

Take a distinct approach to change

Rejecting both alternatives of flight or flight, we seek a good option--one that neither avoids convert nor resists it, but harnesses and guides it.

Change can be the means to your goals, not a barricade to them.
Both fight and flight are reactions to perceiving convert as a threat. But if we can convert our perceptions, we can avoid those reactions. An old proverb goes, "Every convert brings an opportunity." In other words, we must learn to see convert as a means of achieving our goals, not a barricade preventing us from reaching them.

Another way of expressing the same thought is: A convert in my external circumstances provides me with an opportunity to grow as a human being. The greater the convert is, the greater and faster I can grow. If we can comprehend convert along these lines, we will find it fascinating and energizing, rather than depressing and debilitating.

Yet this restructuring of our perspective on convert can take some time. In fact, coping with convert follows the same steps as the grieving process.1 The steps are shock and denial that the old disposition must be left behind, then anger that convert is inevitable, then despair and a longing for the old ways, finally supplanted by acceptance of the new and a brighter view of the future. Every person works through this process; for some, the transition is lightning fast, for others painfully slow.

Realize your capacity to adapt.

As one writer put it recently:

Our foreparents lived through sea changes, upheavals so cataclysmic, so devastating we may never appreciate the fortitude and resilience required to survive them. The next time you feel resistant, think about them and about what they faced--and about what they fashioned from a fraction of the options we have. They blended old and new worlds, creating family, language, cuisine and new life-affirming rhythms, and they encouraged their children to keep on stepping toward an unknown but malleable future.2

Human beings are created remarkably flexible, capable of adapting to a wide range of environments and situations. Realizing this can help you to embrace and guide convert rather than resisting or avoiding it.

Develop a coping strategy based on who you are.

Corporate employees typically succeed one of four decision-making styles: analytical, directive, conceptual, and behavioral. These four styles, described in a book by Alan J. Rowe and Richard O. Mason,3 have the following characteristics:

    Analytical Style - technical, logical, careful, methodical, needs much data, likes order, enjoys problem-solving, enjoys structure, enjoys scientific study, and enjoys working alone. Conceptual Style - creative and artistic, time to come oriented, likes to brainstorm, wants independence, uses judgment, optimistic, uses ideas vs. Data, looks at the big picture, rebellious and opinionated, and committed to theory or a vision. Behavioral Style - supportive of others, empathetic, wants affiliation, nurtures others, communicates easily, uses instinct, avoids stress, avoids conflict, relies on feelings instead of data, and enjoys team/group efforts. Directive Style - aggressive, acts rapidly, takes charge, persuasive and/or is manipulative, uses rules, needs power/status, impatient, productive, single-minded, and enjoys individual achievements.

Read once more through these descriptions and recognize which style best describes you. Then find and study the strategy habitancy who share your style succeed to cope with change:

    Analytical coping strategy - You see convert as a fascinating puzzle to be solved. You need plentifulness of time to gather information, analyze data, and draw conclusions. You will resist convert if you are not given enough time to think it through. Conceptual coping strategy - You are curious in how convert fits into the big picture. You want to be complicated in defining what needs to convert and why. You will resist convert if you feel excluded from participating in the convert process. Behavioral coping strategy - You want to know how Every person feels about the changes ahead. You work best when you know that the whole group is supportive of each other and that Every person champions the convert process. If the convert adversely affects person in the group, you will comprehend convert as a crisis. Directive coping strategy - You want specifics on how the convert will influence you and what your own role will be during the convert process. If you know the rules of the convert process and the desired outcome, you will act rapidly and aggressively to perform convert goals. You resist convert if the rules or startling results are not clearly defined.

Realizing what our general decision-making style is, can enable us to develop personal change-coping tactics.

How can we cope with change?

1. Get the big picture. - Sometimes, not only do we miss the forest because of the trees, but we don't even see the tree because we're focused on the wood. Attaining a larger perspective can help all of us to cope with change, not just the conceptualists. The changes underway at my enterprise are clearly following at least four important trends, which I believe are probably reflective of businesses in general:

  • Away from localized work toward network-based work,

  • Away from a feast-or-famine working environment toward a routinely busy working environment,

  • Away from site-limited approaches toward approaches that are consistent company-wide, and

  • Away from vertical, top-down administration toward a more horizontal administration structure, with shared accountability.

Getting at least this much insight of the big photograph will help us to understand where each of us fits.

2. Do some anchoring. - When all colse to you is in a state of flux, it sure helps to find something stable that isn't going to change, no matter what. Your company's values (whether articulated or not) can provide that kind of stability for you. Ours comprise the enterprise Family, Focus on the Customer, Be Committed to Quality, and contend Mutual Respect. These values are rock-solid; they are not going to disappear or rearrange themselves into something else. Plus, each of us has personal values that maybe are even more critical and permanent. Such immovables can serve as anchors to help us ride out the storm.

3. Keep your expectations realistic. - A big part of taking operate of the convert you experience is to set your expectations. You can still contend an optimistic outlook, but aim for what is realistically attainable. That way, the negatives that come along won't be so overwhelming, and the positives will be an adrenaline rush. Here are some examples:



  • There will be some bumps along the road. We shouldn't expect all of the changes ahead to be painless, demanding only minimal sacrifice, cost, or effort. In fact, we should expect some dead ends, some breakdowns in communications, and some misunderstandings, despite our best efforts to avoid them. We may not be able to anticipate all of the problems ahead, but we can map out in general terms how we will deal with them.


  • Not Every person will convert at the same rate. The studying rates of any employees will distribute themselves along a bell curve. A few will adapt rapidly, most will take more time, and a few will adjust gradually. Also, many younger employees may find change, especially technological innovations, easier than those older. The reckon may be, as one observer explains, "Older people's hard disks are fuller."4 On the other hand, you may find some younger ones surprisingly reluctant to take on a new challenge.


  • The results of convert may come more gently than we would want. As participants in an "instant society," conditioned by the media to expect complicated problems to reach resolution in a 60-minute time frame, we may find the obvious results of convert slow to arrive from the distant horizon. If we are aware of this, we won't be so disappointed if tomorrow's results seem so similar to today's.


4. develop your own, personal convert tactics. Get plentifulness of exercise, plentifulness of rest, and watch your diet. Even if you take all the right steps and succeed the best advice, undergoing convert creates stress in your life, and stress takes energy. Aware of this, you can compensate by taking extra care of your body.

Invest time and power in training. Grind your skills so that you can meet the challenges ahead with confidence. If the training you need is not ready through Bowne, get it somewhere else, such as the community college or adult education agenda in your area.

Get help when you need it. If you are confused or overwhelmed with the changes swirling colse to you, ask for help. Your supervisor, manager, or coworkers may be able to help you in adjusting to the changes taking place. Your human resources division and any company-provided counseling services are other resources ready to you.

Make sure the convert does not compromise either your enterprise values or your personal ones. If you are not careful, the technological advances jostling each other for your attentiveness and adoption will tend to cut off you from personal experience with your coworkers and customers. E-mail, teleconference, voice-mail, and Intranet can make us more in touch with each other, or they can keep us antiseptically detached, removed from an awareness that the digital signals we are sending reach and influence an additional one flesh-and-blood human being.

Aware of this tendency, we must actively counteract the drift in this direction by taking an interest in habitancy and opportunity up ourselves to them in return. We have to remember to invest in people--all of those colse to us--not just in technology.

The "new normalcy"

Ultimately, we may search for that the current state of flux is permanent. After the events of September 11, Vice President Richard Cheney said we should accept the many resultant changes in daily life as permanent rather than temporary. "Think of them," he recommended, "as the 'new normalcy.'"

You should take the same approach to the changes happening at your workplace. These are not temporary adjustments until things get "back to normal." They are probably the "new normalcy" of your life as a company. The sooner you can accept that these changes are permanent, the good you can cope with them all--and enjoy their obvious results.

Notes

1. Nancy J. Barger and Linda K. Kirby, The Challenge of convert in Organizations: Helping Employees Thrive in the New Frontier (Palo Alto, Ca: Davies-Black Publ., 1995). This source is summarized in Mary M. Witherspoon, "Coping with Change," Women in Business 52, 3 (May/June 2000): 22-25.

2. Susan Taylor, "Embracing Change," Essence (Feb. 2002): 5.

3. Alan J. Rowe and Richard O. Mason, Managing with Style: A Guide to Understanding, Assessing and improving Decision-Making (San Francisco: Jossey-Bass administration Series, 1987) cited in Witherspoon, "Coping with Change."

4. Emily Friedman, "Creature Comforts," Health Forum Journal 42, 3 (May/June 1999): 8-11. Futurist John Naisbitt has addressed this tendency in his book, High tech/high touch: Technology and our search for meaning (New York: Random House, 1999). Naisbitt co-wrote this book with his daughter Nana Naisbitt and Douglas Philips.