5 Sentences with Misplaced Modifiers

5 Sentences with Misplaced Modifiers 5 Sentences with Misplaced Modifiers 5 Sentences with Misplaced Modifiers By Mark Nichol In each of the following sentences, ambiguity or confusion results from faulty placement of a modifying phrase. Discussion and a revision of each sentence illustrates a solution to the problem. 1. The organization provides youth and adults with disabilities job training and employment services. Does disabilities apply to the youth and adults, or does it refer to the job training and employment services? To clarify the sentence’s meaning, precede the reference to the recipients of what is offered with the description of what is offered: â€Å"The organization provides job training and employment services for youth and adults with disabilities.† 2. Here are some obscure names for everyday things we don’t usually use. Does the list (accompanied by photographs of the object in the source material for this example) pertain to a) names of seldom-used things, or b) seldom-used names of things? The correct answer is b, but the way the sentence is written, the reference is ambiguous. To clarify, write, â€Å"Here are the obscure names we don’t usually use for everyday things.† 3. The man, whose wife and baby still live in the city, did not want his name used for their safety. The sentence reads as if the man did not want his name used to contribute to the safety of his wife and child, or as if he wanted his name used for some reason other than their safety. However, it means that, for fear of reprisal, he was protecting them by not using his name. This revision more clearly conveys that meaning: â€Å"Out of concern for the safety of his wife and baby, who still live in the city, the man did not want his name used.† 4. Smith didn’t endear himself to voters by refusing to participate in a debate scheduled for Monday. This sentence suggests that Smith used some other strategy for endearing himself to voters other than refusing to participate in the scheduled debate. (If so, why is the alternative strategy not described?) Simply inserting a comma after voters (â€Å"Smith didn’t endear himself to voters, by refusing to participate in a debate scheduled for Monday†) will help readers absorb the sentence’s meaning, but it’s an awkward solution; better yet, transpose the subordinate clause and the main clause: â€Å"By refusing to participate in a debate scheduled for Monday, Smith didn’t endear himself to voters.† 5. Incorporate external-risk indicators into analysis, such as economic or industry-specific details. Economic or industry-specific details are examples of external-risk indicators, not of analysis, so the final phrase of the sentence should parenthetically follow indicators, not analysis: â€Å"Incorporate external-risk indicators, such as economic or industry-specific details, into analysis.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:20 Computer Terms You Should Know55 Boxing IdiomsSupervise vs. Monitor

How to Spot and Deal with Horrible Bosses

How to Spot and Deal with Horrible Bosses Even if you’re happy with your position and your place of work, having problems with your boss can really make your life miserable. Some bosses just have a bad work ethic or unreasonable expectations of you. The most awful ones might have hair-trigger tempers, be cruel and demeaning, or even worse. Looking out for the warning signs that you might have one of these horrible bosses may help you deal with or even slip out of a bad situation before it’s too late. 1. Remain on alert during the interview.The ideal way to deal with a bad boss is to never work for him or her in the first place. This requires you to pay attention to red flags during your job interview. Potential bosses reveal much about their personalities during interviews- even though you’re the one who’s being questioned. If she arrives to the interview late, spends more time staring at his phone than engaging with you, or is unprepared or insulting, you can expect a lot of the same behavior on the job. Some workers have no problem dealing with such unprofessionalism, but if you don’t want to deal with it, say â€Å"thanks, but no thanks† to this job opportunity.2.  Look out for issues on the job.Some issues won’t arise until you’re actually working with your boss. These problems may involve a boss who is never there when you need him or one who’s constantly breathing down your neck. He may have problems with dishonesty, which can even involve taking credit for your work. She may expect you to work late, and in worst-case scenarios, only let you know this when you already have one foot out the door. He may not be willing to admit to his mistakes and might even throw you under the bus to deflect blame from himself.One or two of these issues is almost to be expected- after all, bosses are fallible humans as we all are. But when issue piles upon issue, it might be time to seek employment with a boss who isn’t so horrible.3. Believe it when you see impossible-to-miss issues.Sometimes bad boss behavior can be pretty subtle. Other times, it’s more like a slap in the face. Racist, sexist, homophobic, or otherwise offensive behavior from a boss is impossible to ignore and a clear sign that your boss is utterly horrible. There is no reason you should have to deal with such behavior- you do not have to be a trooper and keep your mouth shut if you are being mistreated. Filing a complaint with HR is definitely in order under such circumstances. Bosses who are verbally or physically abusive or invade your personal space or sexually harass you should be reported to HR, OSHA, or even the police.4. Listen to your body.Your boss’s horribleness is not just detectable in his or her behavior. Your own body may also send you a warning. Does the idea of having to deal with her another day put a knot in your stomach or an ache in your skull? Are you losing sleep because you cannot stop thinking about how your boss c hews you out every day? Does your heart pound as you walk into the office because you know your boss is either lying in wait for you or off who-knows-where while you’re left to deal with everything? Well, then your body may be sending you a clear message: get out- your boss is horrible.

Coprorate Ethics Issues in PSEG and Boeing Essay

Coprorate Ethics Issues in PSEG and Boeing - Essay Example These corporate laws are set by the government and companies but its implementation lies squarely with the employees. According to Nayar (2009), companies must develop trust as it is an essential component which makes customers and shareholders believe in the management. In this paper, I analyse two companies to establish if they have regulations that define their relationships with employees, clients, its suppliers, shareholders and other companies. Public Service Enterprise Group (PSEG) This is a company with its headquarters in Parsippany, New Jersey. It is an energy generating company formed in 1903 by merging services of 400 independently owned fuel and electric supply companies. This was done out of the need to enhance service delivery to the locals through a centrally governed public company. Under the leadership of its Chairman and Chief Executive Officer, Ralph Izzo, the company drafted a strategic document, â€Å"Be an ethics champion†. This document outlines the lev els of integrity that is expected of company employees, it also stresses the need for these workers to internalize these guidelines to create a unified positive image. This was very necessary since it is publicly owned and requires public trust to effectively execute their functions. It also operates a unique business model as it has subsidiary companies which it has to maintain favourable relationships with (Hansen, 2000). In this document, they highlight internal principles which the company adheres to: to promote accountability, the company submits periodic statements of accounts to the shareholders and Securities and Exchange Commission (SEC) who peruse them to establish the company’s financial position. This enhances transparency since the authorities scrutinize these books to see if the company engages in unfair trade practices. To promote harmony with company neighbours, it strives to maintain full compliance with environmental regulations which apply within its locati on. Since PSEG deals in dangerous substances which have adverse environmental effects when mishandled, the company has established efficient safety procedures that ensures employees and close neighbours are exposed to minimal risks in case of a disaster at the plant. During company gatherings for instance, the annual general meeting (AGM), the company management engages the shareholders in talks which address these environmental concerns. This stakeholder involvement ensures that the adopted plan gets input from the entire community; the employees, stockholders and clients then feel they have ownership to PSEG by contributing to decision making (Hansen, 2000). PSEG is a company operating in 5 continents; to maintain good ethical practices in countries with inadequate laws protecting integrity at the workplace is very difficult. The company is thus exposed to numerous unethical practices, especially in countries with weak graft laws. In countries with young democracies or authoritari an rule, there are cases of governments demanding high start up cost prior to setting up of an outlet. This partly or wholly goes to private hands in covert business operations. Due to employee racial diversity, the company is faced with personal cases of racial prejudice; the management has the ethical control unit that solves these differences and issue disciplinary actions where appropriate. Lastly, the company encourages employees to be company

Effect of music during worship sevice Term Paper

Effect of music during worship sevice - Term Paper Example This "Effect of music during worship sevice" essay outlines the role of music during praying. From the findings, music during worship is necessary since worship starts with a vocal praise and helps the worshippers enter presence with God through exalting him (Stringer, 2005). Music during worship will establish the mood thus enabling the congregation to value both faith and feelings towards the creator (White, 2010). Musical rhythms have deep personal associations for worshippers thus act as a reference point during worship (Leonard, 1990). Music during worship facilitates revelation since Christians believe that revelation that is both natural through human experience and also supernatural through praise and worship (Smith, 2004). However, majority of the Catholic respondents see music as not essential during worship and they do not necessary express their freedom through bodily movements, but through prayer (Hauerwas & Wells, 2011). From the above findings, it is clear that a major ity of the Churches incorporate music during their worship regardless of whether in an urban or rural setting. Since contemporary music is the most preferred type of music, some Christian denominations like Methodist, Baptism and Non-denominational will have to enhance the quality of the music in order to attract more congregation (Macquarrie, 2003). Music provides the worshippers with a freedom to express their deep feelings about their God through dancing, joy and lifting of hands (White, 2006). Music is a means of exhortation since some anthems and solos are purely geared at exhortation thus worshippers will be able to express their personal testimony with their God thus acting as both worshippers and the preacher (Foley & Bangert, 2000). Praise through music humbles the worshippers since it is a sign of adoration from the creator thus something dynamic usually happens in the souls of the singers (Kurtz, 2008). Music

Windows environment Essay Example for Free

Windows environment Essay If you get these 10 settings right, and youll go a long way toward making your Windows environment more secure. Each of these falls under the Computer Configuration\Windows Setting\Security Settings leaf. Rename the Local Administrator Account: If the bad guy doesnt know the name of your Administrator account, hell have a much harder time hacking it. Disable the Guest Account: One of the worst things you can do is to enable this account. It grants a fair amount of access on a Windows computer and has no password. Enough said! Disable LM and NTLM v1: The LM (LAN Manager) and NTLMv1 authentication protocols have vulnerabilities. Force the use of NTLMv2 and Kerberos. By default, most Windows systems will accept all four protocols. Unless you have really old, unpatched systems (that is, more than 10 years old), theres rarely a reason to use the older protocols. Disable LM hash storage: LM password hashes are easily convertible to their plaintext password equivalents. Dont allow Windows to store them on disk, where a hacker hash dump tool would find them. Minimum password length: Your minimum password size should be 12 characters or more. Dont bellyache if you only have 8-character passwords (the most common size I see). Windows passwords arent even close to secure until they are 12 characters long and really you want 15 characters to be truly secure. Fifteen is a magic number in the Windows authentication world. Get there, and it closes all sorts of backdoors. Anything else is accepting unnecessary risk. Maximum password age: Most passwords should not be used longer than 90 days. But if you go to 15 characters (or longer), one year is actually acceptable. Multiple public and private studies have proven that passwords of 12 characters or longer are relatively secure against password cracking to about that length of time. Event logs: Enable your event logs for success and failure. As Ive covered in this column many times, the vast majority of computer crime victims might have noticed the crime had they had their logs on and been looking. Disable anonymous SID enumeration: SIDs (Security Identifiers) are numbers assigned to each user, group, and other security subject in Windows or Active Directory. In early OS versions, non-authenticated users could  query these numbers to identify important users (such as Administrators) and groups, a fact hackers loved to exploit. Dont let the anonymous account reside in the everyone group: Both of these settings, when set incorrectly, allow an anonymous (or null) hacker far more access on a system than should be given. These have been disabled by default since 2000, and you should make sure they stay that way. Enable User Account Control: Lastly, since Windows Vista, UAC has been the No. 1 protection tool for people browsing the Web. I find that many clients turn it off due to old information about application compatibility problems. Most of those problems have gone away, and many of the remaining ones can be solved with Microsofts free application compatibility troubleshooting utility. If you disable UAC, youre far closer to Windows NT security than you are a modern operating system.

Creation Essay -- essays research papers

Creation The Creation Stories Did the creation of the earth and life begin by itself? Or did God create them? In the beginning, civilization started to question who created earth. There were many different views. In Genesis, Jinasena, and Buddha have their own thinking. There were some differences as well as similarities. In Genesis, it was stated that God created heaven and earth. Everything we saw is God's work. Even ourselves is come out from him. In one week, Days and Nights; Skies and seasons, land and water; living creature; And humans, were created by God. An example, "Let there be light" then light came out. Everything he thought of happened instantaneously. However, there is no stating how he accomplished all this. Furthermore, there is no evidence that God's breath gave life to a living soul to man. Genesis is in a third person type of writing. Every paragraph start with "And God said..." Overall of the story, God is powerful and perfect. He had done everything w e need. Jinasena is a Jain myth and it is called "There Is No Creator". As the title states, the myth does not believe in god. There is a line say in the myth that set states this, "...if it is complete the individual jiva (soul) is released from the cycle of rebirth to a state of isolated, eternal, and omniscient inactivity." This line is saying that everyone has a soul. However, with the end of each lifetime, another spirit will start again. In another word,...

A Complicated Conversation with William Pinar: A Reader Response to “From Autobiography to Allegory” Essay

William Pinar (2011): â€Å"To understand curriculum as complicated conversation, I invoke the concept of ‘allegory.’ It is, in my usage, interrelated with ‘reconstruction,’ as each reactivates the past in order to find the future. To reconstruct means to ‘establish or assemble again†¦Ã¢â‚¬  (49). Alyssa: Establish or assemble again†¦.ok, I am in Grammy’s house, she is in her chair, we are drinking tea, or playing cards, yes, if I am going to establish or assemble again, I may as well go back to when she could see, we are sitting, drinking tea and playing cards. Then I’m in Nova Scotia, in Grandmere and Grandpere’s kitchen, and Grandpere is sitting in his rocking chair by the fire, telling me a story about when he was a teacher, about his students, about when the twins were born, asking me about my school, my life, remembering my name, remembering my last visit and eating chocolate-coated digestive cookies because that is what we always did. William Pinar (2011): â€Å"It is important to note that my conception of ‘reconstruction’ contrasts with its usages in historiography, that is, aiming to reconstruct the past ‘as it was’†¦ (50). Alyssa: What?!?! But, reconstructing the past is reconstructing the past! I want to reconstruct the past! I want to be in Grammy’s living room, or talking to Grandpere when he remembered my name! You said I could reconstruct the past, you told me I could, and now you are telling me that I can’t†¦ Almost word for word, this was my experience reading Chapter 2, â€Å"From Autobiography to Allegory†, in William Pinar’s What is Curriculum Theory? After reading the first part of the chapter, outlining the concept of autobiography and its significance to curriculum theory and to the self, I found myself daydreaming about the past. In no time, I was in my recently deceased  Grandmother’s presence again, or imagining the lucid state of my Grandfather, now suffering from dementia and residing in a nursing home. I was happy in these memories. Then William Pinar continued talking and ruined my state of happiness. So, I complained. I told him how angry I was at him, how happy I had been that I found validation for living within these past memories and how he ruined it for me. It was at this moment that I recognized that somehow without even realizing it, I had entered into a complicated conversation with William Pinar. Pinar (2011) describes a complicated conversation as a†¦conversation in which interlocutors are speaking not only among themselves but to those not present, not only to historical figures and unnamed peoples and places they may be studying, but to politicians and parents dead and alive, not to mention to the selves they have been, are in the process of becoming, and someday may become (43). My conversation included myself, past and present, William Pinar, my deceased Grandmother, and the past version of my Grandfather. Furthermore, the simple act of writing this paper brings you, the readers into the conversation as well. According to these terms, I would classify it as a ‘complicated conversation.’ The more I delved into this thought, the more I realized how often I find myself entering into this kind of dialogue. Whether I am sitting on the bus, playing out a conversation with the person next to me based on the book they are reading, or sitting in the classroom discussing the response to a question based on the views of many a theorist, former teacher, or famous celebrity, or planning and imagining lessons plans for my future students based on something I am experiencing in the present day, or something I have experienced in the past, these are the voices, both real and imagined, continuously flowing through my thoughts. For the most part, these would be deemed daydreams, unwanted and unwelcomed imaginings in a classroom, or any setting where productive work is expected. But, according to Pinar, they are, instead, complicated conversations of curriculum. In following with the method of currere, the running of the course, they are a necessary part of understanding the curriculu m through the understanding oneself (Pinar, 2011, pp. 44). By allowing these sorts of complicated conversations in the classroom, by allowing the students to discuss, to converse, to question,  the things they are learning, the texts they are reading, by allowing the students to actively engage in the curriculum presented to them, to bring their own narratives into the classroom, rather than merely sitting and listening; the responsibility of learning falls upon not only the teacher, but also the students. Furthermore, Pinar (2011) notes that a complicated conversations also serves as a â€Å"conversation with oneself [as a ‘private person’] and with others threaded through academic knowledge, an ongoing project of self-understanding in which one becomes mobilized for engagement in the world† (47). Although anchored in academic thought, these conversations are not meant to remain solely in the academic realm. They are meant to delve into personal narratives and emotional stories; they are meant to delve into autobiography. Thus, by allowing complicated conversations in the classrooms, we are not only giving students an opportunity to take responsibility of their own learning, but to connect to their learning and to the curriculum through their own autobiographical narratives. Yet, complete understanding requires more than autobiography; it requires allegory. Pinar (2011) cites allegory as more than the mere exchange of information and stories, but the ability to reflect on the information and finding meaning in the present from the stories of the past (50). In terms of allegory’s connection to autobiography, Pinar (2011) furthers the conversation by adding that â€Å"[h]istorical facts are primary, but it is facts’ capacity to invoke our imagination that marks them as allegorical, Their meaning is not confined to the past where they occurred; they spill into our existence of the present†¦history becomes accessible through allegory† (54). Thus, historical facts and autobiographical narratives, although interesting, carry little significance without the use of allegory. Historians are continuously pleading with the world to heed to lessons of history, but these requests often go unanswered until the moment when something occurs in the present day which recalls the experiences of the past. At this point, history is explored in relation to the present reality, invoking allegory as it brings meaning to the present. Through the concept of complicated conversation, autobiography and allegory exist as a circular movement as the process repeats itself with each new piece of information. Through this dialogue with theory, ourselves, and others, we explore autobiographical narratives, which connect to our present selves  through allegory, which in turn enlighten our experience of the present, rounding up our complicated conversation. In terms of my own complicated conversation, the concept of entering into curriculum theory through the concept of autobiography remains easy. As a history student, researching historical narratives are my forte. This interest in the past led me into a search of my family history. Consequently, I have visited places, and read notices, and held objects owned by my ancestors. Thus, readin g Pinar’s (2011) suggestion that â€Å"we find the future not in the present, but in the past† (49) was an exciting moment during my dialogue with the text. At this point, I began thinking about my grandparents, about my childhood, and all those happy moments from my past, thinking that these moments, exactly as they were would lead me to the future. For a split second, Pinar had convinced me I held the key to my future because I knew my past. But, as previously discussed, this illusion was shattered instantaneously. The concept of allegory was a bit more complicated. As previously mentioned, through allegory, the stories reactivated from the past lead to significance, to a greater understanding and answer the question: â€Å"what might this knowledge signify for us as actually existing individuals in this time, in this place?† (Pinar, 2011, pp. 50-51). Thinking through autobiographical narratives, from my point of view, is easy. Thinking allegorically, is not. Yet, in terms of the contents of the chapter, the introduction of the Weimer Republic, a story from the past, as an allegory to better understand the present reality, I was reasonably able to understand the relationship and the significance. I could understand and reactivate the historical events of Weimer Germany, and place them in juxtaposition with today’s world, adequately using this allegory to further inform my understanding of the present and shape my view of the future. But, I did not feel like I could end my conversation there. The text led me to my dead Grandmother, my lucid Grandpere, I could not simply leave them in the middle of a conversation. This chapter meant more to me than a simple explanation of theories in order to set up for the remainder of the book. As Pinar (2011) himself notes, â€Å"[t]he curricular question is a call to individuality†¦[as]†¦academic knowledge is also a question of self-knowledge† (57). In other words, I was not content leaving the conversation solely as a discussion of the past Weimer and its meaning for today. It affected me at a  personal level, as I weaved parts of my own autobiographical narrative into the words and theories on paper. I did more than just read the words on the paper; I entered into a complicated conversation and was committed to following through this process to the end, from autobiography to allegory. But, as I mentioned, I had a hard time working through the concept of allegory. How could I turn my memories of my Grandmother, or my Grandpere, into something meaningful for my present, to lead me into my future? Something meaningful to inform my experience with currere, with the running the course? How do these experiences affect me as a student, as a teacher, or as an individual? How can they be something more than sometimes pleasant, sometimes not so pleasant, memories? Just as I begin to panic, realizing that this conversation is drawing t o a close as the remaining pages of the chapter become fewer and fewer, Pinar (2011) opens up and speaks directly to me again: â€Å"†¦educators are engaged in an ongoing conversation. As in any conversation, one discerns misunderstanding, can supplement incomplete comprehension, and support questioning† (55). A sigh of relief emerges as I am comforted with the fact that this conversation is ongoing and does not end with the last sentence in the chapter. I am further comforted knowing that I do not have to immediately come to a complete understanding, can continue to question, and even leave a little room to make mistakes and revisit the original discussion. This entire experience reinforces for me, the notion that curriculum is not just the textbooks we read and the tests we take, but everything we experience, both in and outside the classroom. I am convinced that these memories are part of my curriculum, my autobiography, and that I will take them with me on my running of the course, and one day, maybe, I will find an allegory and move them beyond the past and into the present. Work Cited Pinar, W. (2011). â€Å"From autobiography to allegory†. In What is curriculum theory? New York, New York: Routledge

Footnote to Youth Reaction Paper Essay

â€Å"The youth is the hope of motherland.† It has always been said that we, the youth, is the hope of our country. This has been the mentality of almost everybody in the society. I, myself had this mentality strongly rooted in my mind before I had read the story, â€Å"Footnote to Youth.† Yes, the youth could possibly be the hope of our country or even of the world. As many have said, we are creative, dynamic, good thinkers, marvelous doers and a lot more. All these positive things also have corresponding negative thoughts from those who don’t believe in our capacity. They say we are lazy, dependent, coward, apathetic and a lot more. I think it is neither laziness nor dependence that drives us youth into somebody useless in the society. We never wanted to become just a piece of crap of course. We always have wanted to do something extraordinary not just for ourselves’ sake. We have always wanted to be something the older and younger generation would be proud of. For me, the dilemma is not within us. It is on how our parents and the people around us treat us and affects us. I admit our minds are not as weak as the minds of the little children. We cannot be easily manipulated. But we’re not also as fixed-minded as the older people. We need guidance. How can we be the hope of the country if our parents themselves don’t lead us to the right path? How can we be the hope if our parents themselves don’t believe that there is real hope from within us? How can we be the hope if our parents themselves cannot correct the mistakes we do? Just like Dodong and Blas, we are preoccupied of the thinking that we can do everything we want to; that we are ready to do the things that the older people can; that what we think is always right. Yes we can do everything if we really insist to but without the guidance of our parents or the older people who know better, we will never know if we are making the right steps toward the right road. They hold the key that runs the engine of hope within the youth. I still believe that we, the youth, is the hope of the motherland but this will just come to reality if the older generatio n, especially our parents know how to bring out the best in us. -Jogie Rodriguez Torres, BST- IV June 25, 2013

Movie review - sense and sensibility essays

Movie review - sense and sensibility essays Although set in the early 1800s the film Sense and Sensibility is a great success. I believe this is so due to the lighting and soundtrack, camerawork and editing and the thematic concerns. The lighting and soundtrack contributes to the success of this film as the lighting suggests whether it is day or night e.g. during the day in the Dashwoods cottage the curtains are open and light is shining through and at night candles are used and the house is very somber. Lighting also creates emotion e.g. when Maryanne is in bed sick to the point of dying, somber lighting and candles are used to create sadness. The soundtrack contributes to the success of this film as a specific pattern of music is played whenever Elinor or Maryanne experience a close connection with a male e.g. When Elinor first meets Edward, they both experience a close connection and also when Maryanne marries Cornel Brandon. Sad and upsetting music is played in sad and unhappy scenes e.g. when the Dashwoods found out that they had to move houses. Camerawork and editing contributes to the success of this film as there is a fantastic technique used with the camera that really shows and expresses the emotions of the characters e.g. When Maryanne is sick in bed, a birds eye view shot is made from above Maryanne. This emphasized and gave the effect that God was watching down on Maryanne, as there were no antibiotics in those days; God was the only one people could rely on. Editing also contributes as it helps us understand what the characters are feeling towards the other person when making conversation. E.g. When Elinor and Edward are having a conversation and Elinor is glad when she finds out that Edward did not get married. Sense and Sensibility is such a successful film because of the thematic concerns. A large popularity of people love romance films and Sense and sensibility is based on love and rom ...

10 Grammatical Mistakes You Can Avoid When Speaking Spanish

10 Grammatical Mistakes You Can Avoid When Speaking Spanish Unless youre something other than human, theres no way to learn and use a foreign language without making your share of mistakes- and getting caught at it. With expectations that you would rather learn of your mistakes in the privacy of your home rather than being corrected, here are 10 fairly common Spanish grammatical errors, grouped in no particular order, that you should try to avoid. Key Takeaways Remember that Spanish and English, despite their similarities, dont always structure sentences in the same way.Short words- including prepositions- are more likely to trip you up than long ones.Mistakes are inevitable- just do your best, and native Spanish speakers are likely to appreciate your effort. Using Unnecessary Words Using buscar para instead of buscar to mean to look for. Buscar is best translated to seek, which like buscar is not followed by a preposition. Correct: Busco los dos libros. (I am looking for the two books.)Using un otro or una otra to mean another. The indefinite article isnt needed in Spanish. Neither is one needed before cierto, which can mean a certain. Correct: Quiero otro libro. (I want another book.) Quiero cierto libro. (I want a certain book.)Using un or una when stating someones occupation. The corresponding word, a or an, is required in English but not used in Spanish. Correct: No soy marinero, soy capitn. (I am not a mariner, I am a captain.)Wrongly using days of the week. Days of the week are usually used with the definite article (singular el or plural los), and it isnt necessary to say that an event happens on a certain day. Correct: Trabajo los lunes. (I work on Mondays.) Errors With Prepositions Ending a sentence in a preposition. Although some purists object, its quite common to end sentences in English with prepositions. But its a no-no in Spanish, so youll need to recast the sentence to make sure the prepositions object comes after the preposition. Correct:  ¿Con quià ©n puedo comer? (Whom can I eat with?)Using the wrong preposition. The prepositions of English and Spanish dont have one-to-one correspondence. Thus a simple preposition such as in in English might be translated not only as en but also as de (as in de la maà ±ana for in the morning), which typically is translated as of or from. Learning proper usage of prepositions can be one of the most challenging aspects of learning Spanish grammar. A lesson in prepositions is beyond the scope of this article, although you can study some of them here. Correct: Le compraron la casa a mi padre. (They bought the house from my father, or, depending on the context, they bought the house for my father) Es malo con su espos a. (He is mean to his wife.) Mi coche chocà ³ con su bicicleta. (My car ran into his bicycle.) Se vistià ³ de verde. (He dressed in green.) Other Grammatical Errors Wrongly using quien in relative clauses to mean who. In English, we say the car that runs but the boy who runs. In Spanish, we usually use que to mean both that and who. There are a few instances, beyond the scope of this lesson, in which quien can be used to mean who, but in many of them que can also be used, so que is usually the safer choice. Correct: Mi hija es alumna que estudia mucho. (My daughter is a student who studies a lot.)Forgetting to make the cientos portion of numbers feminine when required. We say cuatrocientos treinta y dos to say 432 to refer to a masculine noun but cuatrocientas treinta y dos when referring to a feminine noun. The distinction is easy to forget because of the distance between the number and the noun being referred to. Correct: Tengo quinientas diecisà ©is gallinas. (I have 516 hens.)Using possessive adjectives when referring to body parts and articles of clothing. In English, we usually refer to a persons body parts or clothing using possessive ad jectives. But in Spanish, the definite article (el or la) is used when the person to whom the body part or item belongs to is obvious. Correct:  ¡Abre los ojos! (Open your eyes!) El hombre se puso la camisa. (The man put on his shirt.) Avoiding those redundancies that are required in Spanish but would be incorrect in English. As noted in this lesson, a redundant indirect object is sometimes required, and as this lesson points out, double (or even triple!) negatives are sometimes needed. Correct: Juan le da una camisa a à ©l. (John is giving a shirt to him.) No dijo nada. (He said nothing.)

Personal Philosophy of Education Essay Example | Topics and Well Written Essays - 1000 words

Personal Philosophy of Education - Essay Example Education assists students become responsible members of the society in their adulthood. All learners should develop emotional, cognitive and social skills that are essential for success in life. I believe that a teacher should be a role model and a guide in order to enhance learning. Just like Socrates asserted that unexamined life is not worth living, all students should be allowed to decide the learning styles and goals. I believe that both formal and informal classroom assessments are essential in stimulating the brains of students and improving the knowledge retention capacity. I believe that teachers should examine the learning outcomes of the students after every topic covered in the classroom (Ornstein, Levine & Gutek, 2011). My philosophy of education is based on idealism, experimentalism, progressivism and behavior change. An effective teacher should develop and nurture unique student skills and capabilities. Since knowledge is not static and new methods of solving problems keep on being implemented, teachers should guide students in solving problems through case studies of hypothetical real life scenarios. As a teacher, I will require students to analyze case studies and make recommendations on the effective methods of solving the problem (Ornstein, Levine & Gutek, 2011). ... Emotional skills help the students to have social-control and resolve disputes without engaging in violence. I use different encouraging and motivating words that enable students to express their ideas and participate in discussions during learning. I have taught all my students other essential skills like time management, writing skills and problem analysis skills (Ornstein, Levine & Gutek, 2011). I believe that mental skills, attitudes and psychomotor skills are basic learning capabilities. I am able to guide my students to improve their memory capacity. Students should be able to translate facts and knowledge in problem solving. Students should synthesize knowledge for new meaning. I believe that student attitudes and behaviors should be controlled in order to enhance learning. I believe that a balance of responsibility and personal freedom will assist my students to work independently and also have a good working relationship with peers during group discussions. All students shou ld appreciate individual and unique differences and appreciate cultural diversity in order to minimize chances of stereotyping their peers during learning. In managing the classroom, I believe that learning should occur in a positive environment that is friendly. Learning activities should be supportive and classroom rules that are enforceable are essential in controlling the behavior of learners. The physical environment should not be disruptive or dangerous. The classroom sitting arrangement should allow the teacher the opportunity to move around and monitor the student learning progress. There should be a procedure that students can use while seeking assistance. For instance, the classroom rules will require the student to rise up