Definitions and Examples of English Usage

Definitions and Examples of English Usage Usage refers to the conventional ways in which words or phrases are used, spoken, or written in a speech community. There is no official institution (akin to the 500-year-old Acadà ©mie franà §aise, for example) that functions as an authority on how the English language should be used. There are, however, numerous publications, groups, and individuals (style guides, language mavens, and the like) that have attempted to codify (and sometimes dictate) rules of usage. EtymologyFrom Latin,  usus  Ã‚  to use Observations This usage stuff is not straightforward and easy. If ever someone tells you that the rules of English grammar are simple and logical and you should just learn them and obey them, walk away, because youre getting advice from a fool.  (Geoffrey K. Pullum, Does It Really Matter If It Dangles? Language Log, Nov. 20, 2010)The thoughtful, nondichotomous position on language depends on a simple insight: Rules of proper usage are tacit conventions. Conventions are unstated agreements within a community to abide by a single way of doing thingsnot because there is any inherent advantage to the choice, but because there is an advantage to everyone making the same choice. Standardized weights and measures, electrical voltages and cables, computer file formats, the Gregorian calendar, and paper currency are familiar examples.  (Steven Pinker, False Fronts in the Language Wars. Slate, May 31, 2012) The Difference Between Grammar and Usage In this book, grammar refers to the manner in which the language functions, the ways that the blocks of speech and writing are put together. Usage refers to using specific words in a manner that will be thought of as either acceptable or unacceptable. The question of whether or not to split an infinitive is a consideration of grammar; the question of whether one should use literally in a nonliteral sense is one of usage.  (Ammon Shea, Bad English: A History of Linguistic Aggravation. Perigee, 2014) Arbiters of Usage The present-day scholarly concept of usage as a social consensus based on the practices of the educated middle class has emerged only within the last century. For many people, however, the views and aims of the 17th-18c fixers of the language continue to hold true: they consider that there ought to be a single authority capable of providing authoritative guidance about good and bad usage. For them, the model remains that of the Greek and Latin, and they have welcomed arbiters of usage such as Henry Fowler who have based their prescriptions on this model. In spite of this  ... no nation in which English is the main language has yet set up an official institution to monitor and make rules about usage. New words, and new senses and uses of words, are not sanctioned or rejected by the authority of any single body: they arise through regular use and, once established, are recorded in dictionaries and grammars. This means that, with the classical model of grammar in rapid decline, the us ers of English collectively set the standards and priorities that underlie all usage.  (Robert Allen, Usage. The Oxford Companion to the English Language, ed. T. McArthur. Oxford University Press, 1992) Most of the little manuals which pretend to regulate our use of our own language and to declare what is and what is not good English are grotesque in their ignorance; and the best of them are of small value, because they are prepared on the assumption that the English language is dead, like the Latin, and that, like Latin again, its usage is fixed finally. Of course, this assumption is as far as possible from the fact. The English language is alive now- very much alive. And because it is alive it is in a constant state of growth. It is developing daily according to its needs. It is casting aside words and usages that are no longer satisfactory; it is adding new terms as new things are brought forward; and it is making new usages, as convenience suggests, short-cuts across lots, and to the neglect of the five-barred gates rigidly set up by our ancestors.  (Brander Matthews, Parts of Speech: Essays on English, 1901) Usage and Corpus Linguistics English is more diverse than ever in all hemispheres. Research into new Englishes has flourished, supported by journals such as English World-Wide, World Englishes and English Today. At the same time, the quest for a single, international form for written communication becomes more pressing, among those aiming at a global readership...Many kinds of resource have been brought to bear on the style and usage questions raised. The Cambridge Guide to English Usage is the first of its kind to make regular use of large databases (corpora) of computerized texts as primary sources of current English. . . . The corpora embody various kinds of written discourse as well as transcriptions of spoken discourseenough to show patterns of divergence between the two. Negative attitudes to particular idioms or usage often turn on the fact that they are more familiar to the ear than the eye, and the constructions of formal writing are privileged thereby. Corpus data allow us to look more neutrally at the distributions of words and constructions, to view the range of styles across which they operate. On this basis, we can see what is really standard, i.e. usable in many kinds of discourse, as opposed to the formal or informal.  (Pam Peters, The Cambridge Guide to English Usage. Cambridge University Press, 2004) Linguists and Usage As a field of study, usage doesnt hold much interest for modern linguists, who are drifting more and more toward qualitative psychology and theory. Their leading theorist, Noam Chomsky of MIT, has acknowledged, with no apparent regret, the pedagogical irrelevance of modern linguistics: I am, frankly, rather skeptical about the significance, for the teaching of languages, of such insights and understanding as have been attained in linguistics and psychology ... If you want to learn how to use the English language skillfully and gracefully, books on linguistics wont help you at all.  (Bryan A. Garner, Garners Modern American Usage, 3rd ed. Oxford University Press, 2009) Correctness In the past, unproven ideas about the Standard have often been used to forward certain social interests at the expense of others. Knowing this, we do not describe the misuse of the conventions of punctuation in some students writing as a crime against civilization, although we do point out the mistakes. What interests us far more is that these apprentice writers have interesting ideas to convey, and manage to support their arguments well. They should be encouraged to turn to the task of writing seriously and enthusiastically rather than be discouraged because they cannot punctuate a restrictive clause correctly. But when they ask, Does spelling count? we tell them that in writing, as in life, everything counts. For academic writers, as for writers in a wide variety of fields (business, journalism, education, etc.), correctness in both content and expression is vital. . . . Language standardization may have been used as a tool of social oppression, but it has also been the vehicle of broad collaboration and communication. We are right to treat usage both warily and seriously.  (Margery Fee and Janice McAlpine, Guide to Canadian English Usage, 2nd ed. Oxford University Press, 2007)   Usage is trendy, arbitrary, and above all, constantly changing, like all other fashionsin clothing, music, or automobiles. Grammar is the rationale of a language; usage is the etiquette.​  (I. S. Fraser and L. M. Hodson, Twenty-One Kicks at the Grammar Horse. The English Journal, Dec. 1978)   E.B. White on Usage as a Matter of Ear We were interested in what Dr. Henry Seidel Canby had to say about English usage, in the Saturday Review. Usage seems to us peculiarly a matter of ear. Everyone has his own set of rules, his own list of horribles. Dr. Canby speaks of contact used as a verb, and points out that careful writers and speakers, persons of taste, studiously avoid it. They dosome of them, because the word so used, makes their gorge rise, others because they have heard that we sensitive litry folk consider it displeasing. The odd thing is that what is true of one noun-verb is not necessarily true of another. To contact a man makes us wince; but to ground a plane because of bad weather sounds all right. Further, although we are satisfied to ground a plane, we object to garaging an automobile. An automobile should not be garaged; it should either be put in a garage or left out all night.The contraction aint, as Dr. Canby points out, is a great loss to the language. Nice Nellies, schoolteachers, and underdone g rammarians have made it the symbol of ignorance and ill-breeding, when in fact it is a handy word, often serving where nothing else will. Say it aint so is a phrase that is right the way it stands, and couldnt be any different. People are afraid of words, afraid of mistakes. One time a newspaper sent us to a morgue to get a story on a woman whose body was being held for identification. A man believed to be her husband was brought in. Somebody pulled the sheet back; the man took one agonizing look, and cried, My God, its her! When we reported this grim incident, the editor diligently changed it to My God, its she!The English language is always sticking a foot out to trip a man. Every week we get thrown, writing merrily along. Even Dr. Canby, a careful and experienced craftsman, got thrown in his own editorial. He spoke of the makers of textbooks who are nearly always reactionary, and often unscholarly in denying the right to change to a language that has always been changing ... In this case, the word change, quietly sandwiched in between a couple of tos, unexpectedly exploded the whole sentence. Even inverting the phr ases wouldnt have helped. If he had started out, In denying to a language ... the right to change, it would have come out this way: In denying to a language that has always been changing the right to change ... English usage is sometimes more than mere taste, judgment, and educationsometimes its sheer luck, like getting across a street.  (E.B. White, English Usage. The Second Tree From the Corner. Harper Row, 1954) Pronunciation: YOO-sij

Common English Sports Idioms for ESL Learners

Common English Sports Idioms for ESL Learners Have you ever read an article in Newsweek or Time magazine? If you have, I am sure that you noticed what an important role sporting events play in the creation of idiomatic language in American English. It is quite common to read statements like, President Clinton informed reporters that he felt his environmental program was in the home stretch and that he had hit a home run with his appointment of Mr. X as the ambassador to Y. This language can confuse speakers of English as a second language. Therefore, this feature concerns such language because of the importance it plays in everyday usage in both spoken, and written English in the United States. Below is a fictional conversation chock full of (idiomcontaining many examples of) idioms taken from sporting events. In the repeat of the conversation, the idioms are highlighted and explained. Closing a Deal (In a typical office somewhere in New York) Bob: Well, is Trevisos going to play ball or are we going to strike out on this deal?Pete: The latest locker talk is that our game plan is a real contender for the contract.Bob: Yeah, the other team has two strikes against it after they fumbled last week.Pete: They had a great chance of scoring but I think Trevisos thought they werent up to scratch on some of the details.Bob: They pretty much put themselves into a no win situation by stalling for time on the figures from Smiths and Co. If we can get to home at the next meeting I think that we should be able to take the ball and run.Pete: If our numbers are right, we should be able to call the shots from here.Bob: We just need to jockey ourselves into position to close the deal.Pete: Make sure that you take along your team players next week. I want to be sure that everyone is playing with a full deck and that everyone can field any question asked.Bob. Ill take Shirley and Harry along. They are no second stringers, they can present the ballpark figures and then I will bring it on home. Pete: Great, good luck with the pitch! It seems almost impossible to understand if you dont understand sports idioms! However, these and other idioms are common in daily usage. It is well worth your time to learn these idioms, especially if you work or live with Americans. Now, let me help you with the above passage. Each idiom is explained in its sports context, and in its idiomatic usage in everyday language. Bob: Well, is Trevisos going to play ball (baseball-play a game, idiom-do business with) or are we going to strike out (baseball-go out, idiom-fail) on this deal (idiom-contract)?Pete: The latest locker talk (general sports-talk among the players, idiom-gossip, rumors) is that our game plan (American football-plan which plays to make, idiom-plan of action) is a real contender (boxing- very possible winner, idiom-person with a good chance of success) for the contract.Bob: Yeah, the other team has two strikes against it (baseball-one step from going out or loosing, idiom-close to not succeeding) after they fumbled (American football-lose possession of the ball, idiom-make a serious mistake) last week.Pete: They had a great chance of scoring (any sport-to make a point, idiom-to succeed) but I think Trevisos thought they werent up to scratch (horseracing-not capable of winning, idiom-not having the right qualities) on some of the details.Bob: They pretty much put themselves into a no-win situation (baseball-impossible to win, idiom-impossible to succeed) by stalling for time (American football-to delay the game, idiom-to delay information or a decision) on the figures from Smiths and Co. If we can get to home (baseball-score a run, idiom-complete the desired action) at the next meeting I think that we should be able to take the ball and run (American football-continue to go forward, usually a long distance, idiom-continue in the right direction). Pete: If our numbers are right, we should be able to call the shots (basketball-to decide who shoots, idiom-to make the decisions) from here.Bob: We just need to jockey ourselves into position (horseracing-put yourself into a good position to win the race, idiom-to move into position to succeed) to close the deal.Pete: Make sure that you take along your team players (general sports players who work together with other players, idiom-people who work together with other staff) next week. I want to be sure that everyone is playing with a full deck (cards-having all the necessary cards, idiom-having the correct mental abilities, not stupid) and that everyone can field (baseball-to stop a hit ball, idiom-to handle or deal with) any question asked.Bob. Ill take Shirley and Harry along. They are no second stringers (team sports-second class members of the team, idiom-less important workers), they can present the ballpark figures (baseball-the place where the game is played idiom-general fin ancial numbers) and then I will bring it on home (baseball-to score a run, idiom-to finish with success) Pete: Great, good luck with the pitch (baseball-to throw the ball to the batter, idiom-to present the subject)! For more work on vocabulary related to sports visit: Verbs Used with SportsEquipment Used with SportsPlaces Used with SportsMeasurements Used with Sports

Martin Luther King Jr, Malcolm X, and the Civil Right Struggle of the Essay

Martin Luther King Jr, Malcolm X, and the Civil Right Struggle of the 1950s and 1960s - Essay Example It is evidently clear from the discussion that Martin Luther King Junior was brought up in a Christian background while Malcolm X was a Muslim this shaped how they addressed challenges that they faced in their struggles. For example, while Martin Luther always advocated for nonviolent solutions to the struggles that faced them to an extent that even when he was physically abused he opted not to revenge, Malcolm X believed in Muslim teachings and his famous phrase ‘by all means possible’ which advocated for physical violence towards the oppressors. Malcolm X believed that violence was the only way that the movement would win it cause and therefore advocated for physical battles whether the opponents were violent or not violent. A good example of this difference between the two individuals can be seen during the famous March on Washington on August 26, 1983, where more than 20, 000 people attended; in the march, he called for people from all races to unite and end violence and hatred. Malcolm X was very critical of this march and he argued that Martin Luther was wrong on calling for uniting of all races since that would destroy both the blacks and the whites; instead, Malcolm argued that blacks should be more concerned with helping each other instead. Both mean although using different approaches and coming from different social and economic classes had some similarities; some of them are explained in this paragraph. One of the similarities between the two individuals is that it is they both fought for the rights of the oppressed people in the world, for instance, they were both against the involvement of United States in the war in Vietnam in a bid to help French forces capture the country for colonization. Another similarity is that both individuals were assassinated at the same age, although Malcolm X was older than Martin Luther was, he was assassinated by the members of the nation of Islam when he was giving a speech; he was 39 years old.

Chapter 1 of dissertation on building level principals' knowledge of

Chapter 1 of on building level principals' knowledge of special education law - Dissertation Example blame on the principals, it is, however, important to make sure that the authorities charged with such crucial decisions possess ample knowledge on the legal aspects of special education. Moreover, sound decisions in this regard can only be arrived at when the decision-maker is familiar with the pertinent laws on special education and has formal or any comparable educational background on special education law. A state-wide study, in this regard, will serve as an essential step towards a better understanding of school administrator’s level of proficiency in special education law. Such study will also shed light as to what interventions may be designed and implemented to see to it that the needs of students with disability can be better served, vis a vis the regular students, en route to the optimization of the academic potentials of both types of students. Background of the Study Historically, students with disabilities have not always been guaranteed access to education (Chur ch and Glaaser, 2010; Ebersold, 2011; Flexer, Baer, Luft & Simmons, 2008; Wearmouth, Glynn & Berryman, 2005). The 19th century saw the beginnings of public support for free public education through the passing of compulsory laws on education which allowed representation of both genders, different ages, socio-economic status, and cultural background. One of the most popular legal battles fought for equality in education was Brown v. Board of Education (of Topeka) where Oliver Brown challenged and conquered racial segregations in American schools in 1954 (Miller, 2004). Yet, until the middle of the 1970s, individuals with disabilities did not benefit from the so-called free education. In 1972, a court ruling in Parc v. The Commonwealth of Pennsylvania had to decide that children suffering from... The main purpose of the ‘Chapter 1 of dissertation on building level principals' knowledge of special education law’ is to evaluate the level of proficiency of building level administrators in Pennsylvania of special education laws and look at possible factors which facilitate or deter their decision making on special education issues by way of a mixed methods design. An investigation of factors facilitating and hindering decision making will entail a profound analysis of the type and level of the administrators’ background in special education law; experience and confidence level in handling special education issues; and proficiency of basic special education law in terms of their perceptions on selected cases. The proposed study will adopt the input-process-output model as its theoretical framework grounded on Anderson and Arsenault who recognizes this paradigm for its simplicity simple and wide applicability to education research. In this study, inputs include: (1) the perceptions of building level administrators on selected issues covered in relevant special education laws in Pennsylvania; (2) information on the type and level of special education background among building level administrators; (3) self-reported experience of the building level administrators in handling special education issues in school; (4) self-reported confidence level of the building level administrators when handling special education cases; and (5) areas of greatest concern in special education law as self-reported by building level administrators in their disposition on relevant issues in school.

Theories such as Marxism Essay Example for Free

Theories such as Marxism Essay Within this essay, I will be examining the view that education re-creates the class system. Theories such as Marxism, Internationalism and feminism, would agree with each other in saying that the education system favours the working class, due to ideologies, discrimination, domination and social control. Marxists Bowles and Gintis myth of education is a complete attack on the functionalists concept of meritocracy. Bowles and Gintis (1976) argued that the meritocratic idea that education offers everybody an equal chance is in fact a myth or a story that all of us jus blindly believe. They believe that the education system works against the ideas of the working classes. In their correspondence theory they argued that there was a correspondence between social relationships in the classroom and the work place. By this, they meant that the hierarchies, certificates, and discipline systems that can be found in schools are actually very similar to the world of work. In school you are paid with certificates, where as on the other hand in work you are paid with wages. Marxists also argue that education has a cultural reproduction role. Bourdieu has argued that schools, along with the staff that work in them are generally middle-class institutions. Working class children simply do not posses the cultural capital, which are things like the ideas, tastes, values and lifestyle associated with a particular class required for success in establishments. This means that middle-class children will generally do better than working class children. This makes school an institution that ensures middle-class dominance from one generation to the next. A sociologist that illustrates this view is, Marxist, Tomlinson says that differences in class are more important than differences in ethnicity in explaining educational attainment. So it is clear that education looks at classes and allocates where each student goes in the hierarchy. It recreates the education system by teaching children what society wants them to learn through the hidden curriculum, as well as teaching them to accept their roles and place in society, this relates to the class system as it ranks the middle class on top of working class. Functionalists say the class system in education should change as they believe in the education system being meritocratic as they say that the harder you work the better off you will be. Because the curriculum is based on westernized cultures, there is conflict between classes in education. Interactionists would say that there are many other stereotypes in the education system which puts the middle class in advantage to the working class to which the education system mostly benefits the middle class rather than then the working class. So, on the whole, the education system allocates students through meritocracy, reflecting their class in society. The well off- middle-class are better off, with more resources, cultural capital etc, and so can work their way up easily, and as we know education success is rewarded with cultural capital. On the other hand, the working class dont have that many benefits, so they do not achieve a lot. Education reinforces the roles the classes have to play in society and re-creates the class system.

Stereotyping of Arab Muslims in the New York Times for the Past Forty Y

Stereotyping of Arab Muslims in the New York Times for the Past Forty Years This study examines stereotyping of Arab Muslims in the New York Times for the past forty years. Theorists suggest that stereotyping of a minority group effects the public's opinion of that group. Other communication media theorists say that only under extreme conditions will the negative stereotypes reflect the publics' opinions of the portrayed minority group. The parallel theory between propaganda and stereotyping by the mass media is examined. Theorists including Thomson, (1977) & Myers, (1992), related to mass media effects strongly agree claiming that repetitive and non-contradictive images in the media are an effective form of propaganda. The research samples are random article reviews of the New York Times for the past forty years. Using every fifth year and 2 random numbers ranging from 1 to 12 is used to select an article search date. Islam was the search term. The Gudykunst & Kim( ? ) method of analyzing a stereotype is used to evaluate the 8 New York Times articles. The r esults indicate 95% of the articles were "vague," labeling entire group rather than individual. Out of the total 100%, 70% of the article used unfavorable trait characteristic labeling. Has the New York Times negatively stereotyped Arab Muslims for the past forty years? The goal of this research project is to reveal the negative stereotypes directed towards Arab Muslims in the New York Times. The critical focus of the research is the consistency of the negative stereotypes. The underlying focus is what theoretical and historical effects result from the negative stereotypes. WHAT IS STEREOTYPING? The operational definition is "an idea, expression, lacking in originality or inventiveness. A simplified and standardized conception or image of a person or group held in common by members of a group." (Dictionary). Theorist's Gudykunst & Kim claims the word stereotype originated from an author named Walter Lippman. In this study, the independent variable is the New York Times and the dependent variable is the Islamic religious group. WHO IS A MUSLIM? "And seek assistance through patience and prayer, and most surely it is a hard thing except for the humble ones" (Holy Qur'an 2:45). To announce you are a Muslim, you have to follow the five pillars of Islam that are: 1. Pray five times a... ...994, p.9 Fisher, Glen (1989) Mass media Effects on Sex Role Attitudes of Incarcerated Men. Sex Roles, v20, pp. 191-202. Gerbner, G. (1993). Defense and the Media in Time of Limited War. Armed Forces and Society, v20, pp.147-9. Jowett, G. & O'Donnell, V.(1986). Propaganda and Persuasion. Beverly Hills: Sage Publications. Kahn, K. (1992). Does being male help? The Journal of Politics, v.54, pp.498-512. Lamb, D. (1989). The Arabs: Journey Beyond Mirage. The Middle East Journal, v.43, pp.522. Myers, Philip (1992) The Elastic Body Image. The effect of Television advertising. Journal of Communications, v.42, pp.109-33. Ogawa, D. (1993) The Japanese of Los Angeles. Journal of Asian and African Studies, v19, pp.142-3. Rodwell, J. (1909) Translation of the Koran. New York: Dutton. Shaheen, J. (1985). Media Coverage of the Middle East: Perception of Foreign Policy. The Annals of the American Academy of Political and Social Science, v482, pp. 160-75. Thomson, O. (1977). Mass Persuasion in History. Edinburgh: Paul Harris Publishing. Zillman, Bryant (1982) The Impact of Heavy Viewing of Pornography on Jurors Decision. Journal of Communication, v40, pp.165-7.

Communication and Hr

4DEP (HR) Developing Yourself as an Effective Human Resources Practitioner By Susanne Collier 7th November 2011 Activity 1 Today Human Resources (HR) is at the centre of business performance. HR professionals have an important role to play in driving decisions that enable their organisations to thrive in both the short and the longer term. Where in the past the function delivered the fundamentals that underpinned the employee lifecycle (such as recruitment, induction and salary administration) supporting organisation performance is now the theme running through HR’s work. The CIPD have introduced the HR Profession Map which sets out what HR practitioners need to know, do and deliver at all stages in their career. The Map is structured around ten professional areas of HR activity and it focuses on the knowledge, activities and behaviours required in the profession today. The first two professional areas, Strategy, insights and solutions (uses deep understanding of the business – activities, strategies and plans and underlying drivers of and barriers to sustainable performance, and needs of customers and employees – and unique insights to drive business performance through the creation and delivery of HR strategy and solutions) and Leading and managing the HR function (leads and manages a fit for purpose HR function, with a strong track record of operational excellence and a deep understanding of the organisation requirements. Ensures that the function has the right capability, capacity, and organisation design, and that HR employees are fully engaged, work collaboratively and possess a deep understanding of organisation and the drivers that create value). These are central to understanding the organisation and delivering an HR function that delivers success. There are eight behaviours shown on the HR Map that identify in detail how professionals need to carry out their activities and make a contribution to organisational success. Please see Appendix 1 for description of the eight behaviours. The behaviours have been clustered into the following groups: Each professional area and behaviour is described at four bands of professional competence, the bands range from those entering the profession at band one, to those that are leading it, at band four. I currently work as an Office Manager for Miller Heiman Inc at their EMEA headquarters in Milton Keynes. As part of my remit I have to ensure that the delivery of Human Resources (HR) service and information to leaders, managers and staff within the organisation is accurate, efficient, timely and cost-effective and that HR data is managed professionally as I am the first point of contact for all HR-related queries. I have therefore chosen to look at the Service Delivery and Information professional area at Band One, as I believe this is most relevant to my current role. There are eight activities, eleven skills and three behaviours that apply to band one within this professional area, please see Appendix 2. Within my role the behaviours detailed with the respective activity and knowledge are Collaborative, Driven to Deliver, Personally Credible, Curious, Role Model and Courage to Challenge. Collaborative Build appropriate professional, friendly and accessible relationships with employees, line managers, directors and network of suppliers. Driven to Deliver * Assist in the recruitment process – i. e. liaise with recruitment agencies, set up interviews and issue relevant correspondence. * Administer HR-related documentation, such as offer letters, contracts of employment, leavers' and pensions information. * Provide relevant documentation as requested for example employee handbooks, latest policy updates, sickness forms. * Provide data for and prepare management nformation reports, mainly around absence management. * Ensure the relevant HR databases are up to date, accurate and comply with relevant legislation. * Administer Childcare Voucher Scheme, liaising with employees and external providers. Personally Credible * Provide support and advice to employees and line managers, explaining policies and procedures in a timely and effective manner, including maternity, paternity, adoption, parental leave and health ; safety processes and queries regarding benefit and pay issues. * Assist in the development of HR procedures and policies. Take responsibility for own work. * Communicate well both in writing and verbally. * Use own initiative. * Have the ability to work accurately with attention to detail. Curious * Take part in teams meetings, events and training as required. * Have the flexibility and willingness to learn. * Constantly review suppliers for a cost/quality/se rvice comparison. * Good understanding of HR policies and procedures, health ; safety and basic understanding of employment legislation. * Attend Employment Law updates on a regular basis to keep abreast of changes in legislation. Role Model * Be resilient and able to work in an organisation that is undergoing change due to development and growth. * Use tact and diplomacy, being sensitive and respectful to others. * Contribute to the development and implementation of the overall ethos/work/aims of Miller Heiman. * Appreciate and understand the need of confidentiality in dealing with all HR and training issues. * Work in accordance with current policies and procedures. * Appreciate that projects need to be completed, methodical approach with an ability to work under pressure. Courage to Challenge Feedback and look at any changes that are needed in our current practices and implement. * Constantly review personal development plan in line with organisational objectives. Activity 2 HR Customers The HR department has many internal and external customers to serve, including employees, their managers, directors and legal and regulatory agencies. The needs of which may sometimes be in conflict. Below are the main cust omers I have to deal within my role on a daily basis and an example of a few of their needs: Directors| Line Managers| Staff/Peers| Latest Legislations UpdatesManagement Reporting| Appraisal DocumentationPolicy DocumentationHealth ; Safety issues| Payroll QueriesBenefit Entitlement QueriesSickness Forms| A need conflict may arise if for example a director has requested an absence report analysis for a disciplinary meeting be produced for the following day but unexpectedly a line manager has advised you of a potentially serious health and safety issue. Both needs are important to the person requesting them, and I would therefore look at the needs individually to assess their priority and risk to the business if they were not dealt with as a matter of urgency. The absence report could be to assist the director with looking into an individuals time keeping as part of a disciplinary, which is important as this could affect the way forward with the hearing, but the health and safety issue could be a greater risk to the business and/or individual at that precise moment in time so a risk assessment would need to be carried out immediately and then a decision could be made whether action was needed immediately and would therefore then take priority over the absence report. Communication Methods Communication Method| Advantages| Disadvantages| Electronic (Email)| * Quick * Log receipt * Complete * Can send large documentation * Cost advantages| * Eliminate Equal Opportunities due to lack of access * No tone * No relationship * Could be misconstrued | Written (Printed Material)| * Meets legal requirements * Clear audit trail * Provides reference * More in depth detail| * Lack of face to face contact * Unsecure * Slow * Expensive| Verbal(Telephone/Face to Face)| * Checking of understanding * Personal * Immediate| * Trepidation * Language * Lengthy * Lack of control * Cost of calls| Effective communication as explained by Albert Mehrabian in his communication model found that spoken words account for only 7% of what a listener perceives, the remaining 93% of what a listener comprehends originates from the speaker’s body language and tone employed in the delivery of the words. Building and Maintaining Effective Service Building Relationships – It is important to develop a positive attitude, be less judgmental and more accepting of others. Gather Improve Your Communication Skills,  listen carefully and focus on the speaker's message. This will allow you to respond appropriately and avoid misunderstandings. Resolve conflicts early. Treat ALL colleagues with respect and always be courteous and professional. Be open and honest about your feelings and allow others to do the same. Understand and accept personal or cultural differences. Dealing with Difficult Customers and Resolving their Complaints – Listen to the customer and thank them for bringing the problem to your attention. Sincerely convey to the customer your apology for the way the situation has made them feel, but avoiding blame and determine what the customer is seeking as a solution. Once this is established seek to agree on the solution and take quick action to resolve and follow up to ensure the customer is completely satisfied. Meeting time and Budget Constraints – Set goal and deadline expectations at the outset. Prioritise workload and delegate if there is an opportunity too if time is restricted. Research and compare costings to ensure the best value is gained without compromising quality. Must ensure the regular updates are provided. Continuous Improvement – To ensure high levels of customer satisfaction, it is important for HR to continually measure and monitor the needs of its various customers, determine how well it is meeting those needs and identify any areas that represent gaps, this could be done in the form of an annual employee survey, issuing feedback forms for completion or requesting short feedback via email as well as looking at your PDP plan at your annual review and at regular intervals throughout the year. BIBLIOGRAPHY CIPD HR Profession Map http://www. cipd. co. uk/cipd-hr-profession/hr-profession-map/explore-map. aspx (28 Oct 2011) Albert Mehrabian Communication Model http://www. vestedoutsourcing. com/the-psychology-of-outsourcing-part-4-albert-mehrabian-and-comminication/ (31 October 2011) APPENDIX Appendix 18 Behaviours Description Appendix 2Service & Delivery and Information Professional Area Description

Correspondence

It was a pleasure to meet you at the convention for trial attorneys In New York last week. In addition to the interesting program highlights of the regular sessions, the informal discussions with people like you are an added plus at these meetings. Your contribution to the program was very beneficial and highly Informative.You may recall that I had Just been appointed by the court to defend a woman here n Providence who has been charged with embezzling large sums of money from her previous employer. The defendant had been employed at a large department store for more than 25 years. Because of her valuable years of experience In accounting with the store, she was In charge of accounts receivable at the store. Her previous employer, the plaintiff In the case, claims that she embezzled $18,634 three years ago, $39,072 two years ago, and $27,045 last year.You mentioned that you had represented defendants In similar cases In previous years. Your assistance would be Invaluable as I prepare for this defense. If you are willing to lend your professional expertise In this case, here Is what Is needed: 1 . Within the next week, send the appropriate citations for all similar trials In which you participated. 2. Provide any other case citations that you think might be helpful In this case. 3. Meet with me In approximately two weeks for a case consultation.At hat time we can discuss compensation for your work on this matter. A copy of the formal complaint Is enclosed for your review. I will call you In about a week to arrange a time and place for our meeting. Please let me know If there Is additional Information that would be helpful In preparing for this case. Of experience will be invaluable.

Facemasks in Hockey essays

Facemasks in Hockey essays I can see a little bit, but I dont see really. Its not a big help for me, I just have to wait until it comes back, said Mattias Ohlund defensemen for the Vancouver Canucks. Right now, Ohlund, has limited vision, it comes and goes. He held his hand six inches from his face and he couldnt see it. He was struck in the eye with a puck in a preseason game way back in September, he still is unable to see some things. The injury occurred when an opposing player shot it and it hit the stick of one of Ohlunds own players and ricocheted and hit Ohlund right in the eye. He was considered the best all-around defensemen for the Canucks. He was expected to only miss 10-14 days but ended up missing the whole season. NHL officials said that if he were wearing an eye-shield or facemask, he would still be playing right now for his team continuing his career. He was asked if he were able to play again would he use a visor or a facemask. He answered, I dont know yet, Im sure my mom will make me though. Another incident was with Toronto Maple Leaf Bryan Berard who was struck in the eye by the stick of the Ottawa Senator, Marian Hossa. Hossa was following through on a slap shot. It is unlikely that Berard will lose his eye. Berard has to get the blood removed from the eye and they have to see exactly how damaged the retina is. The eye cavity is filled with blood. He will need exploratory surgery. As ultrasound shows he has numerous other injuries to his eye. Dr. Rob Devenyi told ESPN that it is unclear on when he will return if he can still play. The blow of Hossas stick caused a significant cut in the eyenearly on inch. He can only see the difference between light and dark, Devenyi also said that he has seen players with similar injuries and they did return. ESPN asked Devenyi and Berard the question, Would wearing a shield have prevente ...

The Very Hungry Caterpillar by Eric Carle

The Very Hungry Caterpillar by Eric Carle What makes a childrens book so popular that by 2014, the 45th anniversary of its publication, more than 37 million copies had been sold and it had been translated into more than 50 languages? In the case of Eric Carles The Very Hungry Caterpillar, its the combination of wonderful illustrations, an entertaining story, and a unique book design. Carles illustrations are created with collage techniques. He uses hand-painted papers, which he cuts, layers, and shapes to create his colorful artwork. The pages of the book vary in size, which is part of the fun. The Story The story of The Very Hungry Caterpillar is a simple one that emphasizes numbers and days of the week. The caterpillar is not only very hungry, but he also has unusual tastes in food, ones that delight children. After popping out of an egg on Sunday, the very hungry caterpillar eats holes through the books pages as he eats his way through a variety of foods, beginning with one apple on Monday and two pears on Tuesday and ending with five oranges on Friday and 10 different foods on Saturday (chocolate cake, ice cream, a pickle, Swiss cheese, salami, a lollipop, cherry pie, sausage, a cupcake, and watermelon). Not surprisingly, the very hungry caterpillar ends up with a stomach ache. Fortunately, a serving of one green leaf helps. The now very fat caterpillar builds a cocoon. After staying in it for two weeks, he nibbles a hole in the cocoon and emerges a beautiful butterfly. For an entertaining explanation of why his caterpillar comes out of a cocoon rather than a chrysalis, see Eric Carles website. The Artwork and Design Eric Carles colorful collage illustrations and the books design add immensely to the books appeal. Every page has a hole in it where the caterpillar eats through the food. The pages for the first five days are different sizes, corresponding to the number of pieces of food the caterpillar eats. The page for the day the caterpillar eats one apple is very small, a little bigger for the day it eats two pears, and full size for the day it eats five oranges. Why Eric Carle Writes About Small Creatures As for the reason so many of his books are about small creatures, Eric Carle gives the following explanation: When I was a small boy, my father would take me on walks across meadows and through woods... Hed tell me about the life cycles of this or that small creature... I think in my books I honor my father by writing about small living things. And in a way, I recapture those happy times. Recommendation The Very Hungry Caterpillar was originally published in 1969 and has become a classic. It is a good picture book to own or to take out of the library frequently. Children 2-5-years-old enjoy hearing the story again and again. Babies and toddlers particularly enjoy the board book edition. Happily, you will enjoy reading it to them again and again also. Add to the fun by making a story sack to go along with the book. See directions for a variety of story sacks, including a story sack for on our  Family Crafts site. (Philomel Books, 1983, 1969. ISBN: 9780399208539)

DV - An Integrated Approach Essay Example | Topics and Well Written Essays - 5750 words

DV - An Integrated Approach - Essay Example Availability and access to information, shelter, medical care, education, and other support services is essential in empowering women to rebuild their lives. In essence an integrated approach represents a cohesive structure that relies on the principle of a public health model focusing on prevention, intervention and cooperation by key partners across all levels. The main objective of the research seeks to investigate and critically analyse the issue of domestic violence. The study would begin by establishing the lessons that can be learnt in relation to the issue of domestic abuse. The researcher would also highlight about the extent, nature and impact of domestic abuse. The writer would develop the argument on the premise that an integrated approach in coping with the problem of domestic abuse represents a consolidated comprehensive framework that relies on the principle of a public health model and this would be done in three stages in particular. The first stage would focus on prevention of domestic abuse against women instead of dealing with the consequences. The core element of prevention is elimination of gender-based attitudes, stereotypes and behaviours. Secondly, the essence of an integrated approach is broad-based which involves programmes and interventions through a wide range of levels and sectors from family to major international organisations. This stage would try to investigate how these various sectors can be integrated in attempting to formulate a lasting solution to the problem of domestic violence. Thirdly, the study would investigate how the key notion underlying an integrated approach that the key partners must closely cooperate within and across the levels could be a viable solution to this problem. In recent years, the contentious topic of domestic violence has come to occupy an increasingly