Public Opinion On The Obamacare Act - 1203 Words

Ajibola Yinka PO 326- Politics and public policy Adriana Buliga-Stoian 20th November, 2015. PUBLIC OPINION What is/are Public Opinion? Public opinion is an important aspect of democracy. ThisS is the view(s) commonly held among the general public. These are sets of attitude that shapes a group which either helps improve the quality or efficiency of an issue or agenda. The article puts forth its thesis as the influence of systematic issue attention cycle which strongly influences public attitude and behavior concerning most domestic problems. The public engage in election and choose their representative/leader, therefore; they have the right to voice out their opinion on certain issues. Public opinion is a form of political participation.†¦show more content†¦The first stage is the Pre-Problem age. This occurs when some highly undesirable social condition exists but has not captured much public attention even though some groups might be aware of it. Traits arising from this stage are that the interest groups declare a problem. The second stage is the alarmed discovery and euphoric enthusiasm. Here, the public suddenly becomes both aware of and alarmed about the evils of a particular problem. The discovery is accompanied by the society’s ability to solve the problem or do something effective within a short span of time. Traits arising from this issue is that public experience negative consequences of unhealthy environment e.g. Flooding. The third stage is Realizing the cost of significant progress. It consists of gradually spreading realization that the cost of solving the problem is very high indeed. Engaging in this will not only take a lot of money but also requires major sacrifices by large groups in the population. A major trait at this stage is that it has high cost clause and involves many sacrifices. The fourth stage is the gradual decline of intense public interest. The third stage becomes gradually transformed into the fourth stage. There is a gradual decline in the intensity of public interest interest in the environmental problem. As more r ealize how difficult it is and how costly, some people could get discouraged

Immigrant Children and U.S Education - 1257 Words

Aware of the free education provided by the United States government to any school age children, immigrants both legal and illegal continue to be attracted to the United States, migrating in an attempt to provide better opportunities for their families and themselves. As the number of illegal immigrants living in the United states continues to rise and the percentage of illegal immigrant households which consist of children also continues to rise, it is important for the American government to examine the effect that these illegal children are having on the United States public education system. How educators and policymakers address the increasing diversification of the population will ultimately determine the stability of communities in†¦show more content†¦with out proper management of immigrant children in the school system, these underachieving schools will take the blunt force of the student population increase and due to lack of resources and funding the schools have, the schools will continue to strip the students of their equality to opportunity. As the immigration population continues to increase â€Å"immigration has become the determinate factor in population growth.Show MoreRelatedThe Face Of Education And The Changes It Has Undertaken Throughout History1425 Words   |  6 PagesThe face of education and the changes it has undertaken throughout history in the U.S. is a constant flow that thus alters the fabric of the American society. 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Although the U.S. government created a new policy known as the Deferred Action for Childhood Arrivals (DACA), it is not providing immigrants with the same opportunityRead More Illegal Immigrants and the Educational System Essay993 Words   |  4 PagesIllegal Immigrants and the Educational System Secondary education is a highly debated subject. Many critics of secondary education say that inner-city high schools and students are not receiving the same attention as students from non inner-city high schools. Two of the biggest concerns are the lack of school funding that inner-city high schools are receive and the low success rate in sending inner-city high schools graduates to college. Critics say that while inner-city high schoolsRead MoreThe Death Of Omar Mohamed Kalmio1194 Words   |  5 Pages Omar Mohamed Kalmio was granted protection by the U.S. due to leaving his country as a refugee. In 2011 not only did he kill his girlfriend, but also her brother, mother and mother’s boyfriend. Prior to this incident ,Mohamed had been incarcerated for stabbing a person in the face and other areas causing the victim to have a collapsed lung. Even with this history of violent offenses, Kalimo only received a year in jail for this crime. Not to mention, within the same year he also was convictedRead MoreThe Issue Of Illegal Immigration1519 Words   |  7 Pageslegal and illegal immigration. Legal immigrants are here legally. They have the proper, legal documents that allow them to live and work in the U.S. without complications. Illegal immigrants are defined as anyone who was born in a country other than the U.S. to parents who are not official U.S. citizens; they enter the U.S. without legal documents to prove their legal citizenship. Yet before the twentieth century, many individuals and families immigrated to the U.S. without restriction, and illegalRead MoreEffects of Immigration on the Economy Essay1387 Words   |  6 Pages| Illegal Immigrants Are They A Stress On Our Economy. | | | Joanna Przyborski | 10/27/2012 | | Illegal immigration is an issue that has been highly debated in the United States for decades, and the effects of these immigrants will be for many to come, especially with the country in a recession and many people in economic trouble. December 1, 2008 the National Bureau of Economic Research officially declared the U.S. in a recession. Before 2007, U.S. economy has grown inRead MoreFederal Driver s License And Deferred Action883 Words   |  4 Pagesyoung adult immigrants have become more integrated into the nation’s economic and social institutions (Two Years, 2014). Almost 60% of DACA beneficiaries have obtained a new job, 45% have increased their earnings, 49% have opened their first bank account, 57% have obtained a driver’s license, and 21% have obtained Health Care (Two Years, 2014). In a recent CAP report, â€Å"Assessing the Economic Impacts of Granting Deferred Action through DACA and DAPA,† estimates have shown that the U.S. economy willRead M oreIllegal Immigration And The United States1624 Words   |  7 Pagesillegal immigrants in the Unites States, opponents of illegal immigration dispute that concept of granting amnesty to these immigrants. These arguments include that certain jobs will be stolen, and an increase in crime rate would develop. Despite the fact that illegal immigration is controversial, recent studies and social trends have shown that granting amnesty to illegal immigrants would be beneficial to the country because illegal immigrants would strengthen our economy, illegal immigrant familiesRead MoreEssay on Cause and Effect of Illegal Immigration 1344 Words   |  6 Pagesremains as one of the major problems on the U.S-Mexico border in our country. The effect of having illegal immigrants in our country puts the U.S in a dire situation. Many people are even starting to question the authority of the U.S. Customs and U.S. Border Patrol agents. Even though Homeland Security is always consistently hiring fo r U.S customs and border patrol agents to watch over the southern border to make sure no illegal immigrants sneak into the U.S. Many people are blaming illegal immigrationRead More English Should be the National Language Essay1004 Words   |  5 PagesRock, immigrants have been culturally diverse and have spoken many languages. When the Pilgrims arrived in the New World, they did not know how to communicate with the natives. Through intense study the natives learned the Pilgrims’ language. Even with the common language they were still a melting pot of different culture. Some would say that America has gotten over the language/ cultural barriers and now almost everyone speaks the common language of English, but there are still many immigrants who

Resistance in denmark Essay Example For Students

Resistance in denmark Essay The occupation of a country subjects both the people and the invaders to a strange game of mutual suspicion: The occupier acts like a new owner and wants the tenants to behave and pay the rent on time, but those invaded feel violated they know the country, by right, belongs to them, and while they cannot physically throw the occupiers out, they may well want to resist the invaders terms. Perhaps, if the invader finds the game is not worth the effort, he will leave. Or perhaps he will start killing uncooperative tenants. But the game gives one major advantage to those occupied: They will define the extent to which they are going to cooperate. And the offender, ironically, will have to defend his ill-gotten gains. The Danish resisters took the offensive against German occupying forces. Through symbolic and cultural protests, they asserted their right to govern their own lives, and that strengthened public morale which inspired bolder resistance. Through strikes, defiance at work sites, and damage to physical property, nonviolent resisters attacked the economic interests of the invaders. Through underground publishing, an alternate network of communication was established, to subvert the lies of the occupiers propaganda. By involving so many civilians in strikes, demonstrations, and other forms of opposition, Danish resisters forced the Germans to stop violent reprisals and suspend curfews. They denied the Nazis their prime goal, on which other objectives depended: making the fact of occupation normal. By definition, a successful military invasion gives the occupier superiority on the ground and in the air, in the ability to use physical force and violence. Despite that, when a military invader loses control of what the people read and believe, of when and if they work, of how they spend their money when the occupiers are constantly on the defensive, as they try to maintain their position their ability to command events is detached from their ability to use violence. War contorts the history of the nations it touches, but it also exhibits the greatness of their peoples. The Danes challenged the most barbaric regime of the modern period and did so not with troops or tanks but with singing, striking, going home to garden, and standing in public squares. Yet the power they brought to bear in resisting the Nazis did not come only from these things. It came first from the essential decision that tens of thousands of them made, to refuse the terms they were offered by their tormentors and it came from the underground movement they built and the strategy they used, to fling that decision in the face of their enemy and constrict his ability to fight. Thanks to the civic solidarity that had nourished the resistance, Denmark emerged from the war in good condition. Allied authorities found that Denmark could not only feed itself but had surplus food to export to the rest of Europe. The Danes had withstood German occupation without undergoing many of the rigors experienced by other Europeans held down by the Nazis a dividend of having resisted without violently tearing their society apart in the process. Some Danes were disappointed that more of their countrymen did not, like many Norwegians, Greeks, or Serbs, pick up guns and fight their occupiers at every depot, pier, and airfield, but the watery lowlands of Denmark were not ideal maneuvering ground for armed partisans, and by the time the Germans were pressed on all fronts in Europe, the Danish resistance had imposed a different but discernible cost on Nazi capabilities. The Danes proved that however dreadful the opponent faced by those using nonviolent action, if resistance is resilient and imaginative, military sanctions are not enough to stamp out a popular movement and violent reprisals may only harden the opposition. Knowing the Germans wanted normalcy in Denmark, the Danish resistance worked to deny them that, and it refrained from magnifying any disruption to the point of prompting overwhelming repression or endangering the lives of many civilians. If the Nazis, the cruelest killing machine in the centurys history, could be kept off balance by Danish schoolboys, amateur saboteurs, and underground clergymen, what other regime should ever be thought invulnerable to nonviolent resistance?

A SOOT Analysis Essay Example

A SOOT Analysis Paper This paper will explain the element of environmental scanning and describe the internal and external environment of Home Depot; summarizing the competitive advantages and current strategies they employ. The strategic management process has four different components: Environmental scanning, strategy formulation, strategy implementation, and evaluation and control. Before an organization can begin strategy formulation, it must scan the external environment to identify possible opportunities and threats and its internal environment for strengths and weaknesses (Wheeled Hunger, 2010). A SOOT analysis is an effective tool for organizing these factors. The internal factor of environmental scanning consists of a companys strengths and weaknesses. An easy way to analyze these factors is to create an Internal Factor Analysis Summary, (BIAS) table [see Exhibit 2] or BRIO framework (Value, Rareness, Immutability, and Organization). Where the internal environment deals with strengths and weaknesses, the external environment is about opportunities and threats. These factors can be analyzed using a STEEP Analysis or PESTLE Analysis [see Exhibit 3]. When scanning the external environment, many variables need to be considered; natural environment, societal environment, task environment, and industry analysis. The natural environment consists of wildlife, weather, and other resources that from nature that can be used to satisfy our wants and needs. There are four factors included in the societal environment scanning process: economic forces, technological forces, political-legal forces, and socio-cultural forces. These factors can affect long-term decisions made by the company. Task environment includes the stakeholders and is within the industry. We will write a custom essay sample on A SOOT Analysis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on A SOOT Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on A SOOT Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Industry analysis is the in-depth examination of the natural, societal, and task environments. HOME DEPOT SOOT ANALYSIS (see Exhibit 1) STRENGTHS Home Depot is the worlds largest do-it-yourself home improvement retailer, making them a common household name. There are more than 2,200 locations in four different countries. Having such dominance in the DID market enhances their brand awareness. The Home Depot developed strategic product alliances directly with industry-leading manufactures to deliver the most exclusive assortments to customers (The Home Depot USA Inc. 2012). Many top of the line product names are sold at Home Depot. Their employees are put through a very thorough product knowledge training, which includes cross-training for other departments. This knowledge allows them to teach free classes about home improvement to customers in their free How-To-Clinics, offered at every store on Saturday and Sunday. Undertaking home improvements or remodeling is cheaper than hiring a contractor or handy man. To help save customers money, Home Depot offers guaranteed low prices. If it can be found cheaper somewhere else, they will match that price. The company generates enough revenue to stay on top of technological advances. They spent $60 million in 2010 on new hand-held devices that will help employees stock shelves, access inventory, check out customers from nap. Where in the store, and many more helpful capabilities. WEAKNESSES Some of the bigger products sold at Home Depot are too expensive for the customers to buy, especially when they will use the product only a few times. Employees who have a l dont care attitude do not pay attention during training and are not able to accommodate customer needs. The turnover rate or Home Depot is very high and very expensive. OPPORTUNITIES Many opportunities are available for Home Depot in attaining the attention of customers in other markets. They are considering seeking the professional business customer market. Expanding to new countries could be a huge move for the company. The market of home improvements is not going anywhere, leaving a wide opportunity for Home Depot. THREATS When the economy is low, customers do not spend as much money, especially on home improvements. A decrease in the housing market and competition from Loses, or a new company, pose a big threat to Home Depot. PESTLE Analysis This analysis organizes the political, economic, social, technological, environmental, and legal environments of Home Depot. POLITICAL Home Depot knows that the actions in politics affect daily business operations. They actively participate in the political processes and encourage employees to do the same. The company has a Political Activity and Government Relations Policy that sets the standards for participation in the political process. ECONOMIC The Home Depot Foundation is a charitable organization that provides resources to help improving, repairing, and refurbishing homes. Volunteer employees help communities by partnering with nonprofit organizations to enhance the lives of those in need. The foundation also helps veterans who face financial and physical hardships. They have donated $80 million to this cause. Lastly, the foundation awards community impact grants once a year. SOCIAL Home Depot is dedicated to making communities around the world better. They have launched many social campaigns that promote education, safety, and job assurance. The Foundation has volunteers that help teach and build within local communities. TECHNOLOGY Technology has a significant role in the success of a business. Home Depot is able to spend millions of dollars updating their technology by turning their resources in capabilities. Staying current with the latest technology available keeps the company on top ahead of their competition. LEGAL Home Depot follows all laws administered by the state and Federal governments. The company adheres to a business code of conduct and ethics, corporate governance guidelines, political activity, and a government relations policy. Following these procedures guides the company in making good and legal decisions. ENVIRONMENTAL Home Depot is dedicated to making communities a better place for enervation to come (The Home Depot USA Inc, 2012). The company follows a set of environmental principles that promote resource conservation, responsible packaging, and much more. Providing sustainability leadership, Home Depot is committed to reducing greenhouse gas emissions and lowering their carbon footprint. COMPETITION Home Depots main competition in the home improvement market is Loses, Sears, and Ace Hardware. Product pricing is a big factor in competition. Part of the companys competitive strategy is to guarantee low prices. This strategy effectively brings in customers to price match. Another strategy is to have well-trained employees, from management to cashiers. Home Depot outranks all competitors by using their bargaining power against suppliers, and staying on top of the latest technology, allowing the stores to Offer low priced merchandise.

Copyright vitamine A Essays

Copyright vitamine A Essays Copyright vitamine A Paper Copyright vitamine A Paper CONCLUSION The role of vitamin A deficiency is not limited to the initial processes involved in receiving visual stimuli. Normal functions of the photoreceptors or light-sensory receptors of the eyes largely depend on the presence of vitamin A and its metabolites within the retina. Prolonged vitamin A deficiency leads to deterioration of these structures causing impaired vision. Adequate amounts of vitamin A are required for proper eye development in embryos and maintenance of normal anatomical structures of the eye, including the conjunctiva and cornea. As a whole, deficiency in vitamin A results to major destruction of eye structures and visual functions, impairing vision and ultimately leading to irreversible blindness. Blindness caused by vitamin A deficiency remains a public health problem, especially in developing countries resulting from vitamin-A-attributed corneal scarring. There is a significant difference between causes of prevalent cases of blindness across different levels of socioeconomic statuses. Studies also emphasize the overall impact of vitamin A deficiency to child morbidity, mortality and growth. Evidently, the concern for the emotional, social and economic costs also diffuses from the problem with blindness as a disability. Serious actions must be taken to help address the situation. Further studies are needed to evaluate measures most adept to combat vitamin A deficiency in a community with regards to cost and feasibility of the program, together with the strategies to detect subclinical VAD for early management; and hopefully, restore vision among the blind.

Building Sentences With Adverb Clauses (Part Two)

Building Sentences With Adverb Clauses (Part Two) As discussed in part one, adverb clauses are subordinate structures that show the relationship and relative importance of ideas in sentences. They explain such things as when, where, and why about an action stated in the main clause. Here well consider ways of arranging, punctuating, and revising sentences with adverb clauses. Arranging Adverb Clauses An adverb clause, like an ordinary adverb, can be shifted to different positions in a sentence. It may be placed at the beginning, at the end, or occasionally even in the middle of a sentence. An adverb clause commonly appears after the main clause: Jill and I waited inside the Cup-A-Cabana Diner until the rain stopped. When Gus asked Merdine for a light, she set fire to his toupee. As I shuffled humbly out the door and down the front steps, my eyes to the ground, I felt that my pants were baggy, my shoes several sizes too large, and the tears were coursing down either side of a huge putty nose.(Peter DeVries, Let Me Count the Ways) When a bus skidded into a river just outside of New Delhi, all 78 passengers drowned because they belonged to two separate castes and refused to share the same rope to climb to safety. Punctuation Tips: When an adverb clause appears at the beginning of a sentence, it is usually separated from the main clause by a comma.A comma is usually not necessary when the adverb clause follows the main clause. An adverb clause can also be placed inside a main clause, usually between the subject and verb: The best thing to do, when youve got a dead body on the kitchen floor and you dont know what to do about it, is to make yourself a good strong cup of tea.(Anthony Burgess, One Hand Clapping) Punctuation Tip: An adverb clause that interrupts a main clause, as show in the example above, is usually set off by a pair of commas. Reducing Adverb Clauses Adverb clauses, like adjective clauses, can sometimes be shortened to phrases: If your luggage is lost or destroyed, it should be replaced by the airline. If lost or destroyed, your luggage should be replaced by the airline. subject verb is Editing Tip: To cut the clutter from your writing, try reducing adverb clauses to phrases when the subject of the adverb clause is the same as the subject of the main clause. Practice in Revising Sentences with Adverb Clauses Rewrite each set below according to the instructions in parentheses. When you are done, compare your revised sentences with those on page two. Keep in mind that more than one correct response is possible. (Shift the adverb clausein boldto the beginning of the sentence, and make it the subject of the adverb clause.)The forest supports incessant warfare, most of which is hidden and silent, although the forest looks peaceful.(Shift the adverb clause to a position between the subject and verb in the main clause and set it off with a pair of commas.)While he was on maneuvers in South Carolina, Billy Pilgrim played hymns he knew from childhood.(Reduce the adverb clause to a phrase by dropping the subject and verb from the adverb clause.)While he was on maneuvers in South Carolina, Billy Pilgrim played hymns he knew from childhood.(Turn the first main clause into an adverb clause beginning with the subordinating conjunction whenever.)The sea builds a new coast, and waves of living creatures surge against it.(Make this sentence more concise by dropping the subject and the verb was from the adverb clause.)Although she was exhausted after the long drive home, Pinky insisted on going to work.(Mo ve the adverb clause to the beginning of the sentence, and make the sentence more concise by reducing the adverb clause to a phrase.)Clutching his teddy bear, the boy hid under the bed because he was frightened by the lightning and thunder. (Emphasize the contrast in this sentence by converting the first main clause into an adverb clause beginning with although.)Teachers who contend with blank or hostile minds deserve our sympathy, and those who teach without sensitivity and imagination deserve our criticism.(Omit the semicolon and convert the first two main clauses into an adverb clause beginning with after.)The storm has passed, and the flash floods dump their loads of silt into the Colorado River; water still remains in certain places on rimrock, canyon beach, and mesa top. When you are done, compare your revised sentences with those on page two. NEXT:Building Sentences with Adverb Clauses (part three) Here are sample answers to the exercise on page one: Revising Sentences with Adverb Clauses. Although it looks peaceful, the forest supports incessant warfare, most of which is hidden and silent.Billy Pilgrim, while he was on maneuvers in South Carolina, played hymns he knew from childhood. While on maneuvers in South Carolina, Billy Pilgrim played hymns he knew from childhood. Whenever the sea builds a new coast, waves of living creatures surge against it. Although exhausted after the long drive home, Pinky insisted on going to work. Frightened by the lightning and thunder, the boy hid under the bed, clutching his teddy bear. Although teachers who contend with blank or hostile minds deserve our sympathy, those who teach without sensitivity and imagination deserve our criticism. After the storm has passed, and the flash floods dump their loads of silt into the Colorado River, water still remains in certain places on rimrock, canyon beach, and mesa top. NEXT:Building Sentences with Adverb Clauses (part three)

Justice Rights and The State Essay Example | Topics and Well Written Essays - 2000 words

Justice Rights and The State - Essay Example However, whilst Rawls acknowledges that the â€Å"Justice as Fairness† model is rooted in â€Å"Kant’s notion of autonomy†; Rawls argues that â€Å"it is a mistake, I believe to emphasise the place of generality and universality in Kant’s ethics†¦.. it is impossible to construct a moral theory on so slender a basis, and therefore to limit the discussion of Kant’s doctrine to these notions is to reduce it to triviality† (Rawls, 1999, (ed) p.221). â€Å"No one knows his place in society, his class position or social status, nor does anyone know his fortune in the distribution of natural assets and abilities, his intelligence, strength and the like. I shall even assume that the parties do not know their conceptions of the good or their special psychological propensities. The principles of justice are chosen behind a veil of ignorance† (Rawls, 1999 (ed), p.118). However, whilst Rawls theory of justice supports an element of the Kantian social contract philosophy; Rawls denounces Kant’s ideal of a cosmopolitan constitution under the cosmopolitan theory of justice and the focus of this paper is to critically evaluate Rawls’ theory in relation to the cosmopolitan theory of justice and provide a contextual critique of his philosophical model. To this end, I shall firstly evaluate the core elements of Rawls’ theory of justice and comparatively analyse this with leading proponents of cosmopolitan justice theory. As highlighted above, Rawls’ theory of justice propounds the liberty and difference principle, which alters the classic model of the social contract by justifying social inequality within a distributive â€Å"veil of ignorance† justification. On this basis, Rawls’ veil of ignorance proposition suggests that individuals in a society will inherently demonstrate a propensity towards a system of equality, which mirrors Kant’s social contract theory. In

Influence Of Transformational Leadership Styles In Developing Small Essay

Influence Of Transformational Leadership Styles In Developing Small Businesses - Essay Example The successes of prosperous businesses- Successful business that developed through TLS 10 Other importance of transformational leadership compared to other styles of leadership 13 Recommendations 16 Conclusion 17 Reference 19 Introduction- Transformational Leadership Style Leadership style has been classified into many different ways in the research field. In the recent years two forms of leadership style have been coalesced which are the transformational leadership and transactional leadership. It has been proved that transformational and transactional leadership are not mutually exclusive. Therefore leadership is defined as a process where an individual tends to influences individuals in order to achieve the set common goal (Northouse, 2009, p.3). The transformational leadership style mainly focuses on the future and is developmental. This form of leadership is most valued when task involves breaking deadlocks, creating order mainly out of order, initiating a change in the organisation and on the way of developing future leaders. This form of leadership has also been termed as relationship oriented, inspirational leadership and also charismatic leaders. The main motive of the transformational leader is to inspire the employees to go beyond or above their self interest (Krause, 2005, p.39). The transformational leader is known to be charismatic and their style usually revolves around the empowerment of the subordinates. Thus these leaders are often characterised as people who mainly articulates the realistic vision of the future, understand the difference that exists among the subordinates and stimulates them through intellectual manner. In countries such as Canada, Japan, United States, Austria and Taiwan the transformational leadership is viewed as the most positive form of leadership than any other form of leadership. Thus transformational leadership is often associated with the characteristic of being charisma which is often viewed as a desirable form of attitude and positive (Waite, 2007, p. 5). Like charismatic leadership, an effective transformational leadership also requires the ability to bring about a change and also challenge the status quo, is able to recognise the opportunities for the organisation and also for the employees, risk taker and should also encourage others to take risk. The transformational leadership often requires the ability to inspire a shared vision. They rally others for a common dream and are adept in envisioning the future of the employees and the organisation and also enlisting them to move towards the vision. A transformational leader should be able to set an example of commitment towards shared vision and values (Lussier & Achua, 2009, p.350). Importance of Transformat ional Leadership Styles and Advantages Transformational leadership style or the transformational leaders has proved to gain a high importance in business particularly when it comes to small business. A transformational leader is strongly related with the unit focused which measures the effectiveness if leadership. In a small business it is necessary that the leader needs to be effective and charismatic so that he is able to lead from the front and initiate the followers to adopt the same technique and take risk. Every business needs to take risk and it’s the leaders who initiate the members of the organisation. Since transformational leadership style is the most accepted and possess unique qualities suitable to run a business or organisation thus this form of leadership is very important. Employees who have the transformational leadership style tend to have a higher level of job performance than other members of the business. They usually have high level of

Literacy Planning Essay Example for Free

Literacy Planning Essay Introduction The purpose of this report was to collect and collate information from a teacher in relation to how reading is taught in a classroom structure. This was based on how the teacher taught reading, what they taught and in particular why these aspects of reading were taught. Through the interview and questions I asked of the teacher, it has come quite clear that reading that is taught to students is embedded in everything we do, but overall teaching children to learn to read is fundamental in a practical sense and also for enjoyment. This document provides: An overview on the targeted teaching group What beliefs in relation to teaching literacy Who selects the curriculum content What instructional procedures are used How grouping strategies are used What and why assessment tools are used The classroom environment 1. Overview on targeted teaching group. The following documentation and conclusion were questions asked of a Year 2 teacher situated within the Early Years team consisted of 23 students within a school (CDPS) in the Southern suburbs of Adelaide, South Australia. This teacher had been teaching mainly in the Early Years for 6 years and has come to CDPS as a new contract teacher. CDPS is a Category 2 school set in a low social economic setting. This school has 252 students attending at present, 155 of these are main stream with the remaining 97 students attending the Disability Unit that is incorporated within the school. There is a high ratio of Multicultural students as well as Aboriginal students needing extra support with their education due to English being their second language. This school also has a high focus on Literacy through an Intervention Team that is made up of teachers that specialise in different areas such as a Reading Support Teacher Years Reception to 2, a Literacy Intervention Teacher Years 3 -7, Aboriginal Education Teacher (AET) and a English as a Language and Dialect Teacher (EALD) and Negotiated Education Plan Teacher (NEP). Also at CDPS there is speech support for students through Undergraduate Speech Pathologists, as the school supports a Flinders University Speech Pathology program. This program support is across both sites of the school by Third and Fourth year Undergraduate students that work with the guidance of the class teachers and University Speech Pathologist on different elements of literacy to further develop student’s phonological awareness and knowledge. 2. Beliefs in relation to teaching literacy Through the question put forward to the 2/3 teacher, ‘What are your beliefs and philosophies in literacy in relations to students learning to read and you teaching reading’, the teacher explained that they believed that literacy was embedded in everything that we do. This could be from the simplest tasks of looking at a milk carton to looking at a traffic light going red. With this cultural awareness, we as adults have the understanding and prior knowledge that encases these objects in our ever day life. As explained by Harris, Turbill, Fitzsimmons and McKenzie (pg17, 2006), ‘Literacy is the ability to read and use written information and to write appropriately in a range of context. It is also used to develop knowledge and understanding, to achieve personal growth and to function effectively in our society. ’ For students to understand and have knowledge of such objects and items they must be exposed socially and culturally. For teachers who provide context for learning can enable students to develop control over their written language, so they can network successfully in a literate culture. Also based on the teachers belief, teaching children to learn to read is and can be fundamental, in a practical sense and needs to be also for enjoyment. As the main feature of language is listening, speaking, reading and writing, it is explained by Makin, Diaz McLachlan (2007) beginning readers and writers usually require explicit teaching about such language knowledge as the alphabetic principal, print conventions, spelling and reading strategies. As explicit instruction in reading is essential for most children, through surrounding them with language and literature is vital but not the whole picture. This could be done by exploring how language works, playing with language, and learning about genre structure. Through an immense amount of discussions surrounding these concepts, it can provide a child with a rich foundation from which they can continue to build their knowledge and apply these new skills. From a whole school perspective at CDPS, various programmes and philosophies are to be followed. These programmes and philosophies have been put in place for teachers to unite as a community for learners. For example, Accelerated Literacy, the scaffolds of Stephen Graham; David Hornsby’s Guided reading; Anne Bayetto’s Spell, Record, Respond; strategies from â€Å"Reading Comprehension: taking the learning deeper†, and the Oxford word list. CDPS also has an English Genre Map and a Spelling genre Map in which they are expected to follow to encourage learning that can be continually built upon and can also avoid learning gaps. 3. Selection of Curriculum Content CDPS curriculum content is decided upon as a whole school through both English and Spelling genre maps. The English genre map indicates that teachers will use: The explicit teaching pedagogies of Accelerated literacy, The scaffolds of Stephen Graham, David Hornsby’s Guided Reading, Anne Bayetto’s Spelling, Record, Respond, and  Strategies from â€Å"Reading Comprehension: Taking the Learning Deeper† research project. These are the foundations for the implementation for the teaching of reading, writing, comprehension, visual literacy, spelling, grammar and punctuation. This map specifies the text types that will be taught during each term and through the order of these text types, it ensures that each focus expands a student’s repertoire and prepares them for the next text type. As explained by Harris, Turbill, Fitzsimmons and McKenzie (2006) when encountering texts, readers not only consider the kind of text they have at hand, but what the text is about. For example, students that are studying factual recounts before they move into biography or autobiography will study literary description before they move into narrative and factual description before they move into information report writing. CDPS’s spelling continuum is underpinned by pedagogy as outlined in Anne Bayetto’s Spell, Record, and Respond. As explained by Bayetto (2011), Listening, speaking, reading, writing, and spelling are intertwined and nourish each other. To communicate through writing, students must apply both oral language skills, for example,  knowledge of syntax and semantics, and reading skills, for example, sounds of letters in words. In addition students must be able to think about and organise a topic, spell words, and legibly produce letters. CDPS spelling programmes are based on spelling lessons each day. Every student receives a differentiated spelling programme based on spelling needs determined by Oxford Wordlist assessments, Monster Spelling assessments, or words taken from independent writing and theme words. Also at CDPS they use a flow lists of words not fixed lists of words. This means that each student’s words stays on a student’s list until they can spell, read and put the words into an understandable context. This is observed through each student only given three words at a time based on the approach of less words and more learning activities. These activities allow children to complete the activities with their spelling words through multiple intelligent activities, giving all children the opportunity to work in their preferred learning style and creating the understanding and knowledge of the words that they are learning. A phonics programme has also been strongly recommended and supported by the school-based Speech Pathologist from Flinders University and has proven to be highly effective in improving reading amongst Junior Primary classes. This is achieved by teachers following the implementation of the phonics programme and through this programme teachers are continually bringing back a focus of literacy to apply this knowledge whilst reading together as a whole class or as independent readers. As explained by Dymock (2007), teachers play an important role in assisting students to develop a good understanding of text structure awareness. Through teachers using good instructional guidance, it can be the most powerful means of promoting the development of proficient reading comprehension and developing reading problems. 4. Instructional Procedure, Grouping and Differentiation Strategies At CDPS, students practice through explicit team orientation in the classroom and draw on various cooperative learning strategies. These can be seen by the teacher as supportive ways for group work, ability levelling, shared learning, and to create a fully collaborative approach to each student’s learning. Through these practices it can also enable the teacher to become facilitators rather than indoctrinators. As explained by the teacher, students share reading as a whole class. This enables the teacher to introduce a new text, giving students time to discuss as a whole group about the text and their ideas enabling the teacher to further identify where students needs for further clarification of the new text. Guided reading groups are differentiated to provide an explicit teaching and learning session. This gives students a targeted focus specifically to the level of what the group is working at. Through guided reading it allows the students to focus on reading and comprehension strategies. Also peer reading session are set up with Year 7 students to support the students with their reading. These sessions give the students time to observe strategies that other students use and time for them to discuss the different strategies that they use whilst reading. Levelled readers are also sent home with students for the practice of independent reading and a vocabulary wall is displayed with specific text that the students have discovered through Accelerated Literacy lessons. These lessons are through explicit teaching ways of talking, viewing, thinking, reading, writing and spelling. As outlined by Cooper, Roth, Speece, Schatschneider,(2002) children progress through a period of emergent literacy during which they develop the rudimentary skills, knowledge, and attitudes that prepare them for the acquisition of conventional literacy. There is also a word wall displayed for the students to look at and to encourage them to write and read independently. Also throughout the week students have times for silent reading and may chose a book of their choice to read giving them further time for independent reading session. Within the early years at CDPS, shared reading and writing is an effective literacy teaching strategy. This can be seen by the teachers through the holding of student’s attention as they are involved in the joint production of the text or whilst at the same time allowing the teacher to model the different aspects of the reading and writing processes. As outlined by Lane, Pullen, Paige, Eisele, and Jordan (2002), reading is a foundation skill for school learning and life learning the ability to read is critical for success in modern society. Learning to read is one of the most important events in a child’s school career. At CDPS, teachers attend fortnightly meetings at Professional Learning Committee’s (PLC’s). In these committees, teachers discuss what aspects of the curriculum they are teaching and share ideas and resources to support the genres and philosophies they are to follow within the school’s curriculum structure. As explained by the teacher differentiation at the present is made quite easy through Cooperative learning systems. At the moment, table groups are based on behaviours and cohesion. As the students have settled, it has become possible to group student’s base on their ability and to pair up high and low functioning students. 6. Assessment Tools At CDPS assessment tools are whole-school based and has been written into the school’s curriculum genre mapping. These assessments include: Running Records; Oxford Word Lists in both Writing and Reading; Screen for Phonological Awareness test (SPA); Language Concepts; Text Orientation and Name Writing. As stated by Harris, Turbill, Fitzsimmons and McKenzie (2006), assessment and evaluation is a vital part of the teaching and learning cycle that forms the basis for a range of decisions that impact within the learning culture. Once this data is collected it is then analysed by the Intervention Team and student’s needs are planned for. All students data is kept on computerised spread sheets and hard copies are also placed into student’s portfolio folders, which stay with the student for the time they are at the school. These portfolio folders are forwarded onto the next class teacher at the end of each year to assist the teacher with planning appropriately for individual students. Student learning and understanding is also assessed both in the midst of lessons verbally as well as after by using a rubric. As explained by the teacher, though these types of assessments, it can give the best feedback to the students on what they need to work on and what their strengths are. As explained by Campbell Green (2006) teachers that primarily assess and monitor the literacy development of their students in a professional manner can reflect the complexities of their literacy. Assessments should also be used to help students take ownership and control over their learning. This gives students the empowerment that is necessary to establish their own purpose for reading and learning. 6. Classroom Resources and Learning Environment Resources are planned during Professional Learning Committee’s (PLC’s) in  conjunction with a team of teachers at a similar teaching level, for example Junior Primary, whereby the aim of these meetings is to discuss planning, share resources and where alignment amongst teaching is made. Generally as a rule, all of the resources that are made by the teachers stay with the teachers, unless they are specifically made resources to target a particular curriculum area. Then these items would be catalogued through the library system for anyone to borrow and use. If a teacher is making their own resources they would generally display these for children to use at specific times of teaching. For example, if students are learning the Alphabet teachers would have picture cards made up for student to look at, order and read. They would also have the Alphabet displays throughout the classroom for visual aids and reminders of what it looks like. As outlined by Harris, Turbill, Fitzsimmons and McKenzie (2006), resources are what learners are immersed in and the source of most of the demonstrations of how language is used and structured. Also as explained by the teacher books for a classroom library would be selected by all students of the class. This was done as a theme based approach at the beginning of the term. For example books that would be about bears had to be found and they all had to find 2 books each. These books then were brought back to the classroom and placed in the library corner on the shelving at student’s height. The teacher also explained that the positioning of word walls and text posters within the classroom were placed at student’s eye height so students could look at, see and read. The reading corner or quiet area that was created was an area where students could go and look at books without the constant interruptions of other students at their desks. There was also a common ruling in this area that voices where to be kept at a whisper. This enabled students to either read for enjoyment or just to browse and relax. 8. Evaluation With all of this in mind I believe literacy is more than an individual act of mean making and language used, it is a social act as well. When students read or write, they bring not only their own personal experiences, but also the experiences of the various social groups in which they hold membership too. As students learn to read or write, they often cannot focus on everything they have to do at the same time. For example, a certain text that they are reading they can read but not comprehend. I believe that the programmes and genre mapping that teacher’s use at CDPS supports Literacy and Phonological awareness amongst their students. It provides and exposes the students to structured Literacy lessons that would be most effective to their reading and writing learning. The support from the teaching staff at CDPS is of high standards and the Speech Pathology program running from the school is one of high standards. It has the best interests of student across both sites. Appendix  The following questions were for a teacher that was asked of them during a one to one interview in relation to how does a teacher teach reading. 1. Beliefs in relation to teaching literacy: What are your beliefs and philosophies in literacy in relations to students learning to read and you teaching reading? 2. Selection of Curriculum Content: How do you as a teacher decide what content of the curriculum you teach within literacy? What areas are you focusing on with your students at present and why? 3. Instructional Procedures: As a teacher what strategies do you choose to teach your students to read and why? What areas of literacy do you currently focus on and how are these displayed with/for your students? 4. Grouping Strategies: How do you as a teacher decided on literacy groups for your students and what diversity strategies do you employ with your students during these times? 5. Assessment Tools: How do you decide on what assessment strategies you use, what methods you use or would be used to assess your students for literacy learning? How do you keep students records once assessments are finished? 6. Classroom Environment: What is the theory behind setting up your classroom literacy resources for your students as displayed? Diagram of the classroom References Bayetto. A. , (2011), Spell, Record, Respond. Moving from assessment to instruction. South Melbourne, Vic. : Oxford University Press Campbell, R. Green, D. (Eds. ) (2006). Literacies and learners: Current perspectives. Frenchs Forest, NSW: Pearson Education Australia. Cooper, D. H. , Roth, F. P. , Speece, D. L. , Schatschneider, C. (2002). The contribution of oral language skills to the development of phonological awareness. Applied Psycholinguistics, 23, 399-416. Dymock, S. (2007). Comprehension strategy instruction: Teaching narrative text structure awareness. The Reading Teacher, 61(2), pp. 161–167. Harris, P. , Turbill, J. , Fitzsimmons, P. , McKenzie, B. (2006). Reading in the primary years (2nd ed. ). South Melbourne, Vic. : Cengage Learning Australia. Lane, H. B. , Pullen, P. C. , Eisele, M. R. , Jordan, L. (2002). Preventing reading failure: Phonological awareness assessment and instruction. Preventing School Failure, 46(3), 101. Makin, L. , Diaz, C. McLachlan, C. (Ed. ). (2007). Literacies in childhood: changing views, challenging practice. Marrickville, NSW: Elsevier Australia.

Twister :: essays research papers

Twister The movie that I watched was called Twister. It is a movie that is about the study of tornado's and a story of one of the actors lives called Joe. As a little girl, Joe's father was killed by an F-5 tornado( This is the largest size tornado possible). The movie begins with the actual death of Joe's father in 1969. After the tragedy, time is moved on to present day and into the field where Joe is with a group of scientist's called the Chaser's. Joe is presently married to a man called Bill. Bill is on the way to the field to get some divorce papers signed by Joe so that he can marry again to a woman named Melissa. Joe has put together a tornado studying device called Dorothy. Dorothy is a big canister filled with hundreds of little censors that fly up into the tornado and measure the size and wind velocities all at the same time. The only way that the Chaser's can make it work is if they put it in the damage path of the tornado. Joe is going to surprise Bill with Dorothy because he is the one who actually thought up the design, and at the same time has purposely not signed one of the papers. Bill finally arrives and asks Joe for the papers. Joe hands Bill the papers and acts like everything is okay. Bill looks through the papers and finds the paper not signed, and Joe acts as if she never say the paper and begins to read it. Bill becomes frustrated and just as She is about to sign one of the chaser's yells out " there is a tornado about thirty miles away". Joe and her team suddenly run to their cars and take off toward the area where the tornado is. Bill is left standing there and realizes that the papers were not signed. Bill gets into his truck with Melissa and proceeds to follow the chasers. He is following and looks in his mirror and can see a competing group of chasers and is runoff the road and busts a tire. Bill catches up with the group at a little gas station that happens to have a tire repair place across the street. Bill is standing in the road and realizes that the other groups leader is a old partner named Jonas. Jonas had gone out and found some corporate sponsors and doing so stole Bill's design of Dorothy and has just named it something else. Bill is totally outraged and tries

CQ3 level 3 unit 8 health & safety Essay

Explain how to access additional support & information relating to health & safety? There are many ways to access different sorts of support and information in relation to the health and safety if it is needed. You could seek additional support and information by talking to the manager within the home or you could talk to your supervisor. You could discuss these matters with more experienced work colleagues who could give you extra information on health and safety. Outside organisations will also help with understanding of the correct to adhere to the rules  define a hazard. A hazard is something that can cause harm, eg electricity, chemicals, working up a ladder, noise, a keyboard, a bully at work, stress. Basically, a hazard can cause harm or adverse effects Define a Risk: A risk is the chance, high or low, that any hazard will actually cause somebody harm Risk is the chance or probability that a person will be harmed or experience an adverse health effect if exposed to a hazard. Explain why it is important to assess health and safety risks. A risk assessment is an important step in protecting your workers and your business, as well as complying with the law. It helps you focus on the risks that really matter in your workplace – the ones with the potential to cause real harm. In many instances, straightforward measures can readily control risks, for example ensuring spillages are cleaned up promptly so people do not slip, or cupboard drawers are kept closed to ensure people do not trip. Risk assessments are important as they reduce the risks of accidents and ill health to you and your employees that could be very costly both physically and financially. Explain the steps to carry out a risk assessment. Identify the hazards. Consider how people may be injured in the workplace. Be pro-active and examine the potential hazards, whether they are short or long-term. Also ask for the views of employees and their representatives, and read the accident book and the sick records for anything related to a work-based danger.  Establish who might be harmed and how. Before managing a risk, discover the affected groups, and determine the ways in which they might suffer injury. For example, the company’s data input team might have problems with eye strain from staring at computer monitors all day. Evaluate the risks; decide on precautions. At this stage, it is acceptable to work to a standard that is â€Å"reasonably practicable†. To make the task easier, however, find out what the industry regards as good practice. By comparing a workplace to good practice benchmarks, it becomes easier to match precautions to risks Record and implement findings. Write down the results of risk assessments and communicate these to staff. Employees are then more likely to understand and support any necessary changes. Review the assessment and update if necessary. Ideally, review risk assessments annually. Also consider revising an assessment whenever there is a significant change to any potentially hazardous procedures. Write a risk assessment for the use of a hot food trolley when it is brought out of the kitchen to the dining area before meals.  How to reduce risks using the guide of 5 steps? (pretty much answered in the previous question! Explain how to address potential health and safety risks that you have identified in your workplace (include records). 2.1 Explain why it is important to assess health and safety risks A. Reasons may include:  · to comply with legislation  · to prevent risks or reduce risks to a minimum  · to protect self, individuals and others from danger, harm or illness 2.2 Explain the steps to carrying out a risk assessment A; Steps to carrying out a risk assessment include:  · identify hazards  · evaluate risks · take precautions  · review risks  · report and record outcomes 2.3 Explain how to address potential health and safety risks identified A; Addressing potential risks may include:  · identifying associated hazards  · considering what safety measures are required to eliminate or reduce the risks  · considering whether new or additional safety measures can be put in place  · communicating these measures to others  · informing others of any serious risks  · co-operating fully with outside agencies 2.4 Explain how risk assessment can help address dilemmas between an individual’s rights and health and safety concerns A; Risk assessment can help address dilemmas by e.g:  · making the individual aware of the risks  · making the individual aware of the responsibilities employees and the employer have  · being used as the basis for safe working arrangements Q. 2.4 joe wants to smoke in his bedroom in the care home 2.5 Explain how to promote health and safety within the social care setting A; Promoting health and safety by e.g:  · taking reasonable care for own and others’ health and safety  · reporting and recording potential and actual hazards and risks  · participating in health and safety training  · complying with health and safety instructions and procedures 3.1 Describe the common types of accidents and sudden illnesses which may occur in your workplace. Accidents may include:  · falls  · burns and scalds  · slips and trips  · swallowing a hazardous substance 3.2 Explain procedures to be followed if an accident or sudden illness should occur Procedures to be followed may include:  · recording and reporting of accident or illness with full details must be made  · registered person must submit notification to CQC and HSE  · individuals’ next of kin must be informed 3.2 first aid etc Report the accident or sudden illness to the line manager. Record in log book and give full details in an accident/incident form to be submitted to branch manager. 3.3 Explain why it is important for emergency first aid tasks only to be carried out by qualified first aiders Reasons may include:  · to comply with health and safety legislation  · to preserve life  · to minimise the consequences of injury and illness  · to treat injuries and illnesses effectively 3.4 Explain the consequences of failing to follow emergency first aid procedures Consequences may include:  · possible fatalities  · could delay recovery  · injury or illness could  · become worse  · failure to comply with legislation and workplace procedures 4;1 infection control section These are the routes of transmission for diseases: – the air – Down the respiratory tract into the lungs. Coughs, cold, influenza and other common airborne infections are contracted in this fashion. – urine and feces Up the urinary and reproductive systems. The infectious agent may remain localized or may enter the blood stream. Sexually transmitted diseases most commonly infect the genitals. HIV, the AIDS virus, is carried in bodily fluids and can be transmitted in saliva, seminal fluid, or blood. – blood – saliva – Down the digestive tract. Food, drink or other infected products can be swallowed and infect the stomach or bowels. Most people have experienced an ‘upset stomach’, which reveals itself in the form of diarrhea and or vomiting. – skin – Breaks in the skin. One of the many functions of the skin is to act as a barrier against infection. Anything that penetrates the skin, or for that matter the mucous membrane that lines the mouth or nose, provides a route for infection to enter. Typically, bites, scratches, puncture wounds by needles etc increase the risk of infection. – drainage, such as nasal mucus or pus from open sores Person-to-person A cold can be caught by shaking the hand of a person who has a cold and who has just used their hand to wipe their dripping nose. The mucus from the nose will be teeming with cold virus particles such as the rhinovirus, which causes one third of colds in adults. Once the cold virus particles are on the hands of the second person they are contaminated and the virus can be transferred into their nose by their fingers. Contaminated blood or other bodily fluids Hepatitis B and HIV can be spread through sexual intercourse or sharing used syringe needles contaminated with infected blood. Saliva A cold or the flu can be caught from the saliva of an infected person when you kiss them. Air Measles, mumps and tuberculosis can be spread by coughing or sneezing. A cough or a sneeze can release millions of microbes into the air in droplets of mucus or saliva which can then infect somebody else if they breathe in the infected particles. Food Microbes need nutrients for growth and they like to consume the same foods as humans. They can get into our food at any point along the food chain from ‘plough to plate’. Therefore great care must be taken at every stage of food production to ensure that harmful microbes are not allowed to survive and multiply. If they do they can cause the unpleasant symptoms of food poisoning such as sickness and diarrhoea, when the contaminated food is eaten. Microbes can be spread from one food to another during the preparation process, for example by unclean hands, or dirty kitchen utensils, and cause illness when those foods are eaten. This is known as cross-contamination. Water Some diseases are caused by drinking water that is contaminated by human or animal faeces, which may contain disease-causing microbes. Clean water, hygiene and good sewerage systems prevent the spread of water-borne diseases such as typhoid and cholera. Insects Insects are responsible for spreading many diseases. Malaria is spread from person to person by certain species of female mosquito carrying the protozoan Plasmodium falciparum. The parasite enters the human host when an infected mosquito takes a blood meal. Bubonic plague (Black Death) is a bacterial disease of rodents caused byYersinia pestis. It can be spread to humans and other animals by infected rat fleas. People usually get plague from being bitten by a rodent flea that is carrying the plague bacterium. Insects can also transmit pathogens to food; house flies are very good at spreading Salmonella and E.coli O157. They feed on faecal waste and transfer microbes from their feet and other body parts to food. The microbe does not invade or multiply inside the fly. Fomites This is a non-living object such as bedding, towels, toys and barbed wire that can carry disease-causing organisms. The fungus Trichophyton that causes athlete’s foot can be spread indirectly through towels and changing room floors. The fungus thrives in the damp warm environment found between the toes. The skin between the fourth and fifth toe is usually affected first. A flaky itchy red rash develops. The skin becomes cracked and sore and small blisters may appear. If the infection is left untreated it can  spread to other parts of the body. Entry of infection into human body A human with an infection has another organism inside them which gets its sustenance (nourishment) from that person, it colonizes that person and reproduces inside them. Organisms may enter the body in one of three ways. The digestive tract – swallowed in food or water. The respiratory tract – breathed in the air. The skin and mucus membranes – through a wound, weakened surface or injection. Explain the following prevention methods†¦ A) Hand washing†¦B) Own personal hygiene†¦C) Encouraging the individual’s personal hygiene Types of PPE Used in Healthcare Settings †¢ Gloves – protect hands †¢ Gowns/aprons – protect skin and/or clothing †¢ Masks and respirators– protect mouth/nose – Respirators – protect respiratory tract from airborne infectious agents †¢ Goggles – protect eyes †¢ Face shields – protect face, mouth, nose, and eyes Explain own role in supporting others to follow practise that reduce the spread of infection. It is my responsibility, together with my colleagues to protect ourselves from the risk of infection according to the Health & Safety at Work Act 1974. Everyday practice would include being aware of and implementing policies & procedures, reporting hazards & potential risks, maintaining clean & safe working environments, attending training updates, keep up to date with necessary immunisation and maintain our own personal hygiene. As someone who has direct, day-to-day contact with patients, carers, relatives and other staff, you have a crucial part to play in infection control in your workplace. Identifying when a patient is at risk of acquiring an infection and knowing how to prevent it are key roles for you. To do this effectively, you need to have the necessary knowledge and skills concerning infection control and prevention and the competence to implement them in practice. Describe the main points of the legislation which relates to moving and handling. Main points may include:  · avoiding hazardous manual handling  · conducting a full risk assessment of load, task, environment and individual Manual Handling Operations Regulations (MHOR), 1992  · reporting immediately any difficulties The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR)  · adhering to agreed working practices Management of Health and Safety at Work Regulations 1999  · using equipment correctly Lifting Operations and Lifting Equipment Regulations (LOLER) 1998 Provision and Use of Work Equipment Regulations (PUWER) 1998 The employer’s duties:  ·Avoid the need for hazardous manual handling as far as is reasonably practicable.  ·Assess the risk of injury from any hazardous manual handling that can’t be avoided.  ·Reduce the risk of injury from hazardous manual handling, as far as reasonably practicable The Employee’s duties:  ·Follow appropriate systems of work laid down for their safety.  ·Make proper use of equipment provided to minimise the risk of injury.  ·Co-operate with the employer on health and safety matters. If a care assistant fails to use a hoist that has been provided, they are putting themselves at risk of injury. The employer is unlikely to be liable.  ·Apply the duties of employers, as appropriate, to their own manual handling activities.  ·Taking care to ensure that their activities do not put others at risk. Explain how following principles for safe moving and handling protects those in the social care setting from injury or harm. Protection may include:  · reducing the risk of injury  · identifying whether there is a hazard or risk  · giving an opportunity for alternative working practices e.g. use of a different type of moving and handling aid Explain situations that may require additional supports necessary for moving and handling. Situations may include:  · if working environment is cramped  · if an object or load is heavy  · if an object or load is unstable or awkward

Ethnicity, Race and Culture: Austria

Essay Topic I: Ethnicity, Race and Culture: Austria Austria is not a big country; it’s ranked on 115th place in total area and 92nd in total population. But not so long ago the Austrian-Hungarian Empire was one of the â€Å"big players† by the end of the 19th century in Europe. That Empire has been a mixture of many different and strongly varying cultures and ethnicities, which remains as one of the reasons why it probably fell apart and got divided into different nations.So what is it now, that makes an Austrian an Austrian and why is he so much different than somebody from Hungary, Czech Republic or Germany; this is the main topic of this essay. The first part of the essay will give a short overview of what ethnicity, race and culture in general stands for. Therefor I will give a short introduction about these topics and try to explain how they are used today.Later on, my focus and the main part of this work will include aspects in which Austrian Culture influences pe ople (in Austria and in general) and try to find answers to the question: â€Å"What is typically or specific for the Austrian culture and the national identity? â€Å" To make this essay a little bit more thought-provoking, I will divide the main part into two parts. The first will consist of features which I perceive from being an Austrian citizen; the second part will attempt to give an indication of features that caught the attention of people who were not born or raised in Austria.Before I start with my major writing, first a short anecdote about the Austrian dialect, which is, let us say, an indicator for Austria’s culture and race: â€Å"The Austrian dialect is about as pretty because the talk resistant changes between self-indulgence and pulling oneself together back and forth play. It thus allows an irreplaceable wealth of right projecting temper. † This short quote from the German author and poet Christian Morgenstern gives already very precise and helpful â€Å"informations† about culture in Austria.To understand what the author was trying to say with this quote you have to appreciate the remarkable gap that lies in between Austrian and German culture. Even though most people in the world (if they even know where Austria is located! ) think of Austrian Culture as a very similar to the German culture, which might be not even so far away from the truth but indeed, there are important and noteworthy differences. One of them is that Austrians can be projected with the adjectives â€Å"cozy†, â€Å"comfy† and â€Å"unhurried† compared to the adjectives Germans are illustrious for in the world, such as â€Å"detailed†, â€Å"precise† and â€Å"hardworking†.From my point of view it is quiet right to say that a big part of the Austrian Culture lies somewhere in between, and that is what Christian Morgenstern was trying to say with his quote. But before I go too deep, let us start from the very beginning: What is culture? Well, this is not an easy question to answer because there are various definitions for this word. I will state here two different definitions of culture. Geert Hofstede defined a very common set of models for international cultures.For him culture â€Å"is the collective programming of the human mind that distinguishes the members of on human group from those of another. Culture in this sense is a system of collectively held values. † (Hofstede 1990, p. 20) Whereas Edgar Schein, who was written one of the best and informative books on organizational culture, defines culture â€Å"as the deeper level of basic assumptions and beliefs that are shared by members of an organization that operate unconsciously and define in a basic `taken for granted? fashion an organization’s view of itself and its environment. † (Schein 1994, p. 7) From these two definitions it is already quite obvious that culture has very much to do with groups. A basic need of groups is the ability to communicate, both at a superficial level (for which ordinary language largely suffices) and also at a deeper level of meaning. At this deeper level, words, actions and things can become filled with special and specific meaning for the group, such as group-specific jargon and language, rituals for greetings, meetings and other group processes and last but not least artwork and artifacts that symbolize and remind the group of their history (cf.Schein 1994, p. 24;25). And Austria has a long history with a rich tradition. Austria’s geographical location at the crossroads of Europe determined its historical multiethnic makeup. As Austria is comprised with nine provinces and bordered by eight countries with their own distinctive cultures, the people of each province tend to be different. Surrounded by so many other cultures, Austria has often been subjected to cultural â€Å"invasions†, which are the source of the differences among the provi nces. Another source of the diversity is the Alps, which cover 62 percent of the country.The distinctions also occurred because different groups settled in Austria. In addition to the Celts, Romans, Hungarians, and Germanic groups, many groups from central Europe arrived during the Middle Ages. Now we have defined Austria’s conditions of culture and its heritage. Let us move to the next important topic: â€Å"National Identity†. According to the Stanford Encyclopedia of Philosophy, identity is defined as â€Å"those attributes that make you unique as an individual and different from others† or â€Å"the way you see or define yourself†.Identity can therefore be seen as the positioning of the â€Å"self† as opposed to the â€Å"others†. This concept refers to individual rather than to collective identity and may be determined by the gender as well as the territorial, cultural, social, religious, ethnic, linguistic and national identity (cf. Sm ith 1991, p. 15). Going beyond individual identity to collective identity and approaching the concept of national identity, the definition gets more complex. It is not about identifying a single individual, but about detecting characteristics of a whole center of population.In another approach, the second construct, the nation can be defined as â€Å"an extensive aggregate of persons, so closely associated with each other by common descent, language, or history, as to form a distinct race or people, usually organized as a separate political state and occupying a definite territory† (The Oxford English Dictionary 1933, p. 30). So now we have well-defined the terms culture and national identity and these definitions leave very much space open to examine the Austrian lifestyle and culture. Therefor it is very difficult to answer questions like â€Å"What is typically Austrian? † without generalizing excessively.The struggle lies in the problem, that if you have grown up i n a place, you perceive many things differently than foreigners would and, which makes the situation even more complicated, you don’t notice things foreigners might consider odd. To me, the situation is a little bit easier; I was born in Croatia and moved to Austria when I was 5 years old, so I am able to take both sides of observation, the inside and the outside. My first part of observation about the â€Å"Austrian soul† precedes me to the baroque and catholic legacy that, I think, goes hand in hand with Austrian Culture and National Identity.This means that Austrian society is strongly influenced by a baroque, Catholic tradition that is fairly subtle in terms of actual religious life (only 7 percent of all Austrians attend a weekly service, which is Western-European standard; in Poland it is 20 percent, in the United States of America 40 percent! ). Nevertheless, the tradition of strong family ties, opulent architecture, food and feasts, as well as celebrations and ceremonies is something I see as concerned with the Catholic legacy of the country.Formality and certain ways in which you engage with people socially is very hierarchical and much stricter regulated than in English speaking countries. Families receive significant public benefits for staying with newborn babies for two years and employees are required to secure a mother? s (or father? s, but that is still very uncommon in Austria) job for three years. This leads directly to the very next shaping factor in Austria, the socialist tradition. The socialist tradition of the country is mostly based on the reforms of the1970ies.Education is more or less free from primary school to university (when a conservative government started charging about 700 Euros in fees per year, there were many demonstrations all over Austria). Health care is public. Transportation, culture and arts, libraries and other infrastructure is heavily funded by the public. That has significant social implications: Aus tria? s university graduates are among the oldest in Europe (in 2005, the average age of receiving the first degree was 27) and its retirement age is among the lowest. For several years, the political trend is to cut the social system down and liberalize the country economically.Many Austrians find the sheer thought of responsibility and initiative distressing, though. Austrians also have a reputation for being conservative and xenophobic, especially Germans like to think of us as a hostile, grumpy bunch (which we might well be with respect to Germans). The political spectrum of Austria is in fact shifted slightly to the right compared to Germany: The German conservatives are the â€Å"rightest† party, whereas Austrian populists standing clearly right of the conservatives have pioneered populist political movements in Europe.To understand this, I think it is necessary to distinguish between political contents on one hand and political style on the other. In terms of actual co ntent, the rightwing populists of Austria (and of other European countries) are not necessarily more radical than the Tories in the UK or even the democrats in the US. In terms of style, Austrians have very little constraints when it comes to being straight-forward and public statements are often made by Austrians that would be regarded as being highly politically incorrect in many other countries, despite of being wide-spread views.Another mechanism that came up my mind while writing this essay is that Austrian people have original views in foreign things. I think that there are several reasons for this. Partly it? s the Austrian mentality to rant openly about whatever bothers you. Partly – especially with rightwing issues – it is also that Austria defined itself with the aid of Western nations as the first victim of Nazi Germany, completely failing to acknowledge the role as a major culprit, which it also had, until into the 1980ies. There was much less of a progress ive turnover than in Germany after the war.But the key-question remains: Are Austrians more xenophobic, racist, Semitic than the rest of Europe? Drawn from own experiences and those of friends from other countries, I would say â€Å"most likely not†. As everywhere, cities are more open and cosmopolitan than rural communities. As everywhere, education makes people more tolerant. But just because it is quite likely to hear from an Austrian a grumpy complaint about Eastern-European burglars, Turkish youngsters molesting people on the street or Nigerian asylum seekers selling drugs does not mean that such stereotypes don? t exist in other countries.Enforcing political correctness (socially or legally) fights symptoms, not causes. In terms of causes of intolerance, I don? t think that Austria is doing significantly better or worse than other Western countries. And the openness in talking about pretty much anything will at least allow you to listen to people and get a direct handle on what they honestly think. Another important aspect of the Austrian culture and its soul is the priority of domestic life. Austrians love to build, repair, extend, maintain, refurbish or modernize their houses. They also love gardening and spend ours in garden centers. Houses and gardens are important social stages for dinner parties, BBQs or occasionally just staying in and watch TV. Garden-culture is something you find everywhere in Europe, the obsession with house-building and fixing is a more continental or even Germanic manner (a variation of the same principle is â€Å"washing the car†). The priority that homes and families have for Austrians might contribute to the stereotype of the bourgeois mountain people. Speaking of mountains: The natural beauty of the country gave rise to a pronounced outdoors culture.Mountaineering, skiing, rock climbing, paragliding, cycling, skiing, camping, skiing, swimming, just strolling and – of course – skiing are really big in Austria and we love to spend our weekends climbing pretty much any hill-resembling thing pointing out of the landscape. Then we sit on top of it, drink beer and watch the valleys. From my point of view, I don’t think there? s a rational reason why we are doing this. A colleague of mine once tried to explain it with a nation-wide UV light addiction; others think it? s coffee and â€Å"Red Bull† that drive us up the hills.Probably all nonsense. In the end, and I am only guessing here, we climb mountains simply because we can. This was the first part as to give my perspective of what is typically Austrian from the view of an Austrian. My next part should be seen as a form of an outside view of how Austrian people and their behavior are seen in the rest of the world. However, I am often amused by the little things that foreigners notice as typically Austrian. Having grown up in the country myself, I often take things as natural or granted that are somewhat odd to an outsider? s eye.From talking to people that have been to this country before, I have learned about the Austria-specificity of a range of features. Long conversations with a friend from Germany revealed a lot of Austrian culture to me that I had previously been unaware of. This included one of his observations on the way people in Austria attribute certain habits and features to the origin on a person: If somebody is Tyrolean, he is expected to like hiking, be conservative and hate Italians. Carinthian accents are immediately associated with ski- and surf-instructors, alongside with their stereotypical courtship behaviors.If somebody acts provincially in Vienna and it turns out that he is Upper Austrian, everybody goes â€Å"Ah, that? s why†¦Ã¢â‚¬ . According to my friend, the â€Å"tribal affiliation† of the Austrians is much more pronounced than in Germany. Something that I have been already aware but not considered as typically Austrian is the love to their titles a nd degrees. Austria has an impressive list of 819 titles and degrees. Many people get their title or academic degree included in their passports and they even a master (â€Å"Magister†) degree is written before the name.Most titles are used instead of a name when referring to a person directly, for example â€Å"Herr Magister† or â€Å"Frau Doktor†. Recent years saw the arrival of the Anglo-American â€Å"MA†, â€Å"PhD† or other â€Å"new† degrees. Most elderly Austrians are confused by these and try to translate them. This leads me to my last feature of Austrian behaviors that I concluded while talking to foreign friends of me. If you ask Austrians about an upper-class, it is likely that they will look at you somewhat confused and refer you to the wide middle-class and the longstanding socialist traditions that effectively eliminated at least the most pressing poverty.Upper-class as a concept is something strange to Austria – and ye t there are few countries that have a stronger correlation in education or income and life expectancy, income of children, social status, and so on, than the German-speaking countries. I am always fascinated how well the upper-class is ignored in Austria and yet maintains its behavioral and social rituals that often date back to the days of the monarchy. If an Austrian tells you that there is no real upper-class in this country, ask how many friends he has that went to one of Vienna? international schools; ask about the last time he went to the Salzburg Festival; if he would feel comfortable dining and using the correct cutlery in one of Salzburg? s top-restaurants; or if he has heard of the â€Å"Adelsclubs† of Vienna (associations for Austria? s ex-nobility). Austria has a long history with a long tradition. For the development of Culture and National Identity this is a very significant aspect, also when talking about what is typically for Austrians. Even to myself, as I al ready ive here for 20 years, there are facets about the Austrian culture that have not been revealed to me so far. Through attending numerous sociological classes and talking to friends from Austria but also from foreign countries, I was able to get a profounder and closer look on what makes an Austrian an Austrian and that there are reasonable explanations for certain aspects and behaviors. This will be important for further investigations, because I think that Austria’s culture (and every culture worldwide) is just about to experience major changes.Factors like immigration, migration and especially the immense changes we are going through thanks to globalization and all the issues that come with it, will show if historically grown cultures have the capability to survive such a thriving and lavish lifestyle, as we are experiencing right now in the western Words: 2. 965 Words: 2. 965 hemisphere. References: Austrian Culture. Hephaestus Books, 2011 Brown, Andrew;  Organizati onal Culture. Pitman, London, 1995 Culture of Austria-Hungary. General Books LLC, 2010Lichtenberger Elisabeth; Austria: Society and Regions. Austrian Academy of Sciences, 2000 Schein, Edgar; Organizational Culture and Leadership. Jossey-Bass Psychology Series, 1994 [Paperback] Simpson, John; Weiner, Edmund; The Oxford English Dictionary. Oxford University Press, 1989 Stein R. Conrad; Austria. Enchantment of the World Series. Children’s Press, 2000 Stanford Encyclopedia of Philosophy Available from: http://plato. stanford. edu/entries/Nationalism [Accessed April 2012] Culture and quality: an anthropological perspectiveAvailable from: http://intqhc. oxfordjournals. org/content/16/5/345. full [Accessed April 2012] Wikipedia, Austria, last modified on 21 April 2012 Available from: http://en. wikipedia. org/wiki/Austria [Accessed April 2012] ——————————————– [ 1 ]. Wikipedia, Au stria [ 2 ]. Christian Morgenstern, German author and poet (1871-1914) [ 3 ]. Brown, Andrew,  Organizational Culture. Pitman, London, 1995 [ 4 ]. Schein, Edgar, Organizational Culture and Leadership. Jossey-Bass Psychology Series, 1994 [ 5 ]. Wikipedia [ 6 ].Lichtenberger Elisabeth; Austria: Society and Regions. Austrian Academy of Sciences, 2000 [ 7 ]. Stein R. Conrad; Austria. Enchantment of the World Series. Children’s Press, 2000 [ 8 ]. Lichtenberger Elisabeth; Austria: Society and Regions. Austrian Academy of Sciences, 2000 [ 9 ]. Austrian Culture. Hephaestus Books 2011 [ 10 ]. Austrian Culture. Hephaestus Books 2011 [ 11 ]. Culture of Austria-Hungary. General Books LLC 2010 [ 12 ]. Culture of Austria-Hungary. General Books LLC 2010 [ 13 ]. Culture of Austria-Hungary. General Books LLC 2010

Reflections, Translations, and Rotations on SAT Math Coordinate Geometry Guide

Reflections, Translations, and Rotations on SAT Math Coordinate Geometry Guide SAT / ACT Prep Online Guides and Tips If it's always been a dream of yours to shift around graphs and points on the $x$ and $y$ axes (and why not?), then you are in luck! Points, graphs, and shapes can be manipulated in the coordinate plane to your heart's content. Want to scoot that triangle a little to the left? Flip it? Spin it? With reflections, rotations, and translations, a lot is possible. This will be your complete guide to rotations, reflections, and translations of points, shapes, and graphs on the SAT- what these terms mean, the types of questions you'll see on the test, and the tips and formulas you'll need to solve these questions in no time. Before You Continue Reflection, rotation, and translation problems are extremely rare on the SAT. If you're aiming for a perfect score (or nearly) and want to grab every last point you can, then this is the guide for you. But if you still need to brush up on your fundamentals, then your time and energy is better spent studying the more common types of math problems you'll see on the test. Remember, each question is worth the same amount of points, so it is better that you can answer two or three questions on integers, triangles, or slopes than to answer one question on rotations. So if you've got everything else nailed down tight (or you just really, really like coordinate geometry), then lets talk reflections, rotations, and translations! What is a Reflection? Just like how your image is reflected in a mirror, a graph or a flat (planar) object can be reflected in the coordinate plane. It can be reflected across the x-axis, the y-axis, or any other line, invisible or otherwise. This line, about which the object is reflected, is called the "line of symmetry." Most SAT reflection questions will ask you to identify a shape that is symmetrical about a line that you must imagine or draw yourself. These questions should be simple enough so long as you pay attention to the details. For example, The diagram below shows the Greek letter pi. Each side of the figure is reflected identically about a vertical line of symmetry. Of the letters shows bellow, which has both a vertical and a horizontal line of symmetry? A. B. C. D. E. Now, we are being asked for a letter that has BOTH a vertical AND a horizontal line of symmetry (even though the example, pi, only has a vertical line of symmetry). If you are going too quickly through the test, you might be tempted to find the letter with only a vertical line of symmetry like the example picture. Doing this, however, would lead you to select the wrong answer choice. So, now that we know that we must find a letter that is symmetrical both vertically and horizontally, let us examine our options. You can either draw lines of reflection in your mind or on the page, but we will draw it out here. Let us test our options by first giving them a vertical line of symmetry. If they fail the vertical test, then they will automatically be eliminated, with no need to test if they have a horizontal line of symmetry. (Remember, we are looking for a letter that has both.) So let us draw a potential vertical line of symmetry through each of our answer choices, starting with answer choice A. We can see that rho does not have a vertical line of symmetry, as each half is not a perfect reflection of one another. We can eliminate answer choice A. Each half of gamma is also not symmetrical with the other half. We can eliminate answer choice B. Mu is symmetrical about itself vertically and if you were going quickly through the test, you may be tempted to stop here. But we know we must also find a horizontal line of symmetry. Mu does not have a horizontal line of symmetry, so we can now eliminate answer choice C. Eta, as well, has a vertical line of symmetry. Let us see if it also has a horizontal one as well. Success! Eta is symmetrical, whether the line of symmetry is vertical or horizontal. We can stop here, as we have found our correct answer choice. Our final answer is D. Nature showing off its coordinate geometry skills. Clearly. What is a Rotation? Objects in the coordinate plane can also be rotated (turned) clockwise or counterclockwise. Imagine that we can adjust the object with our hands- it will spin, while still lying flat, like a piece of paper on a tabletop. To rotate an object, we must pick a point to act as the center point for our rotation. This center point of our rotation does NOT have to be the center of the shape, however; there must always be a center to our rotation, but we can pick any point to act as this center. Let us look at a visual demonstration of this. First, let's look at a shape that has a center of rotation at the center of the shape itself. Now we can see how the movement of the object changes as the center of rotation shifts. Here, we have a center of rotation as a point on the outline of the shape. But though any point can act as a center of rotation, you will almost always be asked to rotate an object "about the origin." This means that the origin (coordinates $(0,0)$) will act as your center of rotation. The angle about which the object moves is called the angle of rotation. As we rotate an object, the angle of rotation will be: Positive when we move the object counterclockwise Negative when the object is rotating clockwise. A positive angle of rotation. A negative angle of rotation. Through both objects ended up in the same place, one was rotated +180Â ° and the other was rotated -180Â °. If you are asked to rotate an object on the SAT, it will be at an angle of 90 degrees or 180 degrees (or, more rarely, 270 degrees). These are nice numbers that evenly divide the coordinate plane into 4 parts, and each of these degree measures has a standard rule of rotation. Let us look at these rotation rules. Note: if you're a little shaky on the different quadrants of the $xy$-coordinate plane and where $x$ and $y$ are positive and negative, you should take a couple of minutes to read through our article on the four graph quadrants before going to the next section of this guide. Put your cudgels away and we'll prove we're not fakirs. Rotation Rules and Formulas You can determine the new coordinates of your point if you rotate your object by a certain angle about the origin. [Note: these formulas only work when rotating a point or a series of points about the origin- they will not work if rotating the object about any other center of rotation.] Each of the three degree measures- 90, 180, or 270- will shift the coordinates of your original point to a different, calculable, position on the graph. If rotating counterclockwise (a positive angle of rotation), you can use these rules to find your new coordinate points. For example, let us start with a set of coordinates at $(4, 6)$ and rotate the point. Here we have our original coordinates of $(4, 6)$ For 90 degree rotations: $(a, b)$ = $(-b, a)$ If our original coordinates of (4, 6) are rotated 90Â °, the new coordinates will be (-6, 4). For 180 degree rotations: $(a, b)$ = $(-a, -b)$ If our original coordinates of $(4, 6)$ are rotated 180Â °, the new coordinates will be $(-4, -6)$. For 270 degree rotations: $(a, b)$ = $(b, -a)$ If our original coordinates of $(4, 6)$ are rotated 270Â °, the new coordinates will be $(6, -4)$. (And, of course, a 360 degree rotation will bring you right back to the beginning at $(a, b)$ again!) If our original coordinates of $(4, 6)$ are rotated 360Â °, the new coordinates will be the same, $(4, 6)$. â™ ª You spin me right round, baby, right round â™ ª What is a Translation? If we continue to think of the shape as a piece of paper lying flat on a table (on the coordinate plane), a translation is the act of sliding it along the coordinate plane in a particular direction. The shape can be translated up or down (or both!) any amount of distance along the plane. It maintains its shape and bearing, but is simply located elsewhere in the plane. The way to notate that a translation is to occur is by saying: $T_{a,b}(x,y)$ This means that your final coordinates for this point will be: $(x + a, y + b)$ For example, What is the new point for $T_{-3, 4}(2, -6)$? A. $(-5, 10)$B. $(-1, 2)$C. $(1, -2)$D. $(-5, -10)$E. $(-1, -2)$ We know that we must add together our translated points to the corresponding $x$ and $y$ values of our original coordinates. So: $T_{-3, 4}(2, -6)$ $(2 + -3, -6 +4)$ $(-1, -2)$ Our new coordinates for this point are at $(-1, -2)$. You can see why this is true if we look at it on a graph. We are starting at the coordinates $(2, -6)$. Now, we are traveling -3 spaces along the $x$-axis and +4 spaces along the $y$-axis. By tracing this, we can find our new coordinates. Our final answer is E, $(-1, -2)$. Typical Reflection, Rotation, and Translation Problems Again, these types of questions are extremely rare on the SAT, and the odds likely that you will not see any reflection, rotation, or translation problems at all on your test. That said, there are three different types of reflection/rotation/translation problems that will show up, when they appear at all. These questions will be either a reflection, rotation, or translation questions about: #1: Points#2: Shapes in the coordinate plane#3: Function graphs Let's look at all three. Points Points are the simplest objects to be rotated, reflected, or translated, because there is only one component- the single point. Any point on the coordinate plane will have an $x$-coordinate and a $y$-coordinate, but you will still have far fewer moving parts when dealing with a point rotation than with any other kind of rotation, reflection, or translation. Shapes Shapes are slightly more complicated to reflect or rotate than points are for the sheer reason that shapes are made up of several points (and the lines connecting those points). This means that any shape rotation/reflection/translation will require more consideration and care, in order to make sure all your pieces are properly aligned. It is often much easier, when working with modified shapes, to map out the positions of the points alone. Don't worry about the lines- mark the proper position of the new coordinates for the points and the lines will sort themselves out. For instance, let us say that we must rotate a trapezoid +90 degrees. The particular question may ask you to find the slope of one of the new lines of the rotated shape, identify a new coordinate point, or anything else. But first, we must rotate our figure. The easiest way to do this is to simply map the new coordinate points according to our rotating rules. We know that a 90 degree rotation will transform all of our coordinates from $(a, b)$ to $(-b, a)$, so let's find them. Each given coordinate point will transform like so: $(1, 1)$ = $(-1, 1)$ $(3, 4)$ = $(-4, 3)$ $(7, 4)$ = $(-4, 7)$ $(9, 1)$ = $(-1, 9)$ Now we can simply connect the lines and find our new trapezoid, allowing us to answer any question we need to about it. Function Graphs Finally, function graphs can be reflected or translated just like shapes and points, though NOT rotated. (Why can't functions be rotated? If a function were rotated, it would fail the vertical line test and no longer be a function.) A reflected function. A translated function. Functions cannot be rotated! This fails the vertical line test and so is no longer a function. Function Translations We can either translate our function vertically (up and down) or horizontally (left and right), or a combination of the two. The way we do this is by modifying our inputs and outputs (for more on how functions work, including inputs and outputs, check out our guide to SAT functions.) We can translate our function up or down by adding or subtracting from our output. Adding to output translates the graph up. Subtracting from the output moves the graph down. On the other hand: Adding to the input will shift the graph left Subtracting from the input will shift the graph to the right Function Reflections We can also reflect our function about a line of symmetry along the $x$ or $y$-axis. Making the output negative makes the function reflect across the $\bi x$-axis (inverts it about the $x$-axis). Making the input negative makes the function reflect across the $\bi y$-axis. If this is a lot of new information for you, don't stress. These types of questions are, again, so rare that the odds are you won't see them on your test. Only try to memorize these rules if you feel comfortable doing so. Strategies for Reflection and Translation Problems Though no two reflection/translation/rotation problems are exactly alike, there are a few tips and tricks to follow for any kind you may come across. #1: Draw Your Own Graphs Especially when dealing with a problem that requires a reflection or a translation, it is always a good idea to take a moment to sketch out a graph of the object's old and new positions in space. This allows you to work with the problem on the page instead of in your head, which is especially useful if you are asked to find information other than simply identifying a new coordinate point (a feat in and of itself!). For instance, you might be asked to find the slope of a reflected line, or the product of two translated $x$-coordinates, or anything else the SAT might think of. Without making your own drawings and diagrams, it can be easy to become confused, fall for bait answers, and lose precious points. #2: Drill Your Rotation Formulas When working with translations or reflections, it is simple enough to draw your own picture and line up your corresponding points, but when it comes to rotations, it can be much harder to visualize the movement of the point or the object. Even when you've mapped out the original point, rotations are often much trickier than they appear. Unless you have a paper cut-out of your point, shape, or function and want to spend your time spinning your scratch paper around in circles, it's better to simply memorize your rotation rules for 90, 180, and 270 degrees. #3: Double-check, double-check, (triple-check) Rotations, reflections, and translations may seem simple (and, indeed, the underlying principles are not overly complex), but the difficulty in solving these kinds of problems is in just how easy it is to mis-map a coordinate point or two. Nothing is more frustrating than when you know how to solve a problem, but go too quickly or too carelessly and so get the question wrong. So make sure you double-check that you've properly shifted your coordinates before you bubble in that final answer. Test Your Knowledge 1. 2. The graph $y = f(x)$ is shown below. What could be the graph of $y = f(x + 3)$? A. B. C. D. E. Answers: E, A Answer Explanations: 1. If we draw an imaginary vertical line through every letter in the answer options, we can see that all but one are symmetrical about that vertical line. Only the letter E has a different shape to it on each side of the vertical line. Our final answer is E. 2. We know that adding to the input or output will shift our graph and translate it somewhere else. In this case, we are adding to the input, which, you'll recall, translates our graph to the left. We are making no additional changes, so its vertical position will remain unchanged. The only answer choice that shows us a graph that maintains the vertical position and is shifted to the left is answer choice A. Here is the starting position of the function. And here it is shifted to the left in answer choice A. Our final answer is A. Yay! You did it! The Take-Aways Though quite rare to see, the surprise rotation or reflection question can throw a wrench in the works if you are unprepared for it. But nothing the SAT can put on the test is insurmountable (and, indeed, the test is designed to give you opportunities to succeed). Once you've got your understandings down tight and know not only the difference between all your terms, but how to properly take down any kind of coordinate geometry question the SAT can throw at you, you will be well on your way to earning that perfect score. What's Next? You've taken on one of the more obscure SAT math topics, but have you made sure that you have a solid understanding of all the rest of the math topics the SAT will test you on? As always, it is better to get as many points as possible (as accurately as possible), so now might be a good time to catch up on your understanding of circles, triangles, and integers, both basic and advanced. Want to know two of the most invaluable math strategies? Check out our guides on how to use plugging in numbers and plugging in answers to make sense of some of the trickiest SAT problems out there. Looking to get that perfect score? Our team has your back with our guide to getting a perfect 800 on the SAT math, written by a perfect-scorer. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!