Easy And Difficult Works In Ed :: essays research papers

According to the article "When Does Education Stop?" it stated that a young man interviewed the author, James Michener, and bellyaching about composition a three thousand words paper which is about James& axerophthol8217 book. Because the young man sounded whimpering, James started to talk about his own grow of writing millions words paper. He mentioned that young people should realize that they live with to put m either efforts in order to achieve their goals. Also, men and women should know that they would locution the difficult tasks before they success. Besides, no college can educate people with all they want, and all they need in the future. Although people study literature, logic or account statement likely have a fewer job opportunities, these fields actually have more wide job opportunities in the future. In addition, the schools are not a relax place. In stead of it, these schools are the places to train people. Therefore, if professors do not give many works for students to study, they should quit those professors or schools and seek others who have harsh teaching rules.     The changes of the social structure caused people tend to learn the high technology instead of studying arts or literature. Some scholars esteem that people don&8217t know how to write a good paper, or a nice article because people think it&8217s too tedious that takes a lot of time to write, to research, and to edit. People love to look for material satisfaction, or participate with things which they are interested in. Therefore, they probably don&8217t want to spend much time to devote in studying. In my opinion, either having a lot of works or less works has it&8217s own advantages and disadvantages which depends on person&8217s own interests.     People usually get different conformation of benefits from various things, and it&8217s weighed down to determine which is better or not. According to the au thor, people avoid doing difficult tasks instead, they just complain about those works. The hard works can develop people&8217s own knowledge, and that can train their brains to think deeper. People will have better abilities to show the future problems. The more experience people have in college, the better performances they can achieve in the society for example, the biology students have to do a lot of lab works before they become a medical student even a doctor. If they don&8217t make any experiment before they become doctors, they probably will make many mistakes during the operation.

F. Scott Fitzgeralds The Great Gatsby :: essays research papers

Then wear the gold hat, if that will move her If you cease bounce high, bounce for her too, Till she cry Lover, gold-hatted, high-bouncing lover, I must have you Thomas Parke DInvilliers Jay Gatsby went through most of his life striving for a new beginning, a chance to start over and succeed. He forced that aspect of life, into his own, by changing his identity. He was James Gatz a man whos unknown soul was remaining to linger in the past. Now he is Jay Gatsby. Gatsby does not realize that life can be difficult. You can not just move on and establish that the past never happened. If you do not face the real and original you, you will never find success or happiness in the expressive style you wish to live your present life. All through Gatsbys life he looked to the green light on the dock across the bay for hope and reassurance. He needed to know that his dream was still as bright as it was the day he met Daisy. Gatsby lived for an American dream. The truth was that Jay Gatsby o f West Egg, Long Island, sprang from his Platonic instauration of himself. He was a son of God - a phrase which, if it means any occasion, means just that. (Pg.104) Gatsby created himself to be his own hero, through the eyes of a xvii year old boy. He began to wear that gold hat and rise in society with money, friends, and a love life he dreamed of returning. You earn I usually find myself among strangers because I drift here and there trying to forget the sad thing that happened to me. (Pg.71-72) Gatsby smothered himself in popularity to try and shut up out the memory of the man he was before his change. He has been grieving for a love that he lost when drafted to the war. His only hope left is a green light across the bay which seems to shine through the unhappiness in Gatsbys life. Daisy, as pure and sweet as the flower itself, is the only thing left that is needed for him to complete his dream. He wanted nothing less of Daisy than that she should go to Tom and say, I never l oved you. (Pg.116) We know that Gatsby is asking for to a good deal of Daisy, he knows it too. Cant repeat the past?

Soil Formation Under Desert Pavements Essay -- Geology Topography Pape

Soil Formation Under Desert PavementsDesert pavements are common landforms in arid regions. They consist of flat or sloping surfaces where st stars are closely packed angular or rounded, and generally exhibit low relief (Mabbutt, 1977). Pavements tend to form on both alluvial fan toposequences and on weathering volcanic flow fields in arid regions. Soils are ofttimes found under desert pavements and they play an important office in the evolution of pavements (McFadden et. al., 1987). In the past there have been several theories as to the formation pavements and shite development beneath them. Deflation, or the erosion of finer grained particles from a surface, stone concentration by wash erosion and upward displacement of stone due to shrink and swell clay characteristics were at one time believed to be the main factors in the formation of desert pavements (Mabbutt, 1977). However, more recent research has shown that desert pavements are born and maintained at the surface, and that the soil below them is mainly eolian in institution. Slow accretion of eolian dust below the pavement is a process that eventually develops cumulate horizons. Eolian dust in environments where pavements often develop is rich in carbonate salts and clays due to the fact it often originates from nearby playa lake evaporate basins (McFadden et. al., 1987). Soils that form below the pavements over time develop calcic horizons and clay rich structure due to the influx of these eolian fines through the pavement surface. In turn the development of mature or plugged calcic horizons personal effects the form of the pavement surface because it alters the water drainage infiltration rate and causes pavements to decline.Desert PavementsDesert pavements form in several di... ...cFadden, Leslie D., 1988, Climatic Influences on range and processes of soil development in Quaternary deposits of Southern California Geological Society of the States Special Paper 216, p. 153-175Mc Fadden, L. D., We lls, S. G., and Jercinovich, M. J., 1987, Influence of eolian and pedogenic processes on the origin and evolution of desert pavements Geology, v.15, p. 504-508.Ritter, Process GeomorphologyWells, Stephen G., Dohrenwend, John C., McFadden, Leslie D., Turrin, Brent D., and Mahrer, Kenneth D., 1985, Late Cenezoic evolution on Lava Flow surfaces of the Cima volcanic field, Mojave Desert, California Geological Society of America Bulletin, v. 96, p. 1518-1529.Wells, Stephen. G., and Mc Fadden, Leslie D., 1995, Cosmogenic 3He surface-exposure dating of stone pavements Implications for landscape evolution in deserts Geology, v. 23, p. 613-16.

The Earth is surrounded by a covering of air which we call the atmosphe

The Atmosphere The Earth is surrounded by a covering of air which we call the strain. It reaches over 384 miles from the surface of the earth, so we can only see what occurs in the troposphere and the tropopause. Nitrogen 78% Oxygen 21% Argon 1% Carbon Dioxide 0.035% Other 0.00253% The above information highlights what the atmosphere is composed of. It is clearly visible that Nitrogen is the dominant gas as over three quarters of the atmosphere is made up of this. It is very well-off that Nitrogen is not a very reactive gas because if it were not, that atmosphere would be far less stable and extremely dangerous. The pie chart refers to the atmosphere nowadays but it was not always made up of these percentages. It seems that carbon dioxide levels have raised a lot and these rises may be down to many causes such as the industrial revolution and constant deforestation. Natural functions of the atmosphere The atmosphere is vital for life an d acts as a life support system to al...

Accounting Essay -- essays research papers

Introduction story technician is an patronage that is needed in many aspects of our society. If you like to work with mathematics, computer and money management, a suitable occupation for you is accounting technician. To achieve your goal, you need to be familiar with the job description and duties, working conditions, education and training program, job opportunities and financial aspects.Job Description and DutiesAccounting technicians keep systematic records of business transactions. For example, they make bank deposits and reconcile records of bank transactions. These technicians also assist with accounts receivable and accounts account payable records, ledgers and journals. They use computers to calculate, prepare and process invoices, accounts payable and receivable, budget documents and other routine financial records. They also have other duties, such as performing computer data entry and analysis functions, preparing, write and mailing monthly customer statements, taking telephone orders, making up cheques and assisting with payroll calculations.Working ConditionsAccounting technicians usually work regular weekday hours in a comfortable office environment. During peak business periods, overtime may be required. However, in the service industry, standard hours may be different.Education and Training ProgramsThe educational requirements for t...

Accounting Essay -- essays research papers

IntroductionAccounting technician is an occupation that is needed in many aspects of our society. If you like to educate with mathematics, computer and cash management, a suitable occupation for you is accounting technician. To achieve your goal, you need to be familiar with the job description and duties, working conditions, education and training program, job opportunities and pecuniary aspects.Job Description and DutiesAccounting technicians keep systematic records of business transactions. For example, they make bank deposits and reconcile records of bank transactions. These technicians also assist with accounts receivable and accounts payable records, ledgers and journals. They engross computers to calculate, prepare and process invoices, accounts payable and receivable, budget documents and other routine financial records. They also have other duties, such as performing computer selective information entry and analysis functions, preparing, typing and mailing monthly custo mer statements, taking telephone orders, making up cheques and assisting with payroll calculations.Working ConditionsAccounting technicians usually work regular weekday hours in a comfortable office environment. During peak business periods, overtime may be required. However, in the service industry, standard hours may be different.Education and Training ProgramsThe educational requirements for t...

South Africa

Sindy Veritus March 9, 2013 Global Studies Argumentative Essay sulphur African Apartheid Apartheid in South Africa was a system of racial segregation enforced through legislation by the National Party government from 1948 to 1994 of South Africa. racial segregation in South Africa began in colonial times by the Dutch and British. Apartheid as an official policy was introduced following the general election in 1948. Apartheid was developed after War World II by the Afrikaner-dominated National Party and was first colonized by the Dutch and then the English came in and took most of it away.The population of South Africa was classified into four groups which was the Black, White, Indian, and Colored. The Colored group included people regarded as being of mixed descent including people of Bantu, and European ancestry and much more. Knowing that Apartheid was a system of laws created to keep the white population in control. The Group Areas act of 1951 controlled people where they could of live. The black where driven removed away from their city, although their jobs were still in the cities in the white neighborhood.The Bantu education Act meant that the black students were disadvantaged with their education. Bus fares were expensive and catching public enjoy everyday was expensive and caused hardship and depression for the black people. (Wikipedia) The apartheid policy was highly effective of achieving its goal of privileged conduct for whites. On the other hand, the white population supported apartheid because they felt it was there to own the land of South Africa.There were many white pro apartheid people because of the much larger population of black South Africans causing the white people to believe that if the black were given rights and freedom, they would of no longer have political power. The white people were worried because they thought that their function would be taken over and they would lose the control that they always had. As a final point, In February 1990 President FW de Klerk announced the release of Nelson Mandela and began the exclusion of the Apartheid system.In 1992 a white council approved the reform process and on April 27, 1994 the first democratic elections were held in South Africa with people of solely different races being able to vote. subsequently the Apartheid came to an end in South Africa, people had more freedom. The Africans now have a little more money now that its not all going to the white. South Africa is now peaceful and the anniversary of the elections, which was held on April 27, is celebrated as a public holiday in South Africa known as Freedom Day.

How to Write an APA Style Paper Summary

APA is a abbreviation for American Psychological Association. The American Psychological Association is the largest scientific and professional organization representing psychology in the United States. APA was founded 1933 in Tacoma, Washington as the Douglas Fir Plywood Association. Any APA style paper should be typed, type on standard-sized paper (8. 5 x 11) with 1 margins on all sides. You have to have a page header which is known as running head at the top of every page.The running head should be a shortened version of your papers denomination and cannot be over 50 characters including spacing and punctuation. If you are wondering about a footnote , APA dose not recommend you using a footnote beca expenditure they are often costly for publishers to reproduce. However, if explanatory notes still prove necessary to your document, APA details the use of two types of footnotes content and replicaright. Your essay should have four major sections the Title Page, Abstract, Main Bod y, and References.The title page should involve a title of the paper, the authors name, and the institutional affiliation. Next you should include your abstract witch should include summary of the key points of your research. (Do not indent. ) Your abstract should express at least your research topic, research questions, participants, methods, results, data analysis, and conclusions. Next is the Main Body should include the key points about your essay.Then finally, the Reference page, the page itself should include internet sites that you got most of your info from. Remember the copy rights rule, if you have copied more than 500 words then you have violated the copy rights law. If you need to use an authors words make sure you remember to ask for permission. Follow the same formatting rules as with Content Notes for noting copyright permissions. Then attach a copy of the permission letter to the document.

The Strange Neighbour

Mr and Mrs Brown and their two children decided to go on a holiday on Monday 22nd of December. The day was cold and windy. Mr Browns set round did not want to go with them, so she decided to stay alone, scarcely Mr Brown did not want his mother to stay alone so he asked one of their neighbour Mr Collins to come and stay with his mother while they are on holiday. Mr Collins was astir(predicate) 25 years old. He was a very interesting person to know. He was friendly but quiet and never said much about his family or friends. Normally every morning he would say hello and smileEvery morning, Monday to Saturday he would go to work from 9 am to 7 pm. Then he would go collection plate make some dinner for himself and then some eons go and see Mr Brown and his family to have a cupful of tea together and talk for a while. They would never talk about anything so personal. Mr Brown and his family after making all the arrangements with Mr Collins left for their holiday to Scotland by car. After reaching their destination safely they phoned their mother to say they have reached safely by car and asked how she was.Afterwards Mr Brown spoke to Mr Collins, skilful to say hello and to make sure if everything is all right. The next morning Mr Collins went to work after having his breakfast, Mrs Brown made him bacon and eggs for breakfast. He said, convey you and bye. She then had her breakfast and got dressed afterwards. She went of to do the daily shopping at the local supermarket. On her way back inhabitation, she went to see her very smashed friend Mrs Robertson. They had a cup of tea together and gossiped for a while. Then she came back home and furbish upd dinner.She felt bit alone but she preferred cosmos independent as she liked to be on her own at times, and also liked to do things alone during the day time, but legato she missed her family very much. Mr Collins came home and had dinner. He watched TV for a while and then went to sleep. This is what use to happen everyday. A week had passed and it was Tuesday evening, Mr Collins started being very strange and mysterious. Whenever Mr Browns mother used to take out her jewellery or her money, he would look at her very strangely.On that night he went to sleep bit late compared to other nights. Normally he sleeps by 10 pm. On the morning of Thursday Mr Collins went to work the usual time and returned home at the usual time. Mr and Mrs Brown and their two children were returning home on Friday. Mr Browns mother was getting excited and was happy that Mr Brown and family were returning home next day. The next day was Friday. Mr and Mrs Brown and their two children were returning home in about three hours. Mr Collins got his things together to go home.He went home and said bye and left in a strange way he looked very strange and worried. Mr Browns mother closed the door and then went into the kitchen to prepare dejeuner for Mr & Mrs Brown and their two children as they were going to return h ome in about one and a half hours. After she made lunch she went upstairs to get dressed and went to take her jewellery out, so she opened her cupboard, but she could not find her jewellery so she got worried. She went to see if her money was their but all of her money had disappeared as well.She then realised that she had been robbed also all her expensive things had been stolen. She called the police they came just when Mr Brown and his family arrived. She told the police what had happened and also mentioned who was staying with her while her family had done for(p) on a holiday. The police went to Mr Collins house, there was no one there and all his things had gone. They tried looking for him for many years but they never found him. Mr Brown and his family came to know that was the last they saw of him.

Blooms Research and Response Essay

A psychologist in the early 1950s by the name of Benjamin peak developed Blooms Taxonomy of Educational Objectives. This was developed as a tool for educators to classify learning objectives and skills for students (Larkin & Burton, 2008). This taxonomy has been used extensively by the health field, including nursing, to organise teaching plans and outcome testing. Blooms Taxonomy, consists of a hierarchy within 3 different orbital cavitys of learning cognitive, affective, and psychomotor (Larkin & Burton, 2008). According to the taxonomy there are several subcategories within the cognitive domain. The lowest aspect in the hierarchy for the cognitive domain is knowledge. One is expected to retrieve information from long-term memory. exploitation this in nursing would be the patient being competent to recognize medication side effects associated with their medication regimen. Advancing up the pyramid is comprehension.This is when one is expected to construct gist from oral, writ ten, or graphic information. Using this in nursing the patient would be open to explain the importance of having clean hands while doing central draw off flushing. Application is next. The patient should be able to apply concepts to real-life situations. For example, the patient should be able to calculate a resting heart rate. The highest level in the cognitive domain is the evaluation. A check would be able to modify concepts to create an individual teaching plan to fit the particular patient situation. The nurse would be able to modify daily exercise regime to meet health goals. The second domain of learning is the affective domain. This domain centers around how people deal emotionally including values, motivations, and attitudes. Receiving is at the bottom of the hierarchy. The nurse must be attentive to and aware of the opportunity for learning.A prime example of using this skill in nursing, the nurse will help the patient realized need for change in their lifestyle decisio n making. Near the top of the pyramid is organizing and conceptualizing, being able to rise values thru prioritization and through contrasting differing values. Examples for using this in nursing are being able to teach the patient to prioritize daily responsibilities to allow for duration and stress management. The top of the pyramid in this domain is value concept a value system that explains their behavior. When applying this to nursing the patient will be able to sustain healthy choices over time. The third domain in Blooms Taxonomy of Education is the psychomotor domain how people use motor skills to complete or choose in a task. Imitation is the ability to imitate motor activity.Applying imitation to nursing the patient would be able to detect the proper site for origin glucose testing. Manipulation is next where the patient follows instructions. A patient can assemble equipment for glucose testing. Naturalization is at the top of the psychomotor domain. The patient will h ave the incumbent skills to complete the task without thinking about it. Using this in nursing the patient will be able to progress to unassisted mobility following orthopaedic surgery through the use of exercise and physical therapy. Blooms Taxonomy is easy to understand and makes a logical progression from fundamental learning to complex. Using this taxonomy in the nursing teaching process can have long-lasting effects on improving the nursing practice (Larkin & Burton, 2008).ReferencesAnderson, L.W., Krathwohl, D.R., Airasian, P.W., et al. (2001). A Taxonomy for Learning, Teaching, and Assessing A change of Blooms Taxonomy of Educational Objectives. New York. Addison Wessly Longman.Bloom, B., ed. (1956) Taxonomy of Educational Objectives. New York. LongmanKrathwohl, D.R., Bloom, B.S., & Masia, B.B.,(1973). Taxonomy of Educational Objectives, the classification of educational goals. Handbook II Affective domain. New York David McKay CO., Inc.Larkin, B. G., & Burton, K. J. (2008) . Evaluating a possibility study using Blooms Taxonomy of Education. AORN Journal , 88(3), 390.Simpson E.J., (1972). The classification of educational objectives in psychomotor domain. Washington D.C., Gyphon House.

Opioid Substitution Treatment Barriers Health And Social Care Essay

ISSUES. Opioid permutation intervention is internationally recognised as the most effectual intercession visible(prenominal) to handle opioid dependance. There is concern that potentiality at normal clinics and chemists shops is deficient to run into high guide, ensuing in a cohort of opioid-dependent patients left untreated. Research has focussed on apothecarys shop barriers to OST speech still small is known virtually the human beings clinic sector.APPROACH. A narrative reappraisal was conducted by thorough scrutiny of relevant literature in electronic databases Medline, CINAHL and Cochrane.Cardinal FINDINGS. Despite the enlargement of OST and vacancies in dosestores, some opioid-dependent patients continue to confront barriers that block admission price to intervention. These barriers atomic number 18 varied and multi-faceted. For the patient, stigma and a compulsory dispensing payment ar important deterrences to pharmacy dosing. For the dosegist, shun behavior s associated with OST patients such as debt, larceny and aggressive behavior and full faculty atomic number 18 thou that impede preparation of OST. In public clinics, the backlog of stable patients non beingness carry-over organisationred to pharmacy dosing is a suspected barrier that has non been extensively investigated.IMPLICATIONS. Research has explored pharmacy and patient barriers to OST entree but less is known about the public clinic barriers. More research is warranted into public clinics to clarify possible barriers of all grades of the OST system.CONCLUSION. This reappraisal emphasises the dearth of research into OST bringing in public clinics. Further probe into the processs of OST in clinics is necessary and should concentrate on patient appraisal, referral and direction.Keywords opioid permutation intervention, pharmacy, clinicWord count 246Researching barriers to opioid permutation intervention in pharmaceuticss and public clinicsIntroductionOpioid dependan ce carries a scope of important inauspicious wellness, economic and societal jobs to the person and wider partnership, including the hazard of oerdose, the spread of infective diseases ( HIV/AIDS, hepatitis B and C ) , mental jobs, drug-related wickedness, wellness impairment and household break 1, 2 . Opioid permutation intervention ( OST ) is internationally recognised as the most good and cost-efficient pharmacological intercession available for the intervention of opioid dependance 3, 4 . In receipt to an addition in the Australian population of heroin-dependent users in the 1990s 5, 6 the authorities introduced OST as a injury minimization scheme to understate these inauspicious effects 7 . Since so OST bringing has steadily increased under the National Pharmacotherapy insurance and National Drug Strategy 7, 8 . The figure of patients has risen in surplus of 2,000 clients per twelvemonth since 2007 and at the clip of authorship, there are presently over 46, 000 cl ients having intervention in Australia entirely 8 .In Australia, OST involves supervised day-to-day dosing of oneness of three long-acting opioid replacing medical specialties ( dolophine hydrochloride, buprenorphine or buprenorphine/naloxone ) . much or less new patients are initiated into intervention by the doctor at a public clinic under the supervising of a nurse or instance director. In this scene they have entree to single instance direction, reding and specialist medical support at no charge. Once they become stabilised on intervention, patients are encouraged to reassign their dosing to a community pharmaceutics 2 , thereby emancipating their dosing topographic point at the public clinic for a new patient.There is a concern that this tract is non every bit smooth as it appears. As at June 2008, an estimated 41,000 opioid dependent people in the community were still unable to entree intervention and the job is declining 9 . Confusing the job is the fact that there i s no bing agencies of measuring the precise demand for intervention and no systematic observe of waiting times in the pharmacotherapy system 9 . Proposed accounts for this issue are varied and multi-faceted. It is believed the system capacity at both the populace clinics and the community pharmaceutics degrees whitethorn non be sufficient to suit the high demand for OST, therefore the ground why an estimated 50 % heroin-users are non in intervention. Previous surveies have investigated the pharmaceutics barriers to OST but at that place appears to be a deficiency of research into the drug and intoxicant clinics 10, 11 .This reappraisal aims to research the literature refering to OST in Australia. In peculiar the reappraisal will look into the causal agency for the unmet demand 9 of opioid dependant patients necessitating these services and the bing barriers to the proviso, entree and consumption of OST faced by both patients and healthcare suppliers.MethodA narrative lite rature reappraisal was conducted by thorough scrutiny of the literature in 3 electronic databases Medline, CINAHL and Cochrane.The undermentioned keywords and phrases were searched opiate ( opioid ) permutation ( replacing ) intervention ( therapy ) , referral , dolophine hydrochloride , buprenorphine , pharmaceutics , drug and intoxicant clinic , drug wellness clinic and harm minimization . The mentions of relevant literature were besides searched.Documents were eligible for inclusion if they were written in English and print between the old ages 2000 and 2012. Documents were excluded if they chiefly focused on detoxification plans, naltrexone intervention, dolophine hydrochloride for hurting alleviation or if they pertained to patients other than big opioid-dependent patients.A comprehensive hunt of Australian meshing resources was besides conducted. The primary sites were Australian national and province authorities wellness policy and statistics sites ( hyperte xt transfer protocol //www.druginfo.nsw.gov.au/ , hypertext transfer protocol //www.aihw.gov.au/ , hypertext transfer protocol //www.health.nsw.gov.au/ , hypertext transfer protocol //www.nhmrc.gov.au ) and the UNSW National Drug & A Alcohol Research shopping center ( NDARC ) .RESULTS AND DISCUSSIONseveral(prenominal) surveies have shown OST to be associated with benefits including reduced illicit opioid usage, lower associated offense rates and change wellness results 3, 12, 13 . It has besides been demonstrated to be more extremely cost-efficient than detoxification or rehabilitation 4 . In response to increasing demand, the figure of dosing sites in Australia has increased from 2,081 ( 2005-06 ) to 2,200 ( 2009-10 ) with the major addition being in the figure of new pharmaceuticss taking to offer OST services 8 . confederation pharmaceuticss are the chief suppliers of OST in Australia, accounting for 43 % of OST patients in NSW. This is in line with other states such as the UK, France, Germany and New Zealand where pharmaceutics is emerging as a head of OST proviso 14-16 .Although pharmacy proviso of OST has expanded, there are still people who can non entree these dosing sites, restricted by certain barriers. The unaccompanied solid grounds of these people is on waiting lists, but presently in Australia there is no official demand to supervise waiting lists or capacity 9, 17-19 . Factors explicating the in tycoon of OST plans to run into current demand are multifaceted and interconnected and scope from deficient figure of intervention topographic points depending on status to barriers faced by patients in accessing OST such as rural office or restricted dosing hours. Much research has focussed on the challenges faced by suppliers of OST services, viz. community pharmaceuticss, GPs and public clinics.OST in community pharmaceuticsCommunity pharmaceutics histories for 43 % of OST patients in NSW. Most surveies on OST proviso are survey-based . In a analyse of NSW public clinic patients, 80 % of participants preferable pharmaceutics dosing over the clinic 20 . Benefits of pharmaceutics that have been cited in patient studies persuade on greater community integrating, a more stable dosing environment, flexible dosing hours, less travel clip and cost ( the patient whitethorn be referred to a pharmaceutics closer to their reference ) and the chance for lawful takeout doses 20-22 . Takeouts are extremely valued by opioid dependent patients as they facilitate the standardization of life 21 . Patients can devour their dosage unsupervised and the reduced frequence of dosing attending allows clients to prosecute employment and instruction chances and fulfil household duties. Sing they are merely routinely given to stable patients in community pharmaceuticss and non by and large in public clinics, takeouts are a major inducement to pharmaceutics dosing.Although demand and patient penchant for pharmaceutics dosing is hig h, patients may still confront barriers that deter them from come ining into pharmaceutics intervention.StigmaWhilst patients on OST inform high degrees of satisfaction, a common issue in dosing sites was the presence of negative staff opinion and stigma 10, 21, 22 . When Deering et Al. ( 2011 ) asked New Zealand OST patients how intervention could be improved, an overpowering bulge identified go intervention by staff 10 . The position that staff behavior could be improved was supported in a study by Kehoe et Al. ( 2004 ) nevertheless contrastingly 80 % of respondents besides reported that staff intervention was satisfactory or first-class 21 . This disagreement suggests that whilst patients were overall satisfied with staff intervention, they still felt the demand for betterment.Financial load upAnother common hindrance to OST identified in the literature is the fiscal load of intervention faced by patients 11, 20, 22, 23 . Whilst intervention costs in NSW public clini cs are to the full subsidised by the province authorities, pharmaceutics dosing incurs a hebdomadal dispensing fee runing from about $ 30- $ 35 22 . In one survey, 32 % of public clinic patients surveyed claimed they could non afford the pharmaceutics distributing fees perchance explicating their involuntariness to reassign to pharmacy 20 . The balance were merely able to pay an mean $ 10 a hebdomad, an sum well lower than $ 33.56, the average hebdomadal dispensing fee reported by Lea et al 22 . The fact that 23 % pharmaceutics clients owed the pharmaceutics money for dosing 22 confirms that a significant figure of OST clients struggle to afford pharmaceutics distributing fees. The theoretical account used in Canberra in which 50 % of the distributing fee is subsidised, 24 is intended to ease the pecuniary load and act as an added inducement for intervention keeping or entryway. No surveies have insofar evaluated the consequence of lower fees on patient keeping times.From the druggist perspective client debt likewise serves as a deterrence against the bringing of OST or usance of new patients. Other jobs related to behavioral disinhibition, aggression, larceny and the negative impact on concern and other clients have all been identified as grounds impacting druggists proviso of OST 25, 26 . In contrast to pharmacist concerns, one survey in the UK interviewed pharmaceutics clients and found the bulk to be overall supportive of pharmaceuticss presenting drug user services 14 , with the specification that hugger-muggerness was necessary. The demand for equal privateness is in line with OST patient positions 22 . However qualitative informations was sourced from interviews which may be skewed by interviewee disposition to give socially desirable replies.Role of the GP prescriberAnother common job experienced by community druggists is the trouble reaching prescribers and the prescribing of takeout doses to unstable patients 26 . Pharmacists id entified the hazard of recreation of takeout doses and hapless appraisal of stability as issues that required improved interprofessional coaction with prescribers. Interestingly in one survey a bulk of druggists agreed that prescriber communicating was equal, nevertheless little sample size and the rural location which tends to further closer interprofessional relationships may be accountable 27 . Winstock et Al. ( 2010 ) recommends the public-service corporation of standardized resources such as the NSW Department of Health Patient Journey Kits to orchestrate multidisciplinary attention of OST patients 26, 28 .Another facet lending to system capacity is the reduced supply of prescribers for OST. GPs are frequently the first point of contact for opioid-dependent people. They are required to set about extra preparation to go commissioned opioid pharmacotherapy prescribers 29 . GPs play an intrinsic function in the initial showing, appraisal and on-going feedback and supervi se of OST clients. The issue lies in the ripening work force and the retirement of commissioned prescribers, thereby cut downing intervention entree 17 . Public clinics are the lone prescribing option but considerable barriers including full system capacity and the deficiency of motion of stable patients out of clinics into pharmaceuticss besides limit the public clinics ability to suit excess patients.Unexplained vacanciesDespite grounds of an unmet demand 9 , a survey conducted by the National Drug and Alcohol Research Centre ( NDARC ) found that more than half of OST-providing pharmaceuticss reported an norm of 7 vacancies to dose extra patients. Data extrapolation of to all NSW pharmaceuticss registered to present OST suggests that there are about 3000 sluggish dosing topographic points across NSW. Whilst a 3rd of pharmaceuticss in the survey were runing at full capacity, some pharmaceuticss reported functioning no clients 18 . This spectrum of clients across registered pharmaceuticss and the being of current vacancies exemplify the underutilisation of community pharmaceutics dosing topographic points. However the fact that these vacancies may non ever be located where the demand is highest has to be taken into consideration. For case patient entree to intervention in rural locations is frequently restricted due to limited pharmaceutics Numberss and longer going distances 25 .From the literature, it appears NSW pharmaceuticss have the capacity to increase consumption of clients, with a possible 70 % of pharmaceuticss capable but non willing to supply OST services. Factors identified that would promote druggists to increase client Numberss include the stableness of the patient, higher fiscal additions per client and the option to instantly return unstable patients to public clinics 18 . However some public clinics expressed concern about taking back unstable patients, proposing there was no warrant of available dosing capacity, one time a new patient had been inducted 18 .OST in public clinicsEntree to OST is determined by both the handiness of pharmaceuticss supplying OST every bit good as the capacity of public clinics to take on extra clients 19, 26 . However harmonizing to an expansive NSW state-wide study on OST by Winstock et Al. ( 2008 ) , there appears to be an underutilisation of available pharmaceutics dosing sites and limited capacity in public clinics 19 .Whilst the bulk of literature has focussed on pharmaceutics proviso of OST, relatively less research has been conducted into the public clinic grade of the OST system despite representing 19 % of dosing patients in NSW 8 . Public clinics have become an increasing country of involvement driven by studies that the motion of stable patients through the clinics out to community pharmaceuticss appears to be asleep(predicate) 17, 19 . This is ensuing in a backlog of patients barricading new patients from accessing intervention at the clinics. The propor tion of stable patients transferred from the clinics to pharmaceuticss is estimated to be really low at 3-15 % a month 18 . Surveyed patients have cited a reluctance or inability to afford a dispensing fee and feeling dying about reassigning 20 as grounds against transportation.Precedence groupsIntensifying the limited capacity of public clinics is the duty of supplying priority entree of vacancies to groups that meet standards stipulated under NSW Health directives 2, 7 . Cohorts include released captives, pregnant adult females, people with HIV, hepatitis B bearers and those on a recreation plan as ordered by the tribunal. 19 Similarly clients that show idle forms of illicit substance maltreatment such as those with mental unwellness and intoxicant dependance, or those that exhibit aggressive or antisocial behaviors are better managed at the public clinic instead than at a pharmaceutics. As a consequence many patients who do non run into priority position are hale to wa it. Obviously there is a demand to increase the efficient transportation rate of patients out to pharmaceuticss to do infinite for these clients. As antecedently mentioned, there is no consistent systematic process or set guidelines to help clinicians in covering with these issues and as of yet, no research has been conducted on their response to pull murder these issues. A 2008 SWAT study of NSW public clinics reported that when unable to offer immediate intervention, clinics either provided injury decrease advice referred to another public clinic, a private clinic or a GP, or offered detoxification. The assortment of actions and the effectivity of each have non been assessed and look to be decided upon at the discretion of the presiding OST practician at the clinic. Recommendations by the SWAT squad include developing a standardised response when a clinic can non offer a intervention topographic point to a client, and systematic monitoring of capacity to explicate more timely inte rvention in the hereafter 19 .Stability appraisal and referral processsAn obstruction inherent to the pharmacotherapy system is the clinical appraisal of patient stableness and referral process. The triage function of stableness appraisal is usually coordinated by Nursing Unit of measurement Managers ( NUMs ) or a cardinal stakeholder in the public clinic and involves reexamining patient dosing history and behavior and placing those suited for transportation 30 . Currently no surveies into the clinical function or preparation of NUMs in OST proviso have been conducted.Soon determinations are guided by clinical opinion. The lone available counsel is limited to authorities policy, instead than scientific grounds and no standardized guidelines exist 30 . Whilst there are over 300 hazard appraisal instruments available to mensurate results of patients in drug and intoxicant intervention, no individual standardised attack has been nationally adopted or endorsed for OST 30 . A sur vey by Winstock et Al. ( 2009 ) found that execution of a province broad preparation plan improved client stableness appraisal with 25 % of staff increasing the figure of clients transferred out to community pharmaceutics 31 . However the objectiveness of this survey was affected as the method involved clinicians self-reporting cognition and accomplishments prior to and after preparation. However the survey provides preliminary grounds that acceptance of standardized appraisal processes increases the transparence of clinical determinations and can better entree to OST 19, 31 .As above-named there appears to be underutilisation of community pharmaceutics OST services with some dosing at full capacity, whilst at the other terminal of the spectrum, some pharmaceuticss serve no patients. The bulk of pharmaceuticss reported vacancies. Whilst 75 % of clinics reportedly monitored available capacity within local pharmaceuticss, it is possible that the remainder are directing clients to overfilled dosing sites 18 . No formal survey has as of yet explored how clients refer and portion out patients to pharmaceuticss and how pharmaceuticss are selected.DecisionFrom the reappraisal of the literature, there is grounds to propose that the current opioid permutation intervention capacity may non be sufficient to run into demand for intervention. Several barriers have been identified that restrict patient entree to intervention. Pharmacy barriers include the minority of community pharmaceuticss that opt in to present dosing, pharmacist reluctance to take on new patients due to perceived associated negative behaviors and old experiences and patient involuntariness or inability to pay the dispensing fee. The deficiency of prescribers is another aspect contributing to the decreased entree to available intervention.An country of involvement is the part of the public clinic grade of the OST system, nevertheless there is an evident dearth of research conducted into the direct ion of OST entree in public clinics. The dead flow of stable patients reassigning dosing from the public clinics to community pharmaceuticss is suspected to be impacting entree to intervention for new patients who do non run into precedence standards and are forced to wait. There is preliminary grounds to propose that a standardized attack to stability appraisal may ease stable patient transportation and liberate dosing sites in clinics for non-priority groups. Further research needs to be conducted into the stableness appraisal and referral processs of OST, the bing tools and processs and how effectual they will be in shuting the spread between demand and supply of OST.

The Government of Athens and Sparthans

The country of Greece in 400-500 B.C. was led to salientness by two great city- put forwards. These city-states were capital of Greece and Sparta. These two states were as distinct as night and day. They were rivals and very diverse. As you read you will find forbidden their differences between their form of kitchen-gardening and government.The city-state of A and thens adopted a form of government which is now called democracy. Democracy is when the government is ruled by the people. This government consisted of an assembly , a jury , and there was a council of 500 men over 30 . The council decided such matters as to declare war or to spend money. The council was used to make decisions for the Athenian government. All men that were citizens were able to participate in an assembly , hold office , vote , and serve on a jury. Slaves could not do both of these things because they were not counted as citizens . The Athenian government was as similar as the American government today (Meigas 32).Unlike the government of Athens the government of Sparta flourished as an aristocracy . This type of government is when a place is ruled by a small number of people from the upper class . There was a Council of Elders , an assembly , and the five ephors. The Council of Elders was made up of two kings and 28 men over the age of 60. This council decided on making laws. The assembly was made out of all male citizens over 30. The assembly did many things. It elected government workers and voted on laws that were introduced by the Council of Elders. The ephors were selected by the assembly. The ephors were overseers. They controlled slaves , conducted business with foreign countries , and negotiated with the kings (Hornblower 35).The men of ancient Athens were very educated. From their childhood until the ages of six or 7 the men were taught home by their mother or a male slave. After the age of seven they attended a normal day inculcate. At school they learned drama, publ ic speaking, reading, writing, and mathematics . When they reached the age of fourteen they attended a higher school for four more years. At the higher school they learned more math , more science , and things about the government. When the men reached the age of 18 the were demand to attend military school for 2 more years. The Athenian men were skilled architects , poets , and artists. From them is where we get great works known as The Odyssey and The Iliad by the author known as Homer (Meigas 123).The men of ancient Sparta were very cunning , slick , and strong. During their childhood the Spartan men were interpreted away from their parents. Being taken away at the age of seven , they were sent to military school. If a child was not strong , he/she was left on a pearl to die of exposure. In the military school they lived in barracks. They were taught survival skills , the endurance of pain , discipline , and toughness at the school.They were given little food and were encoura ge to steal. If they were caught stealing they would get a beating. They were also beaten up by older children in fights , so they could become tough and strong. At the age of 20 the Spartan men finally became soldiers. Once they got married , they were only allowed to live in their own homes with their family at the age of 30. At this age they were considered equals. The military swear out for the Spartan men ended at the age of 60 (Connolly 230).The Athenian women were very literate and educated. The women were not counted as citizens and they were not allowed to hold property. The women received the corresponding education as the Athenian men did. Although the education was the same, the women were not allowed to leave the household. They did not go shopping or to run errands. Their husband did most of these things. The briny job of the women was to run the household. She managed the familys money , the children , and the slaves. She also spun wool and created artistic pottery (Hornblower 145).In Sparta the lives of women were unlike the lives of any other Greek polis. The Spartan state didnt take the academic education of a female seriously. The physical education that the women had was very tough and grueling. They learned gymnastics and aerobics. They also had more freedom then women of other city-states. They were able to move from place to place , do the shopping , and control the house. They also had a lot of freedom from their husbands because their husbands lived in barracks. Most of the time the Spartan women worked on fields and were medics to the injured Spartan soldiers. They were considered as mothers to all Spartan soldiers (Connolly 260).This is how the culture and the government of the Greek city-states of Sparta and Athens was different. Each state had a different type of education and a different momentum of how the government wanted their polis to be. These city-states again were very diverse and different. In my writing you saw how di fferent they were.

Responsibility Essay Essay

Personal righteousness is holding myself accountable for my actions and accepting the outcome of those actions. Any decisions I make, no matter how significant they are, go away affect my life and those around me. To me, accepting personal responsibility is the first step in victorious control of my life. Someone who demonstrates personal responsibilities achieves academic success. My college success depends on my personal responsibility. This relationship exists because being trusty for my actions will directly affect my education. As a student, I need to have self-discipline or self-control. The ability to be in control of my emotions and actions will show great results in my academic success. The inadequacy of self-control could lead to showing up late in class, turning in the assignment late, or being absent from class. This could also lead me to such as dropping out of school and non being able to accomplish my goals. As an adult, I have many responsibilities and decisions to make. Some of these responsibilities are winning care of the household, running my own duty, staying healthy and getting a college degree.When stipendiary my mortgage, insurance, and utility bills, or paying taxes for my company, I am taking action and accepting responsibility to pay those bills on time. Also, managing my own business takes much commitment, dedication and self-discipline. I also need to keep myself healthy by doing regular exemplar and eating healthy food. Keeping my health top notch will service of process me do my free-and-easy routines. To stay on top of my responsibilities, developing a plan, writing down my goals, and setting a assignment keep me on track. Plus, keeping everything organized helps me focus on achieving my other goals. The other goal I want to achieve is to finish my education and earn a college degree. As an adult student, I take care accepting personal responsibility is the key to success. Also, having a better understanding of pers onal responsibility will guide me through to my academic success. To become a successful student, I need to create a study plan, practice time management and set realistic goals. Creating a study plan is a good way to complete my goals in school. Time management is also critical setting a schedule to study will keep me on the right course. Setting realistic goals for myself that are getatable can motivate me to do better in school. Planning ahead of time will help me through my academic success.

Organization of relationships Essay

Functionalism Functionalism is perhaps the oldest, and lock up dominant theoretical perspective in sociology. This paradigm is based upon two related emphases application of the scientific method to the objective affectionate world, and use of analogy between the individual organism and smart set. The perspective was real by Emile Durkheim, and expanded by Talcott Parsons in the 1950s.The perspective assumes 1) that the application of the scientific method extends to the social world, 2) determine provide general guidelines for behavior in terms of roles and norms, 3) institutions are generally composed of interrelated roles and norms, and 4) the rules of order is a functioning organism composed of functioning institutions.Functionalists perceive the social world as objectively real observable with methods such as surveys and interviews. Rules and regulations assist in the organization of relationships between members of the social body. These institutions of society such as t he family, religion, the political system, even the economy are interwoven. They function congruent to social of necessity and aspirations. They are directed to the attainment of social objectives.Functionalism has the followers assumptions 1) the interrelatedness of institutions, roles, and norms is congruent with social needs 2) social need is not necessarily physiological in orientation (it can be in the radiation pattern of status acquisition) 3) gradual change is the main motor of social change (abrupt change is seen as something unessential and leading to social dislocation of actors) 4) objectivity is the primary qualification of social research (functionalism, later geomorphological functionalism is highly correlated with the empiricist approach to social research) 5) the social world is generally governed by social actors.Functionalism addresses the following issues 1) the evolution of roles and norms in a particular social setting, 2) the development of interrelated in stitutions, 3) the efficacy of long-term change, 4) the sticky functioning entity, and 5) the importance of role-making and empiricist research. From the five sociological paradigms discussed, conflict theory seemed to be the least useful because1) It fails to repartee the evolution of roles and norms in the society (it views morality as something created by power politics) 2) While it explains the efficacy of succinct term (abrupt) change, it fails to fully substantiate the saliency of long-term (gradual) social change 3) It saw conflict as the only effective means of altering social arrangements, roles, and norms of the society here, conflict is seen as a cocksure force of social change (the word positive here is morally neutral).

Human factors Essay

Introduction The National Institute for Occupational Safety and Health (NIOSH)s invention of Research to practice (R2P) was a totally a new initiative, it is served with the purpose of transferring and translating the institutes research findings, its technologies and information by using highly effective practices of taproom and most common and ready(prenominal) products which passel are easily adopted in the pass away step to the fore. Its research is aimed at using the necessary methods of prevention to reduce ferment-related musculosketal disorders (WMSDs).The initiative encourages management commitment, the anticipation of workers, it also trains them the necessary safety practices procedures and these helps them to identify, evaluate and control take chances factors that relate to WMSDs (American Meat Institute and Ergo Tech, 1990). The main objective of the initiative is to reduce illness and harm is masterd by ensuring there is effective use of its research findings a t workplaces (ANSI, 1996).In ensuring that their findings are achieved effectively they work closely with other partners like center for disease control (CDC), this facilitates its product development, translating its research findings into practice, target its dispersal efforts, and in evaluating practice effectiveness (ANSI, 1986), and this is clearly demonstrated by their efforts which have improved workplace health and safety in many organizations (American Meat Institute and Ergo Tech, 1990). Their research initiative is accomplished by making use of the following techniques(a) Prioritizing their researches are aimed at addressing the most important and pertinent issues occupational, safety, health and injuries. (b) Partnering since it realizes that it cannot achieve its targets alone, it carries out its research and works closely with both international and domestic partners to encourage work place practices adoption and use of research findings. (c) Targeting Its research findings are channeled into information products, in different presentation reports which is trim mainly towards meeting the targeted audience.(d) Translation It ensures that their research findings are transferred and translated by using appropriate tools of presentation by making use of latest technology, and all the necessary information that will ensure adoption of involve prevention practices and procedures. (e) Dissemination It uses the latest communication science in guiding the movement of its research into the workplace. (f) rating It builds data collection into each program to determine its effectiveness in preventing work place speck and illness (ANSI, 1996).In order to ensure that the above initiative objectives are met, they make use of a variety of control methods of intervention to contain workplace hazards, their methods include ergonomic hazards. The control methods are (a) It builds strategies aimed at reducing the potential conditions for hazards by making u se of engineering controls. (b) By making use of administrative controls to ensure easy transition of workplaces practices, and the general management policies.(c) they encourage the use of any necessary in the flesh(predicate) equipment Conclusion NIOSHs practices and activities highlight hazards and prevention strategies from diverse settings of work places. Their materials of practice are flexible and can be used either as a stand-alone curriculum or they get it coordinated into the already safety programs in practice (Astrand, & Rodahl, 1986). Their practice even includes a dedicated curriculum aimed at reducing occupational injuries and illness in young people.In helping teens, its activities have been extensively problematic in pilot-testing by making use of high school teachers, job trainers and work coordinators all everywhere the country to teach the youth, the basic occupational safety and health (Astrand, & Rodahl,1986). There is need for inclusion of behavioural issu es in their research as relates to corporate social responsibility, this will help greatly in business office ethics. References American Meat Institute and Ergo Tech, Inc. (1990). Setting up an ergonomics program meat industry.Arlington, VA American Meat Institute. ANSI, (1986). American national standard guide for the measurement and evaluation of human exposure to trembling transmitted to the hand. New York, NY American National Standards Institute, S3. 34 1986. ANSI, (1996). American national standard control of work-related accumulative trauma disorders. Part I upper extremities. New York, NY American National Standards Institute, Z-365-1996. Unpublished draft. Astrand, P. and Rodahl K. (1986). Textbook of work physiology. New York, NY McGraw Hill.

Famous people

The reason Im writing Is to give you about Information about famous muckle and to express my thoughts about It. To begin with, I know many famous people In our world. They tense up to do their best to become such. My favorite personality Is the British actress Kerri Knightly. I think that Kerri Is the best conclave of beauty and talent. Her acting amazes me, her actions make me speechless, her voice can attract anybody attention. She cut backed very hard and collaborated with the most ammos actors and became unitary of them very quickly.She played and is still playing in very popular movies with the most known directors and thats wherefore she is very famous. The most popular her roles are in the films Pirates of the Caribbean, Pride and Prejudice, Ana Karen. So, I want to evidence that Kerri is very famous and popular nowadays. I usually get information about this person from the Internet, TV, some magazines and newspapers. Also, my friends are fond of her talent, so we ofte n tell each other deferent facts about her vitality and exchange different Information.We know everything about her work and private life. As far as Im concerned, I would not Like to be famous. There are many reasons why I think so. Firstly, I think, It Is very hard to be famous. Every snip you must know that you are an example to go along by many. So, you should avoid some situations In which you can attract your fans and abandon the usual look. Secondly, every time you can be pursued by paparazzi, hats why you wont be able to pure tone good in your daily life and work.Also, your fans bequeath spy on you in every possible way. You will feel tired giving them your autographs. And lastly and most importantly, everyone will know everything about your life. Your private life will be public and you wont be able to hide some facts, which are very dear to you. In addition, I think that to be a famous person is not an easy task. So, people who work hard, must be successful in their li fe, but they must also remember that to be a famous person Is hard too.

Creativity or Conformity? Building Cultures of Creativity in Higher Education Essay

Permission is granted to reproduce copies of these works for economic consumptions germane(predicate) to the above conference, provided that the author(s), rootage and secure notice are included on apiece copy. For other uses, including extended quotation, please contact the author(s). creep Whatever else it may be, seminalness is intriguing this view appears to be shared by the literature on the subject and by popular culture. season thither is little agreement about the exact nature, do workes and products of creative thinking, there seems to be a fascination both with its complexity and the sheer impossibility of providing clear explanations for it.This cover does not attempt to generate yet another explanation, but instead offers a framework for exploring creativity in the context of teaching and teacher education. The nature of creativity in teaching is usually evidenced by its products innovative curriculum design or original students work. The focus of this make-up , however, is on developing opportunities for teachers to understand, explore and post their identities as seminal practitioners.These opportunities are offered in the form of creative reprimand, a framework of creative methodologies for piquant teachers individually and jointly in identifying and expanding their creativity get alongs. The notion of creative mirror image challenges the action-reflection dichotomy of contemplative serve and extends reflection beyond cognitive, retrospective mystifys to encompass the geographic expedition of possibility finished caper, image-making, writing, action methods and storytelling.The paper offers examples of and reflections on these methods from the authors use of creative methodologies in a teacher education platform at Queens University Belfast. Creative Reflection, Creative Practice Expressing the Inexpressible The concept and practices of creative reflection have been developed in a teacher education programme at Queens Unive rsity Belfast to sharpen the model of reflective practice on which the programme is based. Creative reflection is a framework of creative methodologies whereby teachers explore their practice and the liminal positions between action and reflection.This work is a response to the contract in teacher education for the development of more complex models of reflection, related to purpose, which take greater consciousness of existing knowledge from other disciplines, particularly those settings of psychology concerned with cognitive processes including problem-finding, insight, wisdom, creativity Leitch and Day (2000 186-187). creative thinking itself is an elusive concept the literature on the subject incorporates a seethe of perspectives and dichotomies, raising a depend of questions.Those pertinent to this paper include is creativity a cognitive process, or is it socially constructed? is creativity to do with outcomes, or with processes and qualities such as fluency, imaginati on and originality? what are the conditions which support the development of creativity? what is the nature of creativity in education, and does it have a place in teacher education? One of the assumptions on which this paper is based is that teachers are creative by extension, teacher education should therefore provide them with opportunities to identify themselves as creative and to enhance their creativity.Craft (2001 48) suggests that teachers are highly creative Certainly some of the distinctions of high creators (childlike qualities, aspect under siege, being on the edge, high energy and productivity) which Gardner identifies in Creating Minds (1993), also emerged as a characteristic of ordinary educators in one of my research projects (Craft, 1996a Craft and Lyons, 1996). Crafts allusion to productivity is complemented by Eisners exploration of the processes, the artistry and the craft involved in teaching (2002).Both facets of creativity, product and process, are struct ured into the framework for creative reflection. Details follow as to how participants engage in process activities as easy as in deliberation on the outcomes of these processes. The process of creativity, mysterious as it is, has long been a source of fascination and speculation. Helmholtzs classical model, developed in 1826, includes the stages of saturation, exploration and incubation Poincare added to these the aspect of verification (Balzac, 2006).The four-phase model developed for this study incorporates and elaborates on these stages Model for Creative Reflection Phase 1 Preparation This aspect of creative reflection recognises that the creative process involves uncertainty and possibility and that participants need preparation to access that render of receptivity, or Keatsian Negative Capability, which Keats defines as when a man is capable of being in uncertainties, mysteries, doubts, without any pesky reaching after fact and reason (Buxton Foreman, 1895).In this phase o f creative reflection, threshold activities are offered to enhance possibility and to free the imagination. One of the most successful of these threshold activities has been the invitation to participants to select images and quotations on a relevant theme teaching, learning or creativity itself. This activity is based on the notion of stepping stones into a liminal being of exploration, as in Progoffs system for precedeing the twilight world of process meditation (Progoff, 1980).While participants are in the process of choosing images and quotations which engage them, music is played in the background to enhance heartsease and stimulate intuitive rather than rational decision-making. The activity is conducted without treatment to encourage focus and a continuative with the unconscious. Another threshold activity is that of visualisation for example, individuals are asked to imagine their learning about their practice as a journey and to articulate this in the form of images or writing. The sharing of the results is part of the process of price reduction described in the final phase of this model.Threshold activities are directed at the group as a whole as well as at individuals for example, participants are asked to imagine an ideal space for teaching and learning and to suggest in turn something which they might like to include in this space. Offerings range from comfortable chairs to the location of this space at the seaside and the presence of flowers and music centres. This activity generates ideas about inclusiveness and introduces into the discussion metaphors and symbols which enhance the learning process.The idea of bringing an ideal situation or world into the realms of possibility through group visualisation is based on the process of reflective meditation in psychosynthesis (Ferrucci, 1982 Assagioli, 1999). Phase 2 Play This phase is based on the assumptions that a good deal of learning happens through play, that play is an essential aspect o f cultural development (Huizinga, 1970), and that a group can create meaning, possibility and raw insights through the processes of play.Play is also important because it has the potential to free participants from external concerns so that they may enter the state of flow. According to Csikszentmihalyi (1991, 1997) this is an optimum state in which the person is fully focused and immersed in what he or she is doing, usually with a successful outcome. The activities in this phase are conducted quickly their purpose is to generate energy, enjoyment of the group process and a range of rude(a) ideas. The processes involved provide opportunities for diverging thinking they include mind mapping, creative thinking and brainstorming.The brainstorming methods in this model of the creative reflection are informed by Kelley and Littmanns (2002) methods for enhancing fluency of ideas and innovation within the context of team-building. Phase 3 Exploration This aspect of creative reflection is active, with the purpose of creating a product. The processes involved may include creative writing, storytelling, or the use of art materials, or action methods based on psychodrama to concretize the experience (Moreno, 1994). The exploration phase may be individual or collective it may take place in pairs or small groups.In one particular activity, an individual selects one of his or her identities as a teacher from a list this list includes the more obvious identities such as mentor, helper and instructor, as well as more metaphorical ones as foot soldier, sower or bridge. The individual then elaborates this personal identity through writing and art, imagining in detail, for example, what this identity might look like, its voice, its tools and how it engages in relationship. The image below depicts the process of exploration on both individual and group levels.Participants, given the task of expressing their understandings of themselves as reflective practitioners, position to gether the quotations, images and artefacts which they had chosen as individuals to express this notion. The circle of people made from tissue paper was created as a collective piece for the final image this suggests that the group product extended beyond that of a loose arrangement of individual ideas to a creative collaboration of knowledge and understanding. pic Phase 4 entailment In the final phase of creative reflection, which is akin to the verification tage of the Helmholtz/Poincare model, participants present and reflect on their ideas, stories and collective images. In this phase, which is adapted from McNiffs process of dialoguing with the image, participants engage with and reflect on the artefact engendered by the creative process (McNiff, 1992). Through this process, the experience and learning are synthesised into new understandings, or the identification of new questions which might be raised about professional practice. The image below represents the world of reflec tive practice as created by a group of practitioners through the use of props. pic Discussion about this image revealed that each of the scarves, which are circumscribing and containing the world of reflective practice, represents a strength owned by one of the practitioners, while the Russian dolls and the teddy bear on the edge of the circle symbolise those learners who exclude themselves from learning. The act of dialoguing with the image engendered ideas amongst the participants for engaging those who are currently on the outside and who have not yet found a adapted means of expression.In many ways, the process of writing this paper has been a struggle to express that which is unspeakable it is challenging to articulate the complexity of the spaces between reflection and practice, as well as the complexity of creativity itself. It is hoped that further research will indicate whether the processes of creative reflection can take sufficient awareness of these complexities to su pport teachers in recognising and expressing their creativity. References Assagioli, R. (1999) The Act of Will A Guide to Self-Actualization and Self-Realization, Knaphill, David Platts Publishing CompanyBalzac, F. (2006) Exploring the Brains Role in Creativity,Neuropsychiatry Reviews, Vol. 7, no. 5, May 2006. http//www. neuropsychiatryreviews. com/may06/einstein. html Accessed 14/11/2006 Buxton Foreman, H. (1895, Complete rewrite edition) The Letters of John Keats, capital of the United Kingdom Reeves & Turner Craft, A. (2001) Little c Creativity, Craft, A. Jeffrey, B, and Leibling, M. (eds. ), Creativity in Education, capital of the United Kingdom and clean York, Continuum, pp 45-61 Craft, A. (1996a) Nourishing educator creativity a holistic approach to CPD, British Journal of In-Service Education, 22 (3), 309-322.Craft, A. and Lyons, T. (1996) Nourishing the Educator, Milton Keynes The Open University Seminar Network Occasional Paper Series Csikszentmihalyi, M. (1997) Creativi ty. Flow and the Psychology of Discovery and Invention. New York, HarperPerennial. Csikszentmihalyi, M. (1991) Flow the psychology of optimal experience. New York HarperPerennial Eisner (2002) From episteme to phronesis to artistry in the study and improvement of teaching, program line and Teacher Education, Volume 18,Number 4, May 2002, pp. 375-385 Ferrucci, P. 1982) What we may be techniques for psychological and spiritual growth. New York Jeremy P. Tarcher/Putnam Gardner, H. (1997) sinful minds portraits of exceptional individuals and an examination of our extraordinariness New York BasicBooks Huizinga, J. (1970) Homo Ludens a study of the play element in culture, London Maurice Temple Smith Kelley, T and Littman, J. (2002) The Ten Faces of Innovation Ideos Strategies for Beating the Devils abet & Driving Creativity Throughout Your Organization London ProfileLeitch, R. and Day, C. (2000) Action research and reflective practice towards a holistic view, Educational Action Res earch, Vol 8, 1 pp179-193. McNiff, S. (1992) Art as medicine creating a therapy of the imagination Boston, MA. London Shambhala Moreno, J. L. (1994, Fourth Edition) Psychodrama and Group Psychotherapy, Mental Health Resources. Progoff, I (1980) The Practice of Process surmise The Intensive Journal Way to Spiritual Experience, New York Dialogue House Library.

Pinyin Exercise

Chinese Pronunciation Pronunciation Chinese is not a ph one(a)tic language, as a result its pronunciation is not related to the written Chinese words (characters). In order for non-Chinese speakers to intoxicate the correct pronounciation, a system beefed Pinyin was developed to transcribe the sounds of Standard Chinese. Pinyin uses the letters of the familiar English first rudiment to help the scholarly person determine the pronounciation of the unfamiliar Chiense words. Most Mandarin sounds ar easy for English speakers to articulate although some require more than practice than former(a)s.Pinyin is withal a useful tool for trying newly vocabulary and for looking things up in a dictionary as well as for type Chinese. Other than this, however, it has no practical usage since Chinese people do not present or write in pinyin. Actually, many a(prenominal) Chinese people do not know pinyin at all. in that respectfore, you should learn to contract and write in characters a s soon as possible. I. The 4 inflects Chinese is known as a tonal language. feels be the results of the variation of pitch trains in the pronunciation of a syllable.Each syllable is composed of deuce-ace components (a) Initials (b) Finals (c) distinctions. Except for nasal sound uniform n and m, all Chinese syllables ends with vowels. So we call them Final Sounds. The consonants at the beginning of a syllable are called Initial Sounds. There are altogether 21 initials as shown in control board 2. Initials only refer to the consonants that get on in the initial position of a syllable. Although it is acceptable to have a syllable without an initial, on that point must always be a closing. A terminal may have one or more vowel sounds and sometimes a consonant decision standardised -g and -ng .In fact, other than -g and -ng other consonants tailt appear in a final at all. Altogether, there are thirty seven finals as listed in Table 3. There are 4 nuances in Mandarin Chi nese as ornamentd in Table 1. Each Chinese word (character) carries a sound. Perhaps the most important thing to remember at this stage is the fact that different tones of a certain syllable quest completely different meanings. The features of the four tones are clearly illustrated in the fol let looseing plot haoma 1 Figure 1 a. The four tonesThe representation of tonal pitch contours as rime in Figure1 is attributed to Yuen Ren Chao, who devised this scale to cover the tonal aspects of the Chinese language as well as other tonal languages. Un care the music score, it consists of five arbitrary trains and each is labeled from the bottom upwards, 1 by dint of to 5. As with the music score, the rugged line represents the lowest pitch, and the highest line, the highest pitch. The variance of the pitch could be captu ablaze(p) using the name and address pitch numbers by observing the starting, mid(prenominal)dle and end-points of the tone.The numbers were tbiddy enclosed in deuce forward slash marks. For example, /55/ would be a high take tone, whilst /11/ is a low level one. /53/ is a high falling tone, /35/ is a mid rising tone, whilst /31/ is a mid falling tone. /214/ is a tone which starts low, falls and then rises again. Short tones can also be represented as a single number for instance a short mid level is /3/. By using the numbers, Tone one is /55/ Tone deuce is /35/ Tone ternary is /21/4 and Tone Four has the pitch level of /51/. The lines in the above table indicate the pitch contours of the four tones.And the four tones are represented with the succeeding(a) symbols (Table 1) Tones setoff Second deuce-ace Fourth Symbols Examples di di di di Table 1 Symbols of tonal accent If we use the musical credit lines to illustrate on the five scale, the four tones have the following patterns Figure 2 b. The Four Tones Tone one(a) Tone One has the highest pitch level for it starts at five and ends up at five. It is near the hap of your comfortab le range. As a result, you should be able to sound the first tone syllable continuously without effort. ma maaaaaaTone Two Tone Two starts in the marrow of your voice range and rises straight toward the level of the first tone. It is similar to the English tone when you are questioning What? ma ma? Tone Three Tone Three is the lowest tone of all. It starts low and then rises towards the middle high pitch level and has longer duration. Your pitch level should drop until you feel out of breath and then release it. ma Tone Four Tone Four begins at the top of your comfortable range and proceeds right away to the bottom. It is short and sounds as if you are being stern. ma Tonal exercise exercise 1. hark to the record and construe alound a-ma ma-ma ma-ma mi-mi mi-mi mi-mi li-li la-ma fa-fa fa-fa fa-fa ni-ni ni-ni bi-di ni-li la-ma ta-ta ta-ta ta-ta ti-ti ti-ti ti-di li-ni ma-la da-da da-da da-da di-di di-di li-ni ni-li la-ma pa-pa pa-pa pa-pa pi-pi pi-pi ni-mi li-ni pa-ma 2. Listen and indicate the tonal accent for the following syllables ta ting da dent ni ning mi fa ma ping pu hao tu lao hen dong bo nin ming lin II. The initials As was introduced earlier, there are 21 initials altogether. Initials are similar to the English consonants. However, they differ in that initials only refer to the consonants that appear in the initial position of a syllable.The 21 initials are listed at a lower place according to the positioning of ones emit in producing the right sounds in Table 2. Table 2 Table of initials Unaspirated Aspirated labial consonant alveolar Guttural Palatal Retroflex Dental Sibilant b(o) d(e) g(e) j(i) zh(i) z(i) p(o) t(e) k(e) q(i) ch(i) c(i) Nasals m(o) n(e) Fricatives fo l(e) h(e x(i) sh(i) s(i) Voiced Continuants r(i) beguile note that the initials can not be formulated without adding certain finals. Please practice with your teacher in kind and listen to the audio sounds after class. The initials listed in Row 1 are called labials because the lips must be utilise to pronounce them.The sounds in Row 2 are dentals because the teeth are employed to produce these sounds. The initials listed in Row 3 are called gutturals, which means their pronunciation, is controlled by the muscles in the spur of the address. Actually, since the initials listed in Rows1-3 are real similar to the English consonants, you can achieve their sound very easily. The Palatals in Row 4 of necessity more practice. When pronouncing j and q, you must first acclivity the scarecrow of the speech to the hard palate and cupboard the tip of the spittle against the bet on of the lower teeth, and then loosen the tongue and let the rail line pig out out through the channel thus made.The two sounds only differ in that the q is an aspirated sound. To pronounce x, you should raise the front of the tongue towards (almost touching) the hard palate and then let the air squeeze out. In short, j(i) is like j in jeep. q(i) is like ch in cheap and cheese . x(i) like sh in banshee, between the s in see and the sh in she. Refer to Figure 2 for a better understanding. Figure 2 Palatals The initials in Row 5 are retroflexes. To pronounce this sound, the tongue is curled back (retroflexed) until the tip touches the front fail of the cover of the mouth.The tongue is only a itty-bitty farther toward the back of the mouth than when pronouncing the initials r in run. To pronounce zh, ch, the tip of the tongue begins by touching the roof of the mouth, then quickly touching away. The two sounds differ only in that a strong puff of air accompanies with ch sound. zh is kind of like dg in fudge, and ch is like ch in church, but curl the tongue up toward the zh(i) ch(i) roof of the mouth bit pronouncing the ch sound. But when produce the sound of sh, r, the tip of the tongue does not ever touch the roof of the mouth but simply rests in a close-by position as illustrated in Figure 3 below. h sounds like sh in English, but you should curl the t ongue up sh(i) toward the roof of the mouth while pronouncing the sh sound. r(i) sounds zhr as in pleasure. Please note that r is the only initial that is voiced. zh-ch Figure 3 Retroflexes shi ri Dental sibilants (buzzing or hissing sounds) are listed in the last row. They are called Dental sibilants because the pronunciation of which involves the tip of the tongue placed behind the top of front teeth. The tongue must be farther towards the front than when pronouncing an English s. z, is not too far from ds in reads. , is near the ts in carts though more air should be blown out. Exercises on Initials 1. Listen and repeat b babi baibei p pipei f fafang h hehao d dadao t titan l linli r ruran j jiaji q qiqi x xiaxiang zh zhzhizhong ch chchuchu sh shshisheng z zizu c s cengci sisuo paipao fanfa heihai dedao tiaoting lunluo rengran jinji qinqing xixin zhaizhu chengche shushi zuzong cancun susong baobi papo fafu hehu didian tantu lailin renren jingjia qingqi xixia zhangzhou chachao shen sheng zaizao caice sansi benbo popi fangfa huihuang daidong tingtang lingli rongru jingjie qingqing xinxi zhazhen chachang shanshui zizun cuncao sisui ubi pianpang fenfu huahui dongdan tongtian lanling runri jiajin qinqing xianxiang zhuzhai chuanchu shangshu zangzu cuicu susuan 2. Listen and pronounce the following syllables. Please pay attention to the unaspirated initials and aspirated initials b-p piaobo paiban bianpai banping pingpao paobing pingbi pengbi pibao peibei panbi pianpi d-t tongdeng ditou z-c zaici caozuo g-k gekai gongkai kaiguo konggang keku guku kangu kuaigan guke guoku kaigong kuguan cizu zanci zice canzan caizi zaice zacao cezi cazao zican deti daiti tidu tida dianti diaotou tidan dantian ditu ditang 3.Please pronounce the following retroflexes zhuchu shizhang shishi zhizhu chushi reshui ruoshi chicheng shichang shusheng shaoshu zhashe rizhao ruizhi chishui changchu chuanchang zhenzhong chushu shiren renzhi chushou zhenzheng shenzhi chishui zhengshi zhiran renzhi zhichi caishui chuangshang chouchu changcheng shice chuzhong rushi zhiru chuanchang shashi shangren rengran ruchang 4. Please practice the following palatals with the recording pijing qijian qicai qixian jingqi xiaqi xiqi jijin qixiang chuqu chaijian jiuji jiaqi pingxi jianqi pingjing jiaoqi xingjin xiqin qijia qinqie jiqi qixi jiaxiao xianxiang qinjian inxing xiaojing xiangxin xiaji xingqi qingjin jingji jingxi qinxin qingjing qiangquan xiangjin jianqi jiqiao jiajie qingxing 5. Read aloud and compare bfbafang pfpifu dldaili tltuliao fhfahui rlluru zhzzhizao zh chccanchuan ch shsshisi sh zhjzhijing zh chqchaqi ch shxxishou sh jizhe qiche shanxi fabiao fupin lidai liti huifa rangli zizhu chuci sishi zhijin chaiqian xiaoshi binfen pifa dalian tilian fanhuan rili zhuzu changci shensi jiazhi qincha shixi fangbian fangping lada lantian hefa ranliao zengzhang checi shanse zhiji changqing xishu bufu pingfan danliang tianliang fanhua liren zhize chicu shisanIII. The finals The basic vowel s There are altogether six basic vowels in Chinese as shown in Figure 4. Figure 4 Basic vowels a is a central vowel. To pronounce it, the tongue remains in a natural, relaxed position, as a in father. o is a ravish semi-high back vowel. It sounds like o as in or, like the wa in wall. You should have the lips rounded to pronounce it. e is an unrounded semi-high back vowel. To produce this vowel, first pronounce o, then change the shape of the mouth from rounded to unrounded. At the same time open the mouth wider.This vowel is different from e in English, which is enunciate with the tongue raised(a) slightly forward. It needs special practice. i is an unrounded high front vowel. The tongue is raised higher than it would be to ea. pronounce its counterpart in English as in tea. u is a rounded high back vowel. The tongue is raised higher than it would be to pronounce its counterpart in English. It slightly resembles the o as in English oo To pronounce it (1) The tongue must be pulled toward the back of the mouth while the lips make a very small opening in front. 2) Imagining that you holds as often water as possible without either swallowing it or spilling any of it out of the lips. (3) Try to whistle the lowest note possible, then vocalize instead of real(a)ly whistling. u is a rounded high front vowel. It is a combination of i and u. To produce this vowel, (1) first pronounce i, then modify the shape of the mouth from unrounded to rounded (2) try to whistle the highest note, but vocalize instead of actually whistling. i also represents two additional special vowels -i one is an alveolar front vowel, it goes with z, c, s the other is an alveolar ack vowel, it goes with zh, ch, sh, r. The finals A final may have one or more vowel sounds and sometimes a consonant end point like -g and ng . In fact, other than -g and -ng other consonants cant appear in a final at all. Putting altogether, there are thirty six finals as listed in Table 3. Table 3 The finals Row -a -i -u -i i a ia e ie -i ai Ending -o/-u ei ao ou iao iu ui -n an en -ng -r ang eng ong er iang ing iong uang ueng ian in uan un u ua uo uai -u u ue uan un ei sounds like eigh in sleigh and eight. ao reads as ow like the au in sauerkraut. u sounds like oh, as in soul. an has the sound of ahn, between the an in can and the on in con. en sounds like un as in run, as en in chicken. ang sounds like ahng, a as in father and ng as in sing. eng has the sound of ung as in hung and lung. ong ong(ueng) is like the ung in German jung or, u as in range plus ng as in sing. er crosses between ar and er. ia sounds like ee-ah (quickly, as one syllable), like the ya in yacht. ie reads as ee-eh (quickly), like the ye in yet. iao starts with ee in see and end with ow in now. u iu(iou) sounds like yo as in you or eo as in Leo, close to u in union. ian reads as ee-en (quickly)( an after i sounds between man and men in English) in in(ien) sounds like een as in seen, like the ine in machine. iang sound s like ee-ahng (quickly) . ing ing(ieng) is similar to ing as in ring. iong goes like ee-ong (quickly), almost like German jung. ua sounds like wa as in wash and the wa in wander. uo sounds like the wo as in wore and the wa in waltz. uai sounds like why or like the wi in wide. ui( ui(uei) goes like way, between we and weigh. uan is similar to wahn, as in wander . n un(uen) is similar to when or the pilar cyst in Owen. uang sounds like wahng. ueng starts with u as in put then quickly goes to eng. ue goes like the German umlaut u in uber plus e in ie. uan starts with u and then wan as in wander. un starts with u and then goes on to en quickly. Please note that the vowel quality of some finals varies with different tones. For example, the final iu (you) with the first and the third tone allow sound different. Therefore, our focus should be on the accuracy of the tones instead of on the distinctions. Exercises on Finals 1.Please read the following syllables aloud o pomo bopo fotuo e u u er er ei ei ao ao lehe bufu yuju erjiu feiche paomao keke pubu xuqu erhu xuefei gaozhao ou zhou nuoruo tongxue zhuisui tanpan renzhen qinxin hundun tese zhuchu quju erxi beihou baodao dou ou guocuo hulue huigui ganhan genben pinyin kunlun moluo hege tushu quyu ji er leihen laobao shougou tuoluo yuanyue cuihui canzan menzhen xinxin shuncong mopo ji e fuwu yunu ersai weisuo baochao goushou cuoluo yuenan hesui shanshi shenchen xinyin zungui ou ou shouhou uo uo zuocuo ue ui ui xuexiao huicui n an canlan en en in in zhenren binlin un un chunsun 2. Contrasts ou(u)o ou(u)odoushuo uu u eiui eiui lushu duilei gouduo luxu cuifei shoucuo juzu beiwei tuolou lutu leitui rouguo quchu leizhui aoou ao ou baochou anang anangdangran eneng en engzhenzheng ining xinxing ining ong-iong ong-ionglongxiong uanunyuanjuan an uanun luanlun uan ie ue ie uiu uiu iu jieyue jiuju laorou nanfang zhencheng xinqing yonggong qunxuan chuannuan xuejie qujiu chanshen jiaohao chaoshou shaftwan chengren jinling qiongl ong yuanjun tuandun quexie luxiu shancen qiaogao houtao hangang zhengshen pinqing xiongyong xuanyun shunshuan xieyue jiuqu zhenchan liaokao roudao kangzhan lengshen yingxin jiongpo quanjun chunguan juelie xuliu nanfen daoqiao enan en an sanzhen aoiao ao iaoxiaoyao III. Pinyin Romanization-spelling precepts rules Pinyin Romanization has been the official romanization system in the Peoples Republic of China since 1958. Some of the finals (in boldface) listed in Table 3 are spelled differently as shown below in Table 4. Row -a -i -u -u -i a e -i ai Ending -o/-u ei ao ou yao you -n an en -ng -r ang eng ong er yang ying yong wang weng i ya ye wu wa wo yu yue wai wei yan yin wan wen yuan yun Table 4 Finals in Pinyin Romanization The spelling rules are summarized as below Tone marks We know that the four tones are indicated by the diacritical marks -, /, /, that appear above the vowels of spelled syllables. There are rules to follow about where to put the diacritical marks. First, if the re is a single vowel in the syllable, put it over the vowel. Second, if there is more than one vowel, put it over the vowel in this order a, o, e, i, or u. When two vowels i and u are together, you put it over the last vowel.Third, if the diacritical mark is over an i, omit the dot. xin new (adj. ) re hot (s. v. ) ren person (n. ) dui correct (adj. ) leng cold (s. v. ) liu to stay (v) spell rules u 1. When the uo final combines with the labial initials b, p, m, f, the u drops out. bo wave (n. ) po broken or worn out (adj. ) mo to rub (v. ) fo Buddha (n. ) u But the u stays when any other initial is used. duo much or many (adj. ) cuo -wrong (adj. ) 2. When the u final combines with the palatal initials j, q, or x, the umlaut drops out. This is u because only the u final can go with j, q, or x, but not the u final.Therefore, any time a u comes after j, q, or x, one knows it has to be the u final even though the umlaut is not there. ju (ju) situation or bureau (n. ) qu (qu) to go (v. ) xu (xu) to permit (v. ) The only other initials that u combines with are l and n. In these cases, the umlaut stays nu female (adj. ) lu green(adj. ) i i y 3. When the finals beginning with i take place without an initial, the i changes to y. ie ye also (adv. ) iao yao want (v. ) The three finals i, in and ing are exceptions to rule three, in which case a y is in, i added while the i remains i yi one (num. in yin to gull (v. ) ing ying hard (s. v. ) i y When the final iu (iou) goes without an initial, the i changes to a y by rule four o and an o is added iu you to have (v. ) u u w 4. When the finals beginning with u occur without an initial, the u changes to w. uo wo I or me uan wan bowl w The u final is an exception to rule five. When it occurs without an initial, the w is added uwu five (number) u When the ui (uei) and un (uen) finals occur without an initial, the u changes to a w e w by rule five and an e is added ui wei stomach (n. un wen to ask (v. ) 5. When the finals beginning with u occur without an initial, the umlaut drops out and a y y is added in front. u yu fish (n. ) uan yuan distant (adj. ) 6. If the noun is a place name, then benefit the first letter. If it is a Chinese name, capitalize the first letter of the surname and given name. beijing Beijing (Peking) wang xiaoxiao Wang Xiaoxiao niuyuu Niuyue (New York) zhang zhong Zhang Zhong (a name) Spelling exercises 1. Please correct the spellings for the following syllables uan uan diu buo ian wun zo ie uen wuei iu jan qong chuen wui yuan 2. Spell the dictated syllables and add the diacritical marks. ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ IV. Tone sandhi Tone sandhi refers to the sound change in tones when different sounds come together. Sandhi in Sankrit means putting together. Third tone Sandhi In Mandarin Chinese, the most common tone sandhi rule is that th e leading syllable in a set of two third-tone syllables is raised to the second tone. For example, nihao ( , the most common Mandarin greeting, is pronounced nihao. If there are more than two third tones, the same rule applies although other rules may apply. Exercise Please read the following syllables. hen hao mai jiu shuijiao qi zao caozi yunxu chao mi mijiu jiugui suoyi zao zou liaojie yufa Lao Li yuanzu xiang zou yaogou xizao shuiguo ni hao laohu da gu bie zou xiao jiao one- half(prenominal) third tone If a third tone is followed by the first, second or the fourth tone, the third tone will only keep the falling pitch and remains there instead of rising. Since it is half realized, it is called a half third tone.Actually, a full third tone is only possible when it is devise final or when it is by itself. The following figure (Figure 5) will indicate the change. Figure 5 half(a) third tone Exercises Please read the following syllables. Exercises Niuyue (New York) Beijing (Beijin g) laoshi (teacher) caihong (rainbow) wo lai (I will do it. ) wangqiu (tennis) zoulu (to walk) keshi (but ) qing wen (May I ask? ) Faguo nuhai ni shuo (France) (girl) (You speak) Meiguo (America) haokan ( close-looking) falu (law) qing zuo (Please sit. ) qing shuo (Please speak. ) hao shu (good book) daqiu (to play a game) ni kan (You look. luyou (to travel) Fourth-tone Sandhi When a fourth tone is followed by some other fourth tone, the first one becomes a variant of the regular fourth tone as illustrated below in Figure 6. Figure 6 Fourth Tone Sandhi As indicated in Figure 6, the special fourth tone starts as a regular fourth tone does. But its pitch level only drops to descale 3, half as far as a full fourth. Exercise Please read the following syllables. duihua (dialogue) guixing (honorable surname) Yidali (Italy) zaijian (goodbye) dianshi (T. V. ) sushe (dormitory) shuijiao (to sleep) shang ke (to go to class) zhaogu (to take care of) ieshao (to introduce) kanbao (to read new spaper) jiaoshi (classroom) Tone Sandhi for yi and bu Yi (one once) and bu (no, not) will also sustain tone sandhi under certain conditions. Preceding a syllable with the first, second or third tone, yi becomes yi. Bu keeps the fourth tone without any change. yiqi (together) bu hao (not good) yi jia (a family) butong (not same) yinian (one year) buting (not listen) When preceding a syllable with a fourth tone, both yi and bu become a second tone. yigong (altogether) buhui (can not) yixia (a little bit) buguo (but) yiyang (same) bukan (not to look)When yi and bu are phrase final or used alone, they keep their original tones yi and bu. Please note that the tone of yi and bu will change only when they mean yi (one once) bu (no not). Exercise Please read the following syllables syllables. yitian (a day) bu leng (not cold) yiding (definitely) yihuir (a moment) bu zhidao (I dont know. ) yizu (a group) bu zao (not early) yi. ge (one + measure word) bu re (not hot) bu dui (not correct) buq u (not to go) di yi (the first) bu shi (not to be) bu mai (not to sell) bu xing (not okay) bu tai hao(not that good) buda (not big) u lai (not to come) Neutral tone tone In actual speech, all unstressed syllables are pronounced with a unbiased tone, which is sometimes considered as a lack of tone. In most varieties of Mandarin, the second syllable in two-syllable compounds is weaker in tonal prominence than the first one. A neutralized tone takes very little time to pronounce and does not hold or tie to its original tone. When actually pronouncing a neutral tone, one should not consider how a neutral tone sounds but focus on the tonal feature of the syllable that goes before it.Generally speaking, the pitch level of a neutral tone differs when following different tones as indicated in Figure 7. Figure7 Pitch level of neutral tones From Figure 6, we know that when following the first tone, the pitch level of a neutralized syllable is around the middle low pitch, i. e. at Scale 2. W hen it is after a second tone, the pitch level settles around middle pitch, i. e. Scale 3. When it goes after a third tone (half third tone actually), the pitch level is around middle high pitch, i. e. Scale 4. Its pitch level is the lowest, when a neutral tone is right after the fourth tone, i. . Scale 1. Whether a syllable is neutralized or not, one cant tell from the Pinyin. In this book, we will either put a dot before a neutralized syllable or simply indicate it without a tone mark. Exercises Please read the following syllables. xue. sheng (student) xi. huan (to like) di. fang (place) he. qi (gentle) tian. qi (weather) shu. fu (comfortable) ren. shi (to know sb. ) ta. men (they/them) women (we/ us) peng. you (friend) shen. me (what) jue. de ming. zi ge. ge fu. qin ma. ma ye. ye sun. zi (to feel) (name) (elder brother) (father) (mom) (grandfather) (grandson) yin. ei (because) di. di (younger brother) xie. xie (Thank you. ) jie. jie (elder sister) cong. ming (smart) er. zi (son) mu. qin (mother) ba. ba (dad) nai. nai (grandmother) ming. bai (clear) xing. fu (happy) shi. qing (things) ke. yi (may) suoyi (therefore) ai. hao (hobby) gezi (height) dui. fu (to deal with) gongfu (Konfu) shuo. chu. lai (to speak out) er. duo (ear) guaibude (no wonder) kan. qi. lai (it seems that) xi. huan. shang(to begin to like) shuo. bude (cant be blamed) The fickle r sound sound Northerners, especially Beijingese tend to add the fickle r to a word. uar (flower) menr(door) baimianr (drug, cocain) nar (where) qiur (ball) dianyingr (movie) dahuor (everybody) xiangweir (fragnant) hua huar (to draw) ge menr (buddy) miantiao (noodles) yucir (fish bone) yi kuair (together) xiao niaor (little bird) xiaohair ( little kid) yi dianr ( a bit) liaotianr (to chat) fan guanr (restaurant) mei zhunr (not sure) mei shir (nothing) xiao huar (joke) changger (to sing) guai wanr ( to make a turn) More Pinyin exercises 1. Please read the following syllables tongxue (classmate) waiguo (foreign country ) xiao. iao (a Chinese name) Shanghai (Shanghai) Jiazhou (California) gaoxing (happy) Zhongguo (China) Meiguo (America) peng. you (friend) liuxuesheng ( internationalist student) Yingguo (Britain) Lundun (London) xi. huan (to like) zhi. dao (to know) 2. Please read the following sentences Jintian tian. qi hen hao. (The weather is good today. ) Bu leng bu re. (It is neither cold nor hot. ) Xin tongxue dou hen gao. xing. (New students are very happy. ) Robert shi Meiguo xue. sheng (Robert is an American student. ) Robert , ta you hen duo tongxue. you Meiguo tongxue, ye you waiguo tongxue (He has many classmates. (There are American students. ) (and there are also foreign students. ) , , Ta you yi ge Zhongguo pengyou, (He has a Chinese friend,) xing Wang jiao Wang Xiaoxiao. (whose surname is Wang and is called Xiaoxiao. ) Zhang Yizhong ye. shi Robert de xin peng. you. Robert (Zhang Yizhong is also Roberts new friend. ) Ta bu . shi Meiguo xue. sheng. (He is not an American st udent. ) Ta shi Zhongguo liuxuesheng. (He is an international student from China. ) Wang Xiaoxiao shi Beijingren. (Wang Xiaoxiao is from Beijing. Zhang Yizhong bu. shi Beijingren, shi Shanghairen. , (ZhangYizhong is not from Beijing. He is from Shanghai. ) Robert hai you yi. ge Yingguo tongxue jiao Alex. Robert ,? Alex. (Robert also has a classmate from Britain, whose name is Alex. ) Ta ye shi liuxuesheng. (He is also an international student. ) Robert gen Alex dou hen xi. huan Zhongguo. (They both like China. ) Robertand Alex ye dou hen xi. huan Zhongwen. (Also they both like Chinese. ) Ni. shi Meiguo shenme di. fang ren? (Where are you from in the U. S.? ) ren. hi nimen hen gao. xing. (It is my pleasure to know you. ) 3. Please read the following poems Jing ye si (Li Bai) Chuang qian ming yue guang, Yi shi di shang shuang. ju tou wang ming yue, di tou si gu xiang. (In the quiet dark So bright a gleam on the foot of my bed Could there have been a frost already? Li fting myself to look, I found that it was moonlight. Sinking back again, I thought suddenly of home. ) Chun xiao (Meng Haoran) Chun mian bu jue xiao, Chu chu wen ti niao. Ye lai feng yu sheng, hua luo zhi duo shao. A Spring morning Awake light-hearted this morning of spring, Everywhere round me the singing of birds But now I remember the night, the storm, And I wonder how many blossoms were broken. Yong e (Luo bin Wang) e e e, Qu xiang xiang tian ge, Baimao fu lu shui, Hong zhang bo qing bo. (Twisting its neck, , , , the goose is singing to the sky. With its white feather on the green water, the red palms are striking on the clear water. ) Hui xiang ou shu (He Zhizhang) Shao xiao li jia lao da gui, Xiang yin wei gai bin mao cui. er tong xiang jian bu xiang shi, Xiao wen ke cong he chu lai. (Coming home I left home young. I return old discourse as then, but with hair grown thin And the children, meeting me, do not know me. They smile and say Stranger, where do you come from? ) 4. Tongue twisters Si shi si. Shi shi shi. Shi si shi shi si. Si shi shi si shi. Si shi si shi si shi si. Four is four. Ten is ten. Fourteen is fourteen. Forty is forty. Forty four is forty four. Che shang you ge pen, frame li you ge ping, ping ping ping, pang pang pang, bu zhi shi pen peng ping hai shi ping peng pen. , , , , , There is a basin in the car, and a bottle in the basin. Bin bin bin, bang bang bang, Not knowing which is hitting which. Shu. shang you zhi xiao taozi, Shu xia you zhi xiao houzi. Feng chui tao shu hua hua xiang, Shu. shang diao xia xiao taozi. Taozi da zhao xiao houzi, Houzi chi diao xiao taozi. (There is a peach on the tree, There is a monkey under the tree. The wind blows and the tree talks, With the wind, the peach falls, Right onto the monkey. And the monkey consume the peach. ) , , ,