Writing Resources for Teenagers

Writing Resources for Teenagers Writing Resources for Teenagers Writing Resources for Teenagers By Ali Hale I know from the comments that lots of teens read Daily Writing Tips, and as a former teenage writer myself, I wanted to offer some of my tips and favourite resources. I’ve been telling stories for as long as I can remember – even before I could write, I made up stories to tell to my mum and baby brother. As a teen, I wrote a science-fiction novella (about 40,000 words) aged 14/15. I still have it tucked away in a wardrobe in my parent’s house. Here’s some of the advice I could have done with back then (I’m going to be focusing on teen fiction writers here, but you’ll find some useful links if you’re a blogger or non-fiction writer too. A lot of the sites referenced are great for under-13s too, and plenty of the good writing advice applies to adults, not just teens!) Ali’s tips Before I get to the list of resources, I’ll give you three quick tips that helped me as a teen writer. 1. Join a writers’ circle or evening class – I started going to one when I was 14 and stayed until I left for university aged 18. I was the youngest member by a long way, but I was made very welcome and I learnt a huge amount. 2. Write every day – I used to scribble away in the school library in my lunch-hour, and my parents gave me a word processor (more like a glorified typewriter than a computer) when I was 15. (Aged 16, I discovered an online writing game, and the rest of my writing all but stopped for two years†¦) 3. â€Å"Borrow† plots from classics – The first stories I wrote that I was happy with, aged 12, were based on Beowulf (see a study guide for this book here) and the Ballad of Semmerwater (both of which we were studying in English class). Young Writer Magazine I used to read this when I was about 12, and then it stopped being published for years. It’s being published regularly again (hurrah!) though a bit late for me. It caters for writers under 18, and publishes children’s and teens’ fiction and poetry. You might have trouble finding it on the magazine racks if you’re outside the UK, but you can subscribe on the Young Writer website, wherever you live in the world. (I also recommend reading general writing magazines aimed at adults – these will have plenty of articles aimed at beginners, and give you a real sense of the publishing industry.) Competitions Open to Teens One of my real frustrations as a teen writer was that Writing Magazine’s competitions were only open if you were 16+ (due to awarding cash prizes). Happily, there are lots of teen-specific writing competitions. Here’s just a couple of them: TooWrite (run by Young Writer) which is open to writers aged 16 and under, of any nationality. The prizes on offer are great, too; your height in books if you’re under 10, the length of your foot in CDs if you’re 11-13, and your age in number of DVDs if you’re 14-16. The Green Story Teen Version (Link no longer active) – This is a competition where you can submit a chapter of a collaborative novel. The chapters get voted on and the best one becomes part of the novel. If you google writing competitions, youll find plenty of links and keep an eye out on noticeboards at school, in bookstores or at public libraries for local competitions. Online Articles Over the past few years, I’ve come across some excellent online articles aimed at teen writers. Here’s a few that I recommend reading: From Vision: A Resource for Writers: Being a Teenage Writer – by Lorianne Watts (aged 17 at the time she wrote the article). Five Practical Tips for Young Writers – by Beth Adele Long, the associate editor of Young Writer’s Scene. (NB: something is wrong with the formatting of this one; if you copy-and-paste the whole thing into Word, it’s readable!) Helping Younger Writers by Lazette Gifford, the editor of Vision. Aimed at adults who want to help younger writers, but give it a read if you’re a teen too. Starting Out: A Guide for Young Writers by Victoria Hastings (who had her first newspaper publication when she was in the fifth grade). Articles from elsewhere: Guidelines for Teen ProBloggers – from ProBlogger. Great advice if you want to get into professional (i.e. money-making!) blogging. Tips for Young Writers – from Zoe Marriott (who writes for a young adult audience). She answers several reader questions here. 10 Things Teenage Writesr Should Know About Writing – very honest advice, humorously offered. I wish I’d read this when I was fourteen†¦! Recommended books Try borrowing, begging or buying copies of a few good books on writing. These tend to be aimed at adult (or college student) writers, but the advice is usually straightforward and perfectly suitable for beginners. Two of the books I’ve found very useful are: Nigel Watts’ Teach Yourself: Writing A Novel And Getting Published – I’ve had my copy since I was 14 (I still remember buying it with my birthday money in 1999) The cover’s almost fallen off now, which shows how useful it’s been over the years! Palgrave’s How to Write Fiction (And Think About it). This is aimed at students, and goes into a lot of depth and theory about fiction writing – but I’d suggest giving it a go anyway. If you’re an intelligent teen, you can handle it. Your school librarian may be able to recommend some good books, and if you know any adult writers, try asking them. NaNoWriMo I’ll end this article by pointing you towards NaNoWriMo (National Novel Writing Month), which starts on November 1st. Challenge yourself to write a 50,000 word novel in just one month – hundreds of thousands of people get involved every November, and there’s a dedicated Young Writers’ program for kids and teens (where you set your own target number of words). If you’re aged 13 – 17, you can sign up for the Young Writers’ program or the main site. It would be fantastic to hear from some of Daily Writing Tips’s teen writers – we know you’re out there! What are you working on at the moment? Do you write fiction, a blog, or something else entirely? What do you find best and worst about being a teen writer? Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:Direct and Indirect ObjectsLoan, Lend, Loaned, LentKn- Words in English

Definition of Compound Sentences and How to Use Them

Definition of Compound Sentences and How to Use Them In a writers toolkit, few things are more versatile than a compound sentence. By definition, these sentences are more complex than a simple sentence because they contain two or more  independent clauses. They are what gives an essay detail and depth, making your writing come alive in the readers mind. Definition In English grammar, a compound sentence can be thought of as two (or more) simple sentences joined by a conjunction or an appropriate mark of punctuation.  It is one of the four basic sentence structures. The others are the  simple sentence, the  complex sentence, and the  compound-complex sentence. Regardless of how you structure a compound sentence, it signals to the reader that you are discussing two equally important ideas. There are three primary ways of doing so. Coordinating Conjunctions A coordinating conjunction indicates a relationship between the two independent clauses, whether contrasting or complementary. It is by far the most common means of joining clauses to create a compound sentence. Example: Laverne served the main course, and Shirley poured the wine. Spotting a coordinating conjunction is fairly easy because there are only seven to remember: and, but, for, nor, or, so, and yet. Semicolons A semicolon creates an abrupt transition between the clauses, usually for sharp emphasis or contrast. Example: Laverne served the main course; Shirley poured the wine. Because semicolons create such an abrupt transition, use them sparingly. But you can write a perfectly good essay and not need a single semicolon. Colons In more formal written instances, a colon may be employed to show a direct, hierarchical relationship between clauses.   Example: Laverne served the main course: It was time for Shirley to pour the wine. Using a colon in a compound sentence is rare in everyday English grammar; youre most likely to encounter its use in complex technical writing. Simple vs. Compound Sentences In some occasions you may be unsure of whether the sentence youre reading is simple or compound. An easy way to find out is to try dividing the sentence into two simple sentences. If the result makes sense, then youve got a compound sentence. Simple: I was late for the bus. The driver had already passed my stop. Compound: I was late for the bus, but the driver had already passed my stop. If the result does not make sense, however, you have a different kind of sentence.  These may be simple sentences, with no  subordinate clauses  or they may contain subordinate clauses: Simple: When I left the house, I was running late. Compound: I left the house; I was running late. Another way to determine whether a sentence is simple or compound is to look for  verb phrases  or  predicate  phrases: Simple: Running late, I decided to take the bus. Compound: I was running late but I decided to take the bus. Lastly, bear in mind that while compound sentences are great for varietys sake, you shouldnt rely on them alone in an essay. Complex sentences, which contain multiple dependent clauses, can express detailed processes, while simple sentences can be used for emphasis or brevity.

Physical properties of transparent optical polymers Dissertation

Physical properties of transparent optical polymers - Dissertation Example substituted ethylenic) copolymer (Weber, 2003). Structural units of most of these polymers are given in the figure 5.2. Fig. 5.2: Structural units of common optical polymers (Martienssen and Warlimont, 2006). Because of the variations in structure, the properties such as refractive index, thermal stability, etc. vary among the different polymers (Losch et al., 1992). The properties of certain optical polymers (PC, PMMA, and ADC in comparison to glass are shown in figure 5.3. Fig. 5.3: Comparison of physical properties of glass and optical polymeric plastics – PC, PMMA and ADC (Optical Polymers International, 2010). This chapter describes and compares the physical properties of common optical polymers. The following physical properties will be discussed further: 1. ... The scattering loss of these materials is low and their refractive indices are controllable (Jones, 1997). This allows their fabrication into waveguide structures. 5.2.1. Comparison of Refractive Index The refractive index of most transparent polymeric materials is around 1.5. As these are carbon based, their refractive indices and dispersion are very different from crystals and glasses (Weber, 2003). Polyetherimide (PEI) has a refractive index higher than most other optical polymers. Other polymers with high refractive indices include polyarylsulfone, polyarylate, PC, and PS. PMMA has a refractive index of 1.491. The refractive indices of some common polymers are shown in table 5.1. The refractive index of ADC is 1.50, which compares well with that of glass. Polymer Refractive index PEI 1.658 Polyarylsulfone 1.651 Polyarylate 1.61 PS 1.590 PC 1.586 SAN 1.579 CR-39 1.504 PMMA 1.491 TPX 1.466 Table 5.1: Refractive indices of common polymeric materials. The refractive index of a polyme r is influenced by the polarizability, free volume and the difference between the maximum absorption wavelength and optical wavelength of the material (Ma et al., 2002). The higher the density and the polarizability of the material, the higher will be its refractive index. Various other polymeric materials have been used in optical focusing mechanisms. These include polyimides (PI), fluoropolymers (FP) such as Tedlar ® PVF, Tefzel ® ETFE, and Teflon ® FEP, and hydrocarbon polymers (HCP) like polyvinylbutyral (PVB). Among the fluoropolymers, the lowest index of refraction is that of Teflon FEP, which is completely fluorinated (French et al., 2011). It is observed that as the amount of

The subject of social responsibility of business Essay

The subject of social responsibility of business - Essay Example Social activists argue that engagement of business in social activities of improvement is clearly moral and civic value and should be carried out without the incentive of any financial gain in mind. Efforts are being made to correlate social responsible corporate actions with financial performance. Social responsibility is approached as a continuum with five distinct levels: illegal and irresponsible companies, complaint companies, fragmented companies, Strategic and social advocacy. The Author concludes it does pay to be good but only in limited contexts. Unit of Analysis: Businesses, Ultimate Objective: To signify the correlation of social responsibility and financial performance of businesses, Source of Motivation: Socially responsible companies have been in business for long terms now. Businesses with strong cultures seem to have been better off than the businesses with weaker culture.Focus of Attention: the focus herein has been the evaluation and analysis of the Correlation between social responsibility and financial performance. Based on reading the article, the author has presented various distinct views of groups of individuals, who have in one way or the other tried to prove correlation between social responsibility and financial performance. ... stand that they do not discourage involvements of business in social welfare activities but believe that they should be carried out only if there are any financial gains in sight. Social Activists views are the fact that they perceive social responsibility is a moral value. The author defines levels of the Social responsibility continuum, used as a model. Five distinct levels have been brought into our views. Hence the author deducing the following conclusions: The companies at level 1 , not profitable at all in the long run (illegal), for level 2 (Complaint) companies compliance with legal mandates is simply a necessary condition for existence, for level 3 (Fragmented) companies act responsibly beyond complying with the law, Level 4 (Strategic) is the strongest link between the CSR and financial performance, at level 5 ( social advocacy ) is on social change rather than on profits . Furthermore at least two types of HR activities seem to be important contributors to profits. According to the author the short answer to this is that Yes it does pay to be good but under limited constraints. One other very vital issue to be noted here is that there is no evidence that companies who engage in social welfare or development without any financial gains in return face any negativity in profits. Like Wise there seems to be no evidence that suggests that businesses who do not engage in any activity other than making profits or increasing shareholders value are in any financial gains.

Erikson’s Stages of Development, Relating to the Great Santini Essay Example for Free

Erikson’s Stages of Development, Relating to the Great Santini Essay Erikson’s Stages of Development, Relating to the Great Santini The Great Santini is about a father who is a great pilot in the military. He uses his military training to help him be a father; treating his children like recruits. He has a supportive wife, and four children, including Ben, the oldest. He commands his children and they must obey his every orders. Ben has a hard time dealing with his father and his need for acceptance. The movie focuses on his cluelessness to family life and being a father. Ben has a hard time succeeding through the stages of Erikson’s theory of psychosocial development, because his father’s authoritarian parenting styles keep him from progressing. Authoritarian parents are â€Å"parents who make arbitrary rules, expect unquestioned obedience from their children, punish transgressions, and value obedience to authority† (E. Wood, S. Wood, Boyd, 2011, p. 261). During Erikson’s first stage, trust vs. mistrust, â€Å"infants learn to trust or mistrust depending on the degree and regularity of care, love, and affection provided by parents or caregivers† (Wood et al. 2011, p. 261). When playing a basketball game with his son, he resorts to pushing and shoving in order to win. Ben’s father tells him that no one in the family has ever beaten him in anything, then, Ben makes the last basket and beats his dad, his dad changes up the rules and makes him play for another basket, this time he begins to call his son a little girl and tells him he is nothing. Ben is unable to develop trust with his father, which will cause an unhealthy personality. Researchers have concluded, â€Å"Erikson’s theoretical propositions have had wide influences on understanding and further theorizing in areas of child development, adolescence, adulthood, and aging. Much child-rearing, educational, and clinical practice has also been influenced, either explicitly or implicitly, by his stage model of development† (Rosenthal, Gurney, Moore, 1981). Ben is more harsh and rough on the outside, but soft and sensitive on the inside, because his father has not shown him love and compassion. His mother, who is loving and supportive, helps balance out his personality. Autonomy vs. shame and doubt is Erickson’s second stage, this stage is when â€Å"Children learn to express their will and independence, to exercise some control, and to make choices, if not, they experience shame and doubt† (Wood et al. , 2011, p. 261). Ben’s father holds such high standards that he must come out autonomy because his father has told him there is no other option. This also goes along with stage three, initiative vs. guilt, when â€Å" Children begin to initiate activities, to plan and undertake tasks, and to enjoy developing motor and other abilities. If not allowed to initiate or if made to feel stupid and considered a nuisance, they may develop a sense of guilt† (Wood et al. , 2011, p. 261). Ben has a great amount of pressure on him to be the best and do the best, he is afraid that he will not live up to his father’s expectations. When Ben had finally beat his father in the backyard basketball game, his father wanted him to win by two baskets instead of one, he was putting him down and telling his son he wasn’t good enough. His mother had to step in to support her son and says to her husband, â€Å"Don’t you talk to me like that! Now, he beat you and it was beautiful†(Carlinio, 1979). His mother helps him become initiative rather than his father who makes him feel guilty for not being good enough. Ben has major conflict in the stage of industry vs. inferiority, this is â€Å" Children develop industriousness and feel pride in accomplishing tasks, making things, and doing things. If not encouraged or if rebuffed by parents and teachers they may develop a sense of inferiority† (Wood et al. , 2011, p. 261). Ben has always been told to be the best; he is becoming a well-rounded boy on the outside because of his acceleration in sports and school. He takes a sense of pride in his work, but on the inside still doubts himself. He knows his father wants more from him, Ben knows he will never be able to be as good as his father. In the stage, identity vs. role confusion he is finally able to start caring about his wants more than his fathers. At his high school basketball game his father is screaming at him from the sidelines and he chooses not to listen and does what he thinks is best. He wins the game on his own and sees that he can do it without his father. The movie ends about the time that Ben is in the stage of a young adult, â€Å" Adolescents must make the transition from childhood to adulthood, establish an identity, develop a sense of self, and consider a future occupational identity. Otherwise, role confusion can result† (Wood et al. , 2011, p. 261). Ben is able to love his father after a night of his eighteenth birthday, when his father becomes extremely drunk, and lets down his guard, and makes a toast to his son, â€Å"Id like to propose a toast, to my son. He is eighteen today. He has just ordered his first drink. Before he drinks it, Id like to wish him a long life, a wife as fine as his mother, and a son as fine as hes been. To my son† (Carlinio 1979). This shows Ben that his father loves and respects him. He is able to show compassion to his father, making it easier for him to show compassion to others. Because of Ben’s fathers authoritarian parenting styles and high demands, Ben has a hard time maturing through Erickson’s stages, but Ben is finally able to develop a sense of self. When watching The Great Santini, I noticed that Erikson’s psychosocial stages of development show through in Ben’s personality and self. Each stage Ben experiences, and depending on how he is treated, will affect the outcome of the person he will become. The reason people are not the same is because every one experiences different things during each stage, which makes every one different. Each person must work through the conflicts in each stage to become a healthy person, just like Ben does in the movie.

Leadership Theories and the Bible Essay -- Papers Leading

Theories of Leadership Leadership is the ability of a person to influence people toward the attainment of a particular goal. Leadership is a people activity, not like administrative paper shuffling or problem solving. It is a dynamic force and involves the use of power. Out of the forces of leadership come four powerful characteristics: supportive, directive, participative, and achievement-oriented leadership. Although these types of characteristics are not considered ingrained personality traits, they reflect types of behavior every leader is able to adopt depending on the situation. The supportive leadership role involves showing concern for subordinates' well being and personal needs. This type of leadership behavior is open, friendly, and approachable. The person who has this type of leadership trait would be able to created a team climate and treats subordinates as equals. They move on a higher plain of trust. By seeking and finding support form his subordinates, the supportive leader shows his trustworthiness and integrity. He can be at times open to change. Supportive leaders have a high degree of emotional intelligence which means having a deep understanding of one?s emotions, strengths, weaknesses, needs and drives. The supportive leader will be able to recognize these traits in his subordinates because he possesses them as well. In the biblical sense, Two are better than one because they have a good reward for their hard work. "For if one of them should fall, the other one can raise his partner up. But how will it be with just the one who falls when there is not another to raise him up," Eccesiastes 4:9-10. God wants us to show concern for each other and give support when needed. These two p... ...en in Israel like Moses, whom the lord knew face to face, who did all those miraculous signs and wonders the Lord sent him to do in Egypt ? to Pharaoh and to all his officials and to his whole land. For no one has ever shown the mighty powers or performed the awesome deeds that Moses did in the sight of all Israel.? This clearly shows that God does not want us to dwell on monetary rewards. He wants us to communicate and lead on a higher plan and not dwell on what?s in it for me. God should be our reward. Because if we live for God, we will surely be an outcast to others. All four types of leaderships have there own share of ups and downs. None of them are really clear-cut. There are drawbacks in any type of leadership. But if you put God first in everything that you do, you will have a greater chance for success, and possibly the respect you deserve.

Coachella

Coachella One of my favorite events is the Coachella Music Festival, a music fans ultimate adventure. My friend Isaac and I had planned our trip for months. The event was two days, split up because of the hundreds of bands playing. We bought our ticket months in advance for one day. The line-up for that day was amazing. The line up consisted of: Radio Head, Pixies, Kraftwerk, Rapture, Death Cab for Cutie, and many more. If you love alternative music, this is it. We also had planned to stay the night, so we pre-booked a room in hotel nearby.Our destination was Indio California, near Palm Springs. The drive from San Jose to Indio was about 427 miles. We headed out early morning, stopped a couple times to use the restroom and refuel. Driving on Highway 10, was mostly desert. The only interesting configurations worth gazing were the plain white wind mills. Hundreds lined up, across acres of desert land. Some of the giant windmills propelled with the slight dry wind. We finally had arrive d and it felt like we stepped into a depleted tropical land. Luckily, the hotel we stayed in included a swimming pool!It was the day of the event, so we made sure to dress accordingly. We also made sure to bring plenty of water. The parking area was a chaotic scrabble of vehicles. The walk to the gates was a good 10 minutes. This was only the beginning; this event was spread out onto 90 acres. No wonder, GoldenVoice (Coachella Organizers) held event in this location; Empire Polo Club. The first idea that came to mind was to plan our day according to music events itinerary. A mass of 100,000 people would be diverged among the Polo Fields.Coachella’s map out of event accommodated all; with multiple stages, international food stands, alcohol and beverage stands, in door lounges to cool off, numerous tents with DJ’s, art installations, Coachella souvenir stands, porta potties in large quantities, ATMs, Security, and First Aide stands. The lines were a quarter mile long, or more for all stands. At this point, my friend Isaac and I decided we would cool off with a Heineken. Next we took our place in line to get a bite to eat. Of course everything is overpriced, since it is a music concert.

Ap Nsl

ap nslChapter 18: Reading Questions 1. Read the handout on incorporation doctrine and write a definition of incorporation clarifying the concept of incorporation in your own words as well as explaining the role of the 14th Amendment in incorporation. I will cover this in class! 2. What are the three reasons why the liberties claimed by some people become major issues? Give one or two examples for each reason. 3. Explain briefly how the Supreme Court has interpreted the Free Exercise and Establishment clauses. 4.What are the difficulties in using the â€Å"wall of separation† principle? 5. List and explain the circumstances when the Supreme Court has ruled that freedom of speech may be limited. 6. Define the â€Å"clear-and-present-danger test,† libel, preferred position, prior restraint, imminent danger, and symbolic speech. You may just want to put these straight onto your flashcards 7. Summarize the Supreme Court’s changing interpretations of how to protect bot h the due process rights of accused criminals and to preserve the safety of the community.Define the exclusionary rule and the â€Å"good faith exception. †. Chapter 19 Reading Outline 1. What does the book say is the pertinent question regarding civil rights? 2. What were the strategies that black leaders followed in order to obtain civil rights? Once basic rights such as voting and integration had been obtained, what issues did civil rights leaders focus on? 3. Briefly outline the steps in the NAACP’s strategy in the fight against segregated schools and indicate the success they had in the courts and in implementing desegregation. . What was the issue concerning desegregation vs. integration? How has this issue been resolved? 5. What were the four developments that made it possible to pass civil rights bills? 6. What accounts for the change in attitude in Congress towards civil rights issues from the 1960s to the present? 7. How has the Supreme Court changed in its a ttitudes towards equal rights for women from the early 20th century to today? 8. What are the two standards the Court uses today to in considering sex discrimination cases? What is the debate between those who support â€Å"equality of result† and those who support â€Å"equality of opportunity†? 9. What are the criteria that the Supreme Court has adapted in defining strict scrutiny of any law involving racial preferences? 10. Briefly summarize the highlights of the government’s response to abortion. 11. How did activists for the disabled manage to get The Americans with Disabilities Act passed? 12. Briefly summarize what is included in the law and the objections that some have had to the law.

How to Get People to Like You, According to an FBI Behavior Expert

How to Get People to Like You, According to an FBI Behavior Expert We all want to be liked. We all want to be popular at work- at least enough to one day be promoted, enjoy success, and get along with our colleagues. And we all want to make that crucially important first impression into a great one. Networking is too important to fumble. You may have heard that the art of making friends isn’t something you can study up on. But there are a few tried-and-true tricks you can and should employ in the interest of keeping the conversation going, building relationships, and improving your likeability.Here are some of the best.1. Don’t be judgy.According to Robin Dreeke, former head of the FBI’s Behavioral Analysis Program, this is the number one piece of advice she can give to people hoping to be well-liked. It means listening to your conversation partner, asking questions and soliciting opinions, and then not judging that person’s thoughts or feelings.Validate the person you’re speaking to. Understand where they’r e coming from and what they want and need. You’re showing interest by doing this. And letting people talk about themselves? It’s like handing out candy and cocktails when it comes to likeability.2. Let go of your ego.Next time you’re talking to someone and you feel the desire to correct them- or tell an even better story than the one they just told- don’t. Let go your need to be correct and be in the spotlight- it’s the other person’s chance to impress for a while. Don’t just contradict someone because you can. Save that for situations where it’s too important not to.3. Listen correctly.If you think listening is just about shutting up and not saying anything, you’ve got ways to go. It’s definitely not waiting for the other person to stop speaking long enough for you to get in your lines. Instead, show that you’re listening by paraphrasing bits of what was said back to the person, and then asking follow-up q uestions immediately to keep the conversation going. Listen actively, not passively.4. Take an interest in other people.Don’t necessarily ask people about their personal lives or dramas, but do inquire as to what challenges they’re facing- especially in the workplace. It can be helpful for them to talk through these things, and also you can frame it by asking advice. Maybe they raised twins. Maybe they started a business. Start asking questions about challenges and find more common ground.5. Don’t overdo it.New people are more likely to relax around you if you don’t look like you’re about to camp out next to them for the foreseeable future. Make it clear that you have to dash imminently, but you wanted to say hi in the few minutes you still had at the party, etc. Smile and make eye contact, but don’t be too in their face. Be as genuine and pleasant as possible but remain slightly removed, as though they definitely have your full attention, b ut you still have to keep one foot out the door.6. Admit when you’re wrong.It’s not enough to just avoid telling people when they are wrong. You should also make a point to admit when you are wrong. Apologize and take steps to fix it. Be sympathetic and contrite and you’ll avoid hard feelings.7. Be selfless.Once you’ve got a group of coworkers you’re trying to build lasting bonds with, do little things to make them feel important. Say hello to everyone. Show appreciation when due. Put yourself out to do things for your colleagues- even small things like remembering birthdays or including them in conversations. Take a sincere interest in people and they will reward you with their intimacy.8. Criticize with class.If you find you do have to criticize someone, make sure not to make a big show of it. Keep it private, just between the two of you. Don’t make a spectacle or example of it in a more public setting. And try throwing in a compliment or two to soften the blows.

Job Prospects for ESL Teachers in the U.S.

Job Prospects for ESL Teachers in the U.S. If youve ever thought about changing professions to become an ESL teacher, now is the time. Increasing demand for ESL teachers has created a multitude of ESL job opportunities in the US. These ESL jobs are being offered by states which are offering a number of job training opportunities for those not already qualified to teach ESL. There are two principle types of ESL jobs that are in demand; positions which require bilingual teachers (Spanish and English) to teach bilingual classes, and ESL positions for English-only classes for speakers who have a limited ability in English (LEP: limited English proficiency). Recently, the industry has moved away from speaking about ESL and has turned to ELL (English language learners) as the preferred acronym.   ESL Job Demand Facts Here are some statistics that point to the great need: According to the  National Center for Education Statistcs, In school year, 27 percent of all schools with bilingual/ESL teaching vacancies found them very difficult or impossible to fill, more than for many other teaching fields. Since this report, the number of ESL job vacancies has grown rapidly.From the same report: As the number of children with difficulty speaking English has increased (from 1.25 million in 1979 to 2.44 million in 1995), so has the burden on school systems to recruit teachers with the skills necessary to teach these classes. The difficulty schools have in filling such positions is one indication of whether the supply of bilingual and ESL teachers is adequate to meet the demand.The number of LEP speakers grew 104.7%, from 2,154,781 in 1989 to 4,416,580 in 2000 according to a survey performed by the National Clearinghouse for English Language Acquisition. Now for the good news: As a means of meeting the ESL job demand a number of special programs have been implemented around the United States for non-certified teachers. These programs provide an excellent means for teachers who have not taught in the State education system to take advantage of these opportunities. Even more exciting, it provides an opportunity for those from a wide variety of backgrounds to become ESL teachers. Some of these even provide a financial bonus (for example a bonus of up to $20,000 in Massachusetts) for joining their programs! Teachers are needed throughout the country, but principally in large urban centers with high immigrant populations.   Education Required In the U.S., the minimum requirement for programs is a bachelors degree and some sort of ESL qualification. Depending on the school, the qualification required might be as simple as a months certificate such as the CELTA (Certificate in Teaching English to Speakers of Other Languages). The CELTA is accepted around the world. However, there are other institutions that provide training online and in weekend courses. If youd like to teach in a community college or at a university, youll need at least a masters degree preferably with a specialization with ESL.   For those who would like to teach in public schools (where demand is growing), states require additional certification with different requirements for each state. Its best to look into the certification requirements in the state in which you would like to work.   Business English or English for Special Purposes teachers are in high demand outside of the country and are often hired by individual firms to teach staff.  Unfortunately, in the United States, private companies rarely hire in-house teachers.   Pay Despite the need for quality ESL programs, pay remains rather low except at larger accredited institutions such as universities. You can find out about average salaries in each state. Generally speaking, universities pay best followed by public school programs. Private institutions can vary widely from near minimum-wage to much better-paid positions.   To meet the growing demand for ESL teachers, a number of websites have created invaluable resources for the recruitment of teachers. This guide provides some tips on becoming an ESL teacher. Other opportunities are open to those who are in mid-career  or do not have the exact teacher certification required by any individual state for ESL jobs in the public school system. For more information on teaching ESL in the United States, TESOL is the leading association and provides a great deal of information.

Internal and External Stakeholders Essay Example | Topics and Well Written Essays - 1250 words

Internal and External Stakeholders - Essay Example People will still play the game, but the virus will affect the overall quality of the video game. Recently, the company has faced a dilemma that will change the video gaming landscape for some time. The Best Game Productions Company is not sure whether to release the video game or delay it. The company decided to hire a consultant who would give them the best solution to the problems and who would communicate to both the internal and external stakeholders of the company. The consultant group advised the Best Game Production to delay the release of the game. The best communication channel that was appropriate to communicate to the internal and external stakeholders was by sending a memo to the company employees informing them of delayed release of the video game. It would also be appropriate to send an interoffice memo to all the employees informing them when the release will be done (Jackson & Welch, 2007). The business situation that Best Game Productions is facing is Professional, knowledgeable and honest company. The company offers an environment that focuses on respect and fairness to their customers at all times. Best Game Productions wants their clients to be satisfied with their products and services. The company is also faced with competitors who will be releasing their games on the Christmas holiday. Best Games is faces challenges whereby their game has a bug that will delay the releasing date. If the game is released with the bug, it will disappoint the customers. The majority of business and companies have both internal, and stakeholders who are interested in the on the success, and potential failures of that are likely to occur. Stakeholders are persons who are affected by the practices and policies carried out by a company (Hansen & Spitzeck, 2010). Best Game Production has various stakeholders both internal and external. The internal stakeholders of the company include CEO of the