How a Behavior Intervention Plan Improves Bad Behavior

How a Behavior Intervention Plan Improves Bad Behavior A BIP, or Behavior Intervention Plan, is an improvement plan that lays out how an Individual Education Plan (IEP) team will better difficult behavior that is inhibiting a childs academic success. If a child cant focus, doesnt complete work, disrupts the classroom or is constantly in trouble, not only does the teacher have a problem, the child has a problem. A Behavior Intervention Plan is a document that describes just how the IEP team will help the child improve his or her behavior. When a BIP Becomes a Requirement A BIP is a required part of an IEP if the behavior box is checked off in the Special Considerations section where it asks whether communication, vision, hearing, behavior and/or mobility affects academic achievement. If a childs behavior disrupts the classroom and significantly interrupts his or her education, then a BIP is very much in order. Furthermore, a BIP is generally preceded by an FBA or Functional Behavior Analysis. The Functional Behavior Analysis is based on the Behaviorist Anagram, ABC: Antecedent, Behavior, and Consequence. It requires the observer to first pay attention to the environment in which the behavior occurs, as well as the occurrences that happen just before the behavior. How Behavior Analysis Gets Involved Behavior Analysis includes the antecedent, a well defined, measurable definition of the behavior, as well as a standard for how it will be measured, such as duration, frequency, and latency. It also involves the consequence, or outcome, and how that consequence reinforces the student.   Usually, a special education teacher, a behavior analyst, or a school psychologist will perform an FBA. Using that information, the teacher will write a document that describes target behaviors, replacement behaviors, or behavioral goals. The document will also include the procedure for changing or extinguishing the target behaviors, measures for success, and the people who will be responsible for instituting and following through on the BIP. The BIP Content A BIP should include the following information: Proactive Manipulation of the Antecedent.Teachers should consider whether they can structure the students learning environment in a way that will eliminate the antecedent. Making changes in the environment that will eliminate or decrease the things that may trigger a behavior permits the teacher to spend lots of time reinforcing the replacement behavior.Targeted Behaviors.Also known as the Behavior of Interest, a BIP should narrow the behaviors of interest to a few that may be interrelated, typically three or four or at the most.Reinforcement Plan.This plan provides a description of the proactive means of supporting replacement or appropriate behavior. A replacement behavior for calling out would be to raise their hand and a means of reinforcing or rewarding that activity would be part of the BIP.  Protocol for Addressing Dangerous or Unacceptable Behavior.This protocol may be called different things in a teachers district or state form, but it should address how to respond to dang erous behavior. Unacceptable should be defined, as it isnt to promote punishment when the teacher, bus driver, or paraprofessional is angry at a student. The purpose of the BIP is to keep adults away from reactive and counterproductive behaviors of their own, like screaming at the child or punishment.

Biography of Fleet Admiral Chester W. Nimitz

Biography of Fleet Admiral Chester W. Nimitz Chester Henry Nimitz (February 24, 1885–February 20, 1966) served as Commander in Chief of the U.S. Pacific Fleet during World War II and was later promoted to the new rank of Fleet Admiral. In that role, he commanded all land and sea forces in the central Pacific area. Nimitz was responsible for the victories at Midway and Okinawa among others. In later years, he served as chief of naval operations for the United States. Fast Facts: Chester Henry Nimitz Known For: Commander in Chief, U.S. Pacific Fleet during World War IIBorn: February 24, 1885 in Fredericksburg, TexasParents: Anna Josephine, Chester Bernhard NimitzDied: February 20, 1966 in Yerba Buena Island, San Francisco, CaliforniaEducation: U.S. Naval AcademyPublished Works: Sea Power, a Naval History (co-editor with E.B. Potter)Awards and Honors: (list includes only American decorations) Navy Distinguished Service Medal with three gold stars, Army Distinguished Service Medal,  Silver Lifesaving Medal, World War I Victory Medal,  Secretary of the Navy Commendation Star, American Defense Service Medal, Asiatic-Pacific Campaign Medal, World War II Victory Medal, National Defense Service Medal with service star. In addition (among other honors) namesake of the USS  Nimitz, the first nuclear-powered supercarrier. The Nimitz Foundation funds the National Museum of the Pacific War and the Admiral Nimitz Museum, Fredericksburg, Texas.Spouse: Catherine Vance FreemanChildren: Cat herine Vance, Chester William Jr., Anna Elizabeth, Mary MansonNotable Quote: God grant me the courage not to give up what I think is right even though I think it is hopeless. Early Life Chester William Nimitz was born in Fredericksburg, Texas, on February 24, 1885, and was the son of Chester Bernhard and Anna Josephine Nimitz. Nimitzs father died before he was born and as a young man, he was influenced by his grandfather Charles Henry Nimitz, who had served as a merchant seaman. Attending Tivy High School in Kerrville, Texas, Nimitz originally wished to attend West Point but was unable to do so as no appointments were available. Meeting with Congressman James L. Slayden, Nimitz was informed that one competitive appointment was available to Annapolis. Viewing the U.S. Naval Academy as his best option for continuing his education, Nimitz devoted himself to studying and succeeded in winning the appointment. Annapolis Nimitz departed high school early to commence his naval career. Arriving at Annapolis in 1901, he proved an able student and showed a particular aptitude for mathematics. A member of the academys crew team, he graduated with distinction on January 30, 1905, ranked seventh in a class of 114. His class graduated early, as there was a shortage of junior officers due to the rapid expansion of the U.S. Navy. Assigned to the battleship USS Ohio (BB-12), he traveled to the Far East. Remaining in the Orient, he later served aboard the cruiser USS Baltimore. In January 1907, having completed the required two years at sea, Nimitz was commissioned as an ensign. Submarines Diesel Engines Leaving the USS Baltimore, Nimitz received command of the gunboat USS Panay in 1907 before moving on to assume command of the destroyer USS Decatur. While conning Decatur on July 7, 1908, Nimitz grounded the ship on a mud bank in the Philippines. Though he rescued a seaman from drowning in the wake of the incident, Nimitz was court-martialed and issued a letter of reprimand. Returning home, he was transferred to the submarine service in early 1909. Promoted to lieutenant in January 1910, Nimitz commanded several early submarines before being named Commander, 3rd Submarine Division, Atlantic Torpedo Fleet in October 1911. Ordered to Boston the following month to oversee the fitting out of USS Skipjack (E-1), Nimitz received a Silver Lifesaving Medal for rescuing a drowning sailor in March 1912. Leading the Atlantic Submarine Flotilla from May 1912 to March 1913, Nimitz was assigned to oversee the construction of diesel engines for the tanker USS Maumee. While in this assignment, he married Catherine Vance Freeman in April 1913. That summer, the U.S. Navy dispatched Nimitz to Nuremberg, Germany and Ghent, Belgium to study diesel technology. Returning, he became one of the services foremost experts on diesel engines. World War I Re-assigned to Maumee, Nimitz lost part of his right ring finger while demonstrating a diesel engine. He was only saved when his Annapolis class ring jammed the engines gears. Returning to duty, he was made the ships executive officer and engineer upon its commissioning in October 1916. With the U.S. entry into World War I, Nimitz oversaw the first underway refuelings as Maumee aided the first American destroyers crossing the Atlantic to the war zone. Now a lieutenant commander, Nimitz returned to submarines on August 10, 1917, as an aide to Rear Admiral Samuel S. Robinson, commander of the U.S. Atlantic Fleets submarine force. Made Robinsons chief of staff in February 1918, Nimitz received a letter of commendation for his work. The Interwar Years With the war winding down in September 1918, he saw duty in the office of the Chief of Naval Operations and was a member of the Board of Submarine Design. Returning to sea in May 1919, Nimitz was made executive officer of the battleship USS South Carolina (BB-26). After brief service as the commander of USS Chicago and Submarine Division 14, he entered the Naval War College in 1922. After graduating he became chief of staff to Commander, Battle Forces and later Commander-in-Chief, U.S. Fleet. In August 1926, Nimitz traveled to the University of California-Berkeley to establish a Naval Reserve Officer Training Corps Unit. Promoted to captain on June 2, 1927, Nimitz departed Berkeley two years later to take command of Submarine Division 20. In October 1933, he was given command of the cruiser USS Augusta. Principally serving as flagship of the Asiatic Fleet, he remained in the Far East for two years. Arriving back in Washington, Nimitz was appointed Assistant Chief of the Bureau of Navigation. After a brief time in this role, he was made Commander, Cruiser Division 2, Battle Force. Promoted to rear admiral on June 23, 1938, he was transferred to be Commander, Battleship Division 1, Battle Force that October. World War II Begins Coming ashore in 1939, Nimitz was selected to serve as Chief of the Bureau of Navigation. He was in this role when the Japanese attacked Pearl Harbor on December 7, 1941. Ten days later, Nimitz was selected to replace Admiral Husband Kimmel as Commander-in-Chief of the U.S. Pacific Fleet. Traveling west, he arrived at Pearl Harbor on Christmas Day. Officially taking command on December 31, Nimitz immediately began efforts to rebuild the Pacific Fleet and halt the Japanese advance across the Pacific. Coral Sea and Midway On March 30, 1942, Nimitz was also made Commander-in-Chief, Pacific Ocean Areas giving him control of all Allied forces in the central Pacific. Initially operating on the defensive, Nimitzs forces won a strategic victory at the Battle of the Coral Sea in May 1942, which halted Japanese efforts to capture Port Moresby, New Guinea. The following month, they scored a decisive triumph over the Japanese at the Battle of Midway. With reinforcements arriving, Nimitz shifted to the offensive and began a protracted campaign in the Solomon Islands in August, centered on the capture of Guadalcanal. After several months of bitter fighting on land and sea, the island was finally secured in early 1943. While General Douglas MacArthur, Commander-in-Chief, Southwest Pacific Area, advanced through New Guinea, Nimitz began a campaign of island hopping across the Pacific. Rather than engage sizable Japanese garrisons, these operations were designed to cut them off and let them wither on the vine. Moving from island to island, Allied forces used each as a base for capturing the next. Island Hopping Beginning with Tarawa in November 1943, Allied ships and men pushed through the Gilbert Islands and into the Marshalls capturing Kwajalein and Eniwetok. Next targeting Saipan, Guam, and Tinian in the Marianas, Nimitzs forces succeeded in routing the Japanese fleet at the Battle of the Philippine Sea in June 1944. Capturing the islands, Allied forces next fought a bloody battle for Peleliu and then secured Angaur and Ulithi. To the south, elements of the U.S. Pacific Fleet under Admiral William Bull Halsey won a climactic fight at the Battle of Leyte Gulf in support of MacArthurs landings in the Philippines. On December 14, 1944, by Act of Congress, Nimitz was promoted to the newly created rank of Fleet Admiral (five-star). Shifting his headquarters from Pearl Harbor to Guam in January 1945, Nimitz oversaw the capture of Iwo Jima two months later. With airfields in the Marianas operational, B-29 Superfortresses began bombing the Japanese home islands. As part of this campaign, Nimitz ordered the mining of Japanese harbors. In April, Nimitz began the campaign to capture Okinawa. After an extended fight for the island, it was captured in June. End of the War Throughout the war in the Pacific, Nimitz made effective use of his submarine force, which conducted a highly effective campaign against Japanese shipping. As Allied leaders in the Pacific were planning for the invasion of Japan, the war came to an abrupt end with the use of the atom bomb in early August. On September 2, Nimitz was aboard the battleship USS Missouri (BB-63) as part of the Allied delegation to receive the Japanese surrender. The second Allied leader to sign the Instrument of Surrender after MacArthur, Nimitz signed as the representative of the United States. Postwar With the conclusion of the war, Nimitz departed the Pacific to accept the position of Chief of Naval Operations (CNO). Replacing Fleet Admiral Ernest J. King, Nimitz took office on December 15, 1945. During his two years in office, Nimitz was tasked with scaling back the U.S. Navy to a peacetime level. To accomplish this, he established a variety of reserve fleets to ensure that an appropriate level of readiness was maintained despite reductions in the strength of the active fleet. During the Nuremberg Trial of German Grand Admiral Karl Doenitz in 1946, Nimitz produced an affidavit in support of the use of unrestricted submarine warfare. This was a key reason why the German admirals life was spared and a relatively short prison sentence was given. During his term as CNO, Nimitz also advocated on behalf of the U.S. Navys relevancy in the age of atomic weapons and pushed for continuing research and development. This saw Nimitz support Captain Hyman G. Rickovers early proposals to convert the submarine fleet to nuclear power and resulted in the construction of USS Nautilus. Retiring from the U.S. Navy on December 15, 1947, Nimitz and his wife settled in Berkeley, California. Later Life On January 1, 1948, Nimitz was appointed to the largely ceremonial role of Special Assistant to the Secretary of the Navy in the Western Sea Frontier. Prominent in the San Francisco-area community, he served as a regent of the University of California from 1948 to 1956. During this time, he worked to restore relations with Japan and helped lead fundraising efforts for the restoration of the battleship Mikasa, which had served as Admiral Heihachiro Togos flagship at the 1905 Battle of Tsushima. Death In late 1965, Nimitz suffered a stroke that was later complicated by pneumonia. Returning to his home on Yerba Buena Island, Nimitz died on February 20, 1966. Following his funeral, he was buried at Golden Gate National Cemetery in San Bruno, California.

Strategy,Strategic planning and the tradtional steps to build an Essay

Strategy,Strategic planning and the tradtional steps to build an organizational strategic plan,Strategic management and Competititve Strategy - Essay Example On the other hand, strategic planning is the process through which an organization defines the strategy to achieve major, as well as minor goals. In other words, strategic planning is the directing and the making of crucial decisions that concern the allocation of the available resource as per the institutions strategy. The strategic plan also involves the control process of management as a way of implementing the decisions that encompass the strategic plan. The traditional planning method of building an organizations strategy comprises several steps. However, the tradition style of strategy planning omits the step of innovative thinking which to some works of research is the most important aspect of strategic planning is innovative thinking. It is significant also to state that the approach to strategic planning varies given the unique features of every organization. The unique features may include the purpose of every institution, the culture of each organization, the environment and immediate surroundings and the history of other plans; whether they were successful or not. The first step in strategic planning is the identification of the purpose of the planning process. The procedure makes up the mission statement. The step tends to put forward the reason behind the existence of the firm. The needs of the client makeup the basic purpose of the organization and thus are an outline in the first step. The second step enumerates the vision of the organization. The step’s main focus is the description of the future state of the business entity and the state of the clients of the organization in the future. The third step is the establishment of mandatory goals that the institution must reach in an attempt to achieve the set down goals as per the organization’s mission and vision. The step also tries to give answers for the prevailing challenges that the organization is undergoing through in its operations. The

Economist Assignment Example | Topics and Well Written Essays - 1000 words

Economist - Assignment Example Marshall started with metaphysics, specifically "the philosophical foundation of knowledge, especially in relation to theology." The Metaphysics led Alfred to ethics, specifically a Sidgwickian version of utilitarianism; ethics, on the other hand, led Alfred to economics. This was so because economics played an essential role in the provision of the preconditions for the improvement of the working class. Marshall’s ethical views continued to be a dominant force in his thinking even though he turned to economics (Marshall & Palgrave Connect, 2013). During his time, Marshall was viewed as the most influential economist. In his book Principles of Economics (1881), Marshall brought out the ideas of supply and demand, marginal utility and cost of production into a single whole. As an extension to what he had done, he brought up the elasticity price of demand. He in addition, contributed to the economic welfare both consumer surplus and producer surplus. He developed the standard demand and supply graph which demonstrates a number of basics that regards demand and supply including market equilibrium, law of diminishing returns, supply and demand curves, law of marginal returns, interrelationship between price and quantity with respect to demand and supply, and the ideas of producer and consumer surpluses (Marshall & Palgrave Connect, 2013). Economists now use this model in various forms using different variables in demonstrating several other economic principles. Ideas and theories that could only be explained in words can now be r epresented visually with the help of this model. Marshall’s models are now critical throughout the study of economics simply because they allow fundamentals or theories being explained to be represented clearly and concisely (Marshall & Palgrave Connect, 2013). Marshall had a vision of dramatic social change which involves the sharp reduction of inequality and the elimination of poverty. He saw that it was

Othello †How it Ranks Essay -- Othello essays

Othello – How it Ranks  Ã‚         In the context of thousands of plays written by hundreds of dramatists since 500 years prior to the time of Christ, how does William Shakespeare’s play Othello rank? In this essay let us find the proper place for this play, and consider critical opinion in the process.    Othello would appear to have a beauty about it which is hard to match – thus ranking high. Helen Gardner in â€Å"Othello: A Tragedy of Beauty and Fortune† touches on this beauty which enables this play to stand above the other tragedies of the Bard:    Among the tragedies of Shakespeare Othello is supreme in one quality: beauty. Much of its poetry, in imagery, perfection of phrase, and steadiness of rhythm, soaring yet firm, enchants the sensuous imagination. This kind of beauty Othello shares with Romeo and Juliet and Antony and Cleopatra; it is a corollary of the theme which it shares with them. But Othello is also remarkable for another kind of beauty. Except for the trivial scene with the clown, all is immediately relevant to the central issue; no scene requires critical justification. The play has a rare intellectual beauty, satisfying the desire of the imagination for order and harmony between the parts and the whole. Finally, the play has intense moral beauty. It makes an immediate appeal to the moral imagination, in its presentation in the figure of Desdemona of a love which does not alter ‘when it alteration finds’, but ‘bears it out even to the edge of doom’. (139)    The play is so quotable; consider Desdemona’s opening lines before the Council of Venice: â€Å"My noble father, / I do perceive here a divided duty,† or Othello’s last words: â€Å"Killing myself, to die upon a kiss.† Could the continuing reputat... .... San Diego: Greenhaven Press, 1996. Reprint from â€Å"The Noble Moor.† British Academy Lectures, no. 9, 1955.    Heilman, Robert B. â€Å"The Role We Give Shakespeare.† Essays on Shakespeare. Ed. Gerald Chapman. Princeton, NJ: Princeton University Press, 1965.    Levin, Harry. General Introduction. The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston: Houghton Mifflin Co., 1974.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.    Wright, Louis B. and Virginia A. LaMar. â€Å"The Engaging Qualities of Othello.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Introduction to The Tragedy of Othello, the Moor of Venice by William Shakespeare. N. p.: Simon and Schuster, Inc., 1957.    Othello – How it Ranks Essay -- Othello essays Othello – How it Ranks  Ã‚         In the context of thousands of plays written by hundreds of dramatists since 500 years prior to the time of Christ, how does William Shakespeare’s play Othello rank? In this essay let us find the proper place for this play, and consider critical opinion in the process.    Othello would appear to have a beauty about it which is hard to match – thus ranking high. Helen Gardner in â€Å"Othello: A Tragedy of Beauty and Fortune† touches on this beauty which enables this play to stand above the other tragedies of the Bard:    Among the tragedies of Shakespeare Othello is supreme in one quality: beauty. Much of its poetry, in imagery, perfection of phrase, and steadiness of rhythm, soaring yet firm, enchants the sensuous imagination. This kind of beauty Othello shares with Romeo and Juliet and Antony and Cleopatra; it is a corollary of the theme which it shares with them. But Othello is also remarkable for another kind of beauty. Except for the trivial scene with the clown, all is immediately relevant to the central issue; no scene requires critical justification. The play has a rare intellectual beauty, satisfying the desire of the imagination for order and harmony between the parts and the whole. Finally, the play has intense moral beauty. It makes an immediate appeal to the moral imagination, in its presentation in the figure of Desdemona of a love which does not alter ‘when it alteration finds’, but ‘bears it out even to the edge of doom’. (139)    The play is so quotable; consider Desdemona’s opening lines before the Council of Venice: â€Å"My noble father, / I do perceive here a divided duty,† or Othello’s last words: â€Å"Killing myself, to die upon a kiss.† Could the continuing reputat... .... San Diego: Greenhaven Press, 1996. Reprint from â€Å"The Noble Moor.† British Academy Lectures, no. 9, 1955.    Heilman, Robert B. â€Å"The Role We Give Shakespeare.† Essays on Shakespeare. Ed. Gerald Chapman. Princeton, NJ: Princeton University Press, 1965.    Levin, Harry. General Introduction. The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston: Houghton Mifflin Co., 1974.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.    Wright, Louis B. and Virginia A. LaMar. â€Å"The Engaging Qualities of Othello.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Introduction to The Tragedy of Othello, the Moor of Venice by William Shakespeare. N. p.: Simon and Schuster, Inc., 1957.   

Grammar Simple Present and Past

COMPLEJO EDUCATIVO REPARTO VALLE NUEVO SIMPLE PRESENT AND SIMPLE PAST TENSE Subject: English Students: Andrade Ramos, Maria Emeli Argueta Moran, Leslie Evelyn Ceron Escobar, Maura Elena Escobar Caceres, Marjorie Naydine Romero Regalado, Leticia Yamileth Grade:11th Assignment due to: Tuesday, April 9th, 2013 Simple Present Tense Grammatical Structures: Subject+Auxiliary verb+main verb (do) (base) There are three important exceptions: * For positive sentences, we do not normally use the auxiliary. * For the 3rd person singular (he, she, it), we add â€Å"s â€Å"to the main verb or â€Å"es† to the auxiliary. For the verb to be, we do not use an auxiliary, even for questions and negatives. * Afirmative: Subject + Verb(Present) + Complement. Examples: 1. I play tennis. 2. He dances salsa music. 3. They eat breakfast. 4. The boy goes to school. 5. You need help. * Negative: Subject + Auxiliary (Do not/ does not) + Verb (Base form) + Complement. Examples: 1. I don’t play t ennis. 2. He doesn’t dance salsa music. 3. They don’t eat breakfast. 4. The boy doesn’t go to school. 5. You don’t need help. * Interrogative Questions (yes/no) Auxiliary (Do/does)+ Subject + Verb (Base form) + Complement. Examples: . Do you play tennis? 2. Does he dance salsa music? 3. Do they eat breakfast? 4. Does the boy go to school? 5. Do you need help? * Information Questions WH Question Word + Auxiliary(Do/does) + Subject + Verb(Base form) + Complement. Examples: 1. When do you play tennis? 2. Why does he dance salsa music? 3. What do they eat for breakfast? 4. How does the boy go to school? 5. When do you need help? Use: We use the present simple tense when: * the action is general. * the action happens all the time, or habitually, in the past, present and future. * the action is not only happening now. the statement is always true. Examples: 1. The train leaves every morning at 8 AM. 2. Cats like milk. 3. The party starts at 8 o'clock. 4. He has his passport in his hand. Time Expressions We often use some adverbs of frequency with the simple present tense to state how often somebody does something. Adverbs commonly used with the simple present tense are: always, usually, often, sometimes, occasionally, rarely and never. Note that the adverbs of frequency usually go before the verb. Structure: Subjetc + Adverb + verb (present) + complement. Examples: 1. He often visits his grandparents. 2.I usually get up early. 3. She always carries an umbrella. 4. He never gets angry. 5. I sometimes read foreign periodicals. 6. They rarely watch TV. 7. She frequently buys detective stories. Simple Past Tense Grammatical Structures: Subject+Auxiliary verb+main verb (did) (base) In general, if we say the time or place of the event, we must use the past simple tense; we cannot use the present perfect. * Affirmative: Subject + Verb(Past) + Complement. Examples: 1. You swam in the pool. 2. She got up early. 3. They began to sing. 4. Karla stud ied for her test. 5. I understood the class. Negative: Subject + Auxiliary(did not) + Verb (Base form) + Complement. Examples: 1. You didn’t swim in the pool. 2. She didn’t got up early. 3. They didn’t begin to sing. 4. Karla didn’t study for her test. 5. I didn’t understand the class. * Interrogative Questions (yes/no) Auxiliary (Did)+ Subject + Verb (Base form) + Complement. Examples: 1. Did you swim in the pool?. 2. Did she get up early?. 3. Did they begin to sing?. 4. Did Karla study for her test?. 5. Did you understand the class?. * Information Questions WH Question Word + Auxiliary (Did) + Subject + Verb(Base form) + Complement.Examples: 1. When did you swim in the pool?. 2. Why did she get up early?. 3. What did they begin to sing?. 4. When did Karla study for her test?. 5. How did you understand the class?. Uses: We use the past simple tense to talk about an action or a situation – an event – in the past. The event can be shor t or long. We use the past simple tense when: * the event is in the past. * the event is completely finished. * we say (or understand) the time and/or place of the event. * to list a series of completed actions in the past. Examples: 1. I saw a movie yesterday. 2.I finished work, walked to the beach, and found a nice place to swim. 3. I lived in Brazil for two years. 4. He played the violin. 5. She was shy as a child, but now she is very outgoing. Expressions: Structure: Subject + verb (past) + complement+ time adverbial. Or Subject + adverb + verb (past) + complement. Common time expressions (time adverbials) in the Simple past are: * * yesterday * the other day * just now * the day before yesterday * always * only * never * ever * still * just Examples: 1. I cleaned the sink yesterday. 2. She hung out with her friends the other day. 3. They always spoke English.

The Failure Of The Google Glass Explorer Program - 1038 Words

Google Glass is without a doubt a very strong and innovative product with a high potential for growth. However, following the initial launch, negative perceptions of these augmented reality glasses gave view to a few major issues holding them back from success. Many of these problems occurred primarily due to lack of security and privacy. Concerns during the initial release were caused by the fact that the wearer can film or take pictures with out the subject(s) knowing or giving consent. As a result, negative consequences, such as speculation against Google, along with customer assault and isolation began to make face. Customers were targeted and harassed for supporting the product, which worked to both stunt market growth, and lower Google’s reputation. Not soon after, social media sites took wind of the escalating situation and assisted in a major backlash against the new product. Overall, the failure of the Google Glass explorer program directly resulted from the prevalenc e of these unforeseen privacy issues. Removing the camera feature from the device would ultimately eradicate that concern, while they would continue to provide all the other functions that â€Å"wearables† are known for. Unfortunately, this action would diminish the devices value, market reaction would initially be negative, and ultimately sales may not take off as planned. 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Try looking up are characteristic of (with the quotation marks) on Google to see how the adjectival form is used. 4. From about A.D. 700 to 1600, sculptors created nearly 1,000 colossal rock statues on the remote and tiny Easter Island. Present perfect: ENGLISH PAGE - Present Perfect Past perfect: ENGLISH PAGE - Past PerfectRead MoreManaging Information Technology (7th Edition) 239873 Words   |  960 PagesTechnology Chapter 2 Computer Systems 17 19 Basic Components of Computer Systems 20 Underlying Structure 20 Input/Output 20 Computer Memory 21 Arithmetic/Logical Unit Computer Files Control Unit 23 23 25 The Stored-Program Concept 25 Types of Computer Systems 28 Microcomputers 29 Midrange Systems 30 Mainframe Computers Supercomputers 33 34 Key Types of Software 34 Applications Software 36 An Example of an Application Product Personal Productivity