The language usage section includes word order and sentence structure: function words (pronouns of all types, transitional words, and conjunctions, prepositions, expletives, modifiers), inflections (verb tenses, agreement, voice, phrases, infinitives, gerunds, modal auxiliaries, comparative/superlative adjectives, noun forms, possessives, adverbs), affirmative and negative sentences, yes/no questions, information questions, noun modifiers, and parallel items in a series.
1. The subject of a sentence (a noun or pronoun) must agree with its verb: singular subjects must have singular verbs and plural subjects must have plural verbs.
Example: Universidad del Turabo is in Caguas.
s v
(The subject and the verb are singular.)
The Biology lab has new research equipment.
The Biology labs have new research equipment.
s v
(Both subject and verb are plural.)
2. The following pronouns are always singular: each, either, neither, everybody, one, everyone, someone, somebody, anyone, anybody, another, anything, nobody, no one, & nothing.
Example: Everybody wants a copy of the review. s v
(Everybody is singular, so the verb is singular.)
2a. The pronouns some, all, any, none, more, & most may be either singular or plural depending on the prepositional phrase that follows them.
Example:
None of the written document was mailed.
s v
(None and was are singular.)
None of the cardboard containers were shipped. (None and were are plural.)
2b. The pronouns both, many, several, few, & others are plural and take a plural verb.
Example:
Both of the girls are very intelligent.
s v
(Both the subject and the verb are plural.)
3. A prepositional phrase that comes between a subject and a verb does not affect the verb.
Example:
Basic English courses at Universidad del Turabo
s
are conversational.
v
(Both subject and verb are plural.)
4. When two subjects are connected by either. …or, or neither…nor, the subject that is closer to the verb determines whether the verb is singular or plural.
Example:
Neither the professor nor the students were late
s v
yesterday.
(Students and the verb are plural.)
Neither the students nor the professor was late
s v
yesterday.
(Professor and the verb are s v singular)
5. When a sentence begins with there is or there are, they are never the subject. The subject is always after the verb.
Example:
There is a man waiting for you.
v s
(Is and man are both singular.)
There are ten computers missing from the lab.
v s
(Are and computers are both plural.)
Wednesday, December 1, 2010
Thursday, November 18, 2010
50 Buzzwords You Shouldn't Use on Your Resume
Karen Burns, On Wednesday November 17, 2010, 10:08 am EST
You've written your resume. You poured a lot of effort into the page that will represent you, and you can't wait to distribute it far and wide.
Not so fast. Before you send that puppy out, check it for buzzwords. Like "team player." Or "detail-oriented." Or "accustomed to fast-paced environments."
Here's why you should avoid them: They're vague. They make your resume look like everyone else's. They're probably not among the keywords employers search for. They take up space on your resume that could be used for strong, concrete, specific examples of what you've accomplished, the work you've produced, and how hiring you would benefit your potential employer. Buzzwords are tired and overused, cliches that have lost their meaning over time.
Most importantly, every buzzword is a lost opportunity.
You want your resume to stand out. The best way to sell yourself is to show, don't tell. Explain your accomplishments rather than spouting them off in trite ways.
So check your resume for these boilerplate words and phrases. If you find them, replace them--or at the very least, elaborate upon them--with real-life, specific examples.
1. Team player
2. Detailed-oriented
3. Proven track record of success
4. Experienced
5. Excellent communication skills
6. Leadership skills
7. Go-to person
8. Managed cross-functional teams
9. Exceptional organizational skills
10. Self-starter
11. Results-oriented professional
12. Bottom-line orientated
13. Works well with customers
14. Strong negotiation skills
15. Goal-oriented
16. People-person
17. Dynamic
18. Innovative
19. Proven ability
20. Top-flight
21. Motivated
22. Bottom-line focused
23. Responsible for
24. Assisted with
25. Skilled problem solver
26. Accustomed to fast-paced environments
27. Strong work ethic
28. Works well with all levels of staff
29. Met (or exceeded) expectations
30. Savvy business professional
31. Strong presentation skills
32. Looking for a challenging opportunity
33. Cutting-edge
34. Multi-tasker
35. Proactive
36. Seasoned professional
37. Perfectionist
38. Highly skilled
39. Functioned as
40. Duties included
41. Actions encompassed
42. Best-in-class
43. Strategic thinker
44. Trustworthy
45. Flexible
46. Works well under pressure
47. Quick learner
48. Partnered with others
49. Results-focused
50. Out-of-the-box thinker
Finally, here's one more phrase you don't need to include on your resume: "References furnished upon request." It's assumed that you'll offer references if the employer asks, so don't clutter your resume with those unnecessary words.
Karen Burns is the author of the illustrated career advice book The Amazing Adventures of Working Girl: Real-Life Career Advice You Can Actually Use, recently released by Running Press. She blogs at www.karenburnsworkinggirl.com.
You've written your resume. You poured a lot of effort into the page that will represent you, and you can't wait to distribute it far and wide.
Not so fast. Before you send that puppy out, check it for buzzwords. Like "team player." Or "detail-oriented." Or "accustomed to fast-paced environments."
Here's why you should avoid them: They're vague. They make your resume look like everyone else's. They're probably not among the keywords employers search for. They take up space on your resume that could be used for strong, concrete, specific examples of what you've accomplished, the work you've produced, and how hiring you would benefit your potential employer. Buzzwords are tired and overused, cliches that have lost their meaning over time.
Most importantly, every buzzword is a lost opportunity.
You want your resume to stand out. The best way to sell yourself is to show, don't tell. Explain your accomplishments rather than spouting them off in trite ways.
So check your resume for these boilerplate words and phrases. If you find them, replace them--or at the very least, elaborate upon them--with real-life, specific examples.
1. Team player
2. Detailed-oriented
3. Proven track record of success
4. Experienced
5. Excellent communication skills
6. Leadership skills
7. Go-to person
8. Managed cross-functional teams
9. Exceptional organizational skills
10. Self-starter
11. Results-oriented professional
12. Bottom-line orientated
13. Works well with customers
14. Strong negotiation skills
15. Goal-oriented
16. People-person
17. Dynamic
18. Innovative
19. Proven ability
20. Top-flight
21. Motivated
22. Bottom-line focused
23. Responsible for
24. Assisted with
25. Skilled problem solver
26. Accustomed to fast-paced environments
27. Strong work ethic
28. Works well with all levels of staff
29. Met (or exceeded) expectations
30. Savvy business professional
31. Strong presentation skills
32. Looking for a challenging opportunity
33. Cutting-edge
34. Multi-tasker
35. Proactive
36. Seasoned professional
37. Perfectionist
38. Highly skilled
39. Functioned as
40. Duties included
41. Actions encompassed
42. Best-in-class
43. Strategic thinker
44. Trustworthy
45. Flexible
46. Works well under pressure
47. Quick learner
48. Partnered with others
49. Results-focused
50. Out-of-the-box thinker
Finally, here's one more phrase you don't need to include on your resume: "References furnished upon request." It's assumed that you'll offer references if the employer asks, so don't clutter your resume with those unnecessary words.
Karen Burns is the author of the illustrated career advice book The Amazing Adventures of Working Girl: Real-Life Career Advice You Can Actually Use, recently released by Running Press. She blogs at www.karenburnsworkinggirl.com.
Tuesday, October 5, 2010
O x y m o r o n s
1.. Is it good if a vacuum really sucks?
2. Why is the third hand on the watch called the second hand?
3.. If a word is misspelled in the dictionary, how would we ever know?
4. If Webster wrote the first dictionary, where did he find the words?
5. Why do we say something is out of whack? What is a whack?
6. Why does "slow down" and "slow up" mean the same thing?
7. Why does "fat chance" and "slim chance" mean the same thing?
8. Why do "tug" boats push their barges?
9. Why do we sing "Take me out to the ball game"
when we are already there?
10. Why are they called " stands" when they are made for sitting?
11.. Why is it called "after dark" when it really is "after light"?
12. Doesn't "expecting the unexpected" make the unexpected expected?
13. Why are a "wise man" and a "wise guy" opposites?
14. Why do "overlook" and "oversee" mean opposite things?
15. Why is "phonics" not spelled the way it sounds?
16. If work is so terrific, why do they have to pay you to do it?
17. If all the world is a stage, where is the audience sitting?
18. If love is blind, why is lingerie so popular?
19. If you are cross-eyed and have dyslexia, can you read all right?
20. Why is bra singular and panties plural?
21. Why do you press harder on the buttons of a remote control when you know the batteries are dead?
22. Why do we put suits in garment bags and garments in a suitcase?
23. How come abbreviated is such a long word?
24. Why do we wash bath towels? Aren't we clean when we use them?
25. Why doesn't glue stick to the inside of the bottle?
26. Why do they call it a TV set when you only have one?
27.Christmas - What other time of the year do you sit in front of a dead tree and eat candy out of your socks?
28. Why do we drive on a parkway and park on a driveway?
I dunno...why do we?
2. Why is the third hand on the watch called the second hand?
3.. If a word is misspelled in the dictionary, how would we ever know?
4. If Webster wrote the first dictionary, where did he find the words?
5. Why do we say something is out of whack? What is a whack?
6. Why does "slow down" and "slow up" mean the same thing?
7. Why does "fat chance" and "slim chance" mean the same thing?
8. Why do "tug" boats push their barges?
9. Why do we sing "Take me out to the ball game"
when we are already there?
10. Why are they called " stands" when they are made for sitting?
11.. Why is it called "after dark" when it really is "after light"?
12. Doesn't "expecting the unexpected" make the unexpected expected?
13. Why are a "wise man" and a "wise guy" opposites?
14. Why do "overlook" and "oversee" mean opposite things?
15. Why is "phonics" not spelled the way it sounds?
16. If work is so terrific, why do they have to pay you to do it?
17. If all the world is a stage, where is the audience sitting?
18. If love is blind, why is lingerie so popular?
19. If you are cross-eyed and have dyslexia, can you read all right?
20. Why is bra singular and panties plural?
21. Why do you press harder on the buttons of a remote control when you know the batteries are dead?
22. Why do we put suits in garment bags and garments in a suitcase?
23. How come abbreviated is such a long word?
24. Why do we wash bath towels? Aren't we clean when we use them?
25. Why doesn't glue stick to the inside of the bottle?
26. Why do they call it a TV set when you only have one?
27.Christmas - What other time of the year do you sit in front of a dead tree and eat candy out of your socks?
28. Why do we drive on a parkway and park on a driveway?
I dunno...why do we?
Tuesday, September 28, 2010
Saturday, September 25, 2010
‘No eres mi mamá’
Por la Redacción de El Mercurio / GDA
Muchas se refugian en el llanto; otras en el miedo. Los "hijastros" no quieren que nadie reemplace a su madre. Para las madrastras, cada detalle puede ser vital en el frágil equilibrio que se va formando en las nuevas familias.
Expertos aseguran que existe el miedo a enfrentarse a niños o adolescentes, en una época -siglo 21- en que estos son independientes y autónomos, con ideas propias y, en general, difíciles de conquistar.
Aquí está la clave: acompañar a los hijos del marido, apoyarlos, quererlos, pero jamás imponer ni querer ser la mamá. Es necesario explicarles a los hijos que su papá estará mucho más tranquilo y estable casado que cuidándolos solo.
A continuación 12 recomendaciones de expertos de la conducta para salir a flote en este tipo de situación.
1. Mucha conversación, decirse de frente las cosas, con respeto y cariño.
2. No pretender convertirse en la mamá.
3. No confundir los roles con el padre biológico: los retos, castigos y temas más delicados los tratan con el papá.
4. Buscar actividades que los unan como familia.
5. Veranear todos juntos por lo menos una semana.
6. Darles la bienvenida y acoger a los amigos de los "hijastros".
7. En la medida de lo posible, mantener una buena relación con la madre de los "hijastros" y jamás -jamás- hablar mal de ella.
8. Respetar los espacios de los niños.
9. Estar disponible, pero sin imponer.
10. Si están los medios económicos, recurrir a la ayuda de un especialista que vaya dando pautas de cómo tratar a los niños.
11. Pasar fechas importantes juntos, sin la presencia de otras personas.
12. Los temas de dinero manejarlos cada uno con sus respectivos hijos, aunque se les dé a todos por igual.
Muchas se refugian en el llanto; otras en el miedo. Los "hijastros" no quieren que nadie reemplace a su madre. Para las madrastras, cada detalle puede ser vital en el frágil equilibrio que se va formando en las nuevas familias.
Expertos aseguran que existe el miedo a enfrentarse a niños o adolescentes, en una época -siglo 21- en que estos son independientes y autónomos, con ideas propias y, en general, difíciles de conquistar.
Aquí está la clave: acompañar a los hijos del marido, apoyarlos, quererlos, pero jamás imponer ni querer ser la mamá. Es necesario explicarles a los hijos que su papá estará mucho más tranquilo y estable casado que cuidándolos solo.
A continuación 12 recomendaciones de expertos de la conducta para salir a flote en este tipo de situación.
1. Mucha conversación, decirse de frente las cosas, con respeto y cariño.
2. No pretender convertirse en la mamá.
3. No confundir los roles con el padre biológico: los retos, castigos y temas más delicados los tratan con el papá.
4. Buscar actividades que los unan como familia.
5. Veranear todos juntos por lo menos una semana.
6. Darles la bienvenida y acoger a los amigos de los "hijastros".
7. En la medida de lo posible, mantener una buena relación con la madre de los "hijastros" y jamás -jamás- hablar mal de ella.
8. Respetar los espacios de los niños.
9. Estar disponible, pero sin imponer.
10. Si están los medios económicos, recurrir a la ayuda de un especialista que vaya dando pautas de cómo tratar a los niños.
11. Pasar fechas importantes juntos, sin la presencia de otras personas.
12. Los temas de dinero manejarlos cada uno con sus respectivos hijos, aunque se les dé a todos por igual.
The Worst Mistake You Can Make On Your Resume
By Karen Burns, On Wednesday September 15, 2010, 11:46 am EDT
Fact: Job hunters obsess about resumes. Who wouldn't? There's so much to get right--functional versus chronological, objective statements (pro and con), key words, templates, references, font size, white space, action verbs, employment gaps, placement and style of bullets, typos, and whether to include hobbies (probably a "no" on that last one).
So much, in fact, that we often forget the most important ingredient of a really great, interview-obtaining, new-job-snagging resume: It needs to be written specifically for the job you're after.
Does that mean you have to do a new resume for every single position you apply for? Yes, that's exactly what it means.
Fear not, this is not as laborious as it sounds. You don't have to start from scratch each time. All you need to do is edit--or refocus--your "master" resume to sync with the job in question. How?
--First, read and reread the job description. Study it. Ponder it. Identify the words and phrases the employer uses to describe the position.
--Next, take a look your work accomplishments, certifications, education, and experience. You should be keeping lists of all this stuff. This is the raw data you draw on to craft your resumes and cover letters, too.
--Then ask yourself which of your credentials can honestly be described using the same words and phrases the employer uses in the job description.
--Finally, take those words and phrases and use them to describe yourself in your resume. From this point, all you have to do is plug in info from your master resume. See, it's not a total rewrite. In fact, most of your resume will stay the same. You'll find that customizing your resume gets easier each time you do it.
[See more job advice at U.S. News Careers.]
A few more thoughts to consider:
--If you use a career objective at the top of the page, it should include the exact job title of the position you're seeking.
--Remove experience/qualifications that have nothing to do with the job in question. You want to make it easy for employers to see the credentials they most care about.
--Try to figure out what credentials are of highest importance to the employer and put those first. Pretend you are in the employer's shoes and ask yourself, "What's my biggest need? What's most important to me about this job?" Talk to your mentor and contacts in the field. Try to find people who are already doing the job you want and ask them, "What is the most important part of your job?"
--If your past job titles are ambiguous, overly jargony, or don't obviously relate to the job you're applying for, rephrase them in laymen's terms--in a way that shows how those past jobs qualify you for this new job.
So, what's the worst mistake you can make on your resume? Failing to customize. It's a new employment market out there. A cookie-cutter resume just doesn't cut it anymore. You need to show your potential employer that you're applying for this job, not just any job. Good luck.
Karen Burns is the author of the illustrated career advice book The Amazing Adventures of Working Girl: Real-Life Career Advice You Can Actually Use, recently released by Running Press. She blogs at www.karenburnsworkinggirl.com.
Fact: Job hunters obsess about resumes. Who wouldn't? There's so much to get right--functional versus chronological, objective statements (pro and con), key words, templates, references, font size, white space, action verbs, employment gaps, placement and style of bullets, typos, and whether to include hobbies (probably a "no" on that last one).
So much, in fact, that we often forget the most important ingredient of a really great, interview-obtaining, new-job-snagging resume: It needs to be written specifically for the job you're after.
Does that mean you have to do a new resume for every single position you apply for? Yes, that's exactly what it means.
Fear not, this is not as laborious as it sounds. You don't have to start from scratch each time. All you need to do is edit--or refocus--your "master" resume to sync with the job in question. How?
--First, read and reread the job description. Study it. Ponder it. Identify the words and phrases the employer uses to describe the position.
--Next, take a look your work accomplishments, certifications, education, and experience. You should be keeping lists of all this stuff. This is the raw data you draw on to craft your resumes and cover letters, too.
--Then ask yourself which of your credentials can honestly be described using the same words and phrases the employer uses in the job description.
--Finally, take those words and phrases and use them to describe yourself in your resume. From this point, all you have to do is plug in info from your master resume. See, it's not a total rewrite. In fact, most of your resume will stay the same. You'll find that customizing your resume gets easier each time you do it.
[See more job advice at U.S. News Careers.]
A few more thoughts to consider:
--If you use a career objective at the top of the page, it should include the exact job title of the position you're seeking.
--Remove experience/qualifications that have nothing to do with the job in question. You want to make it easy for employers to see the credentials they most care about.
--Try to figure out what credentials are of highest importance to the employer and put those first. Pretend you are in the employer's shoes and ask yourself, "What's my biggest need? What's most important to me about this job?" Talk to your mentor and contacts in the field. Try to find people who are already doing the job you want and ask them, "What is the most important part of your job?"
--If your past job titles are ambiguous, overly jargony, or don't obviously relate to the job you're applying for, rephrase them in laymen's terms--in a way that shows how those past jobs qualify you for this new job.
So, what's the worst mistake you can make on your resume? Failing to customize. It's a new employment market out there. A cookie-cutter resume just doesn't cut it anymore. You need to show your potential employer that you're applying for this job, not just any job. Good luck.
Karen Burns is the author of the illustrated career advice book The Amazing Adventures of Working Girl: Real-Life Career Advice You Can Actually Use, recently released by Running Press. She blogs at www.karenburnsworkinggirl.com.
Wednesday, September 15, 2010
6 Things You Should Never Reveal on Facebook
by Kathy Kristof
Tuesday, September 14, 2010
ShareretweetEmailPrint
Provided by CBS
The whole social networking phenomenon has millions of Americans sharing their photos, favorite songs and details about their class reunions on Facebook, MySpace, Twitter and dozens of similar sites. But there are a handful of personal details that you should never say if you don't want criminals — cyber or otherwise — to rob you blind, according to Beth Givens, executive director of the Privacy Rights Clearinghouse.The folks at Insure.com also say that ill-advised Facebook postings increasingly can get your insurance cancelled or cause you to pay dramatically more for everything from auto to life insurance coverage. By now almost everybody knows that those drunken party photos could cost you a job, too.
[See 7 Things to Stop Doing Now on Facebook]
You can certainly enjoy networking and sharing photos, but you should know that sharing some information puts you at risk. What should you never say on Facebook, Twitter or any other social networking site?
Your Birth Date and Place
Sure, you can say what day you were born, but if you provide the year and where you were born too, you've just given identity thieves a key to stealing your financial life, said Givens. A study done by Carnegie Mellon showed that a date and place of birth could be used to predict most — and sometimes all — of the numbers in your Social Security number, she said.
Vacation Plans
There may be a better way to say "Rob me, please" than posting something along the lines of: "Count-down to Maui! Two days and Ritz Carlton, here we come!" on Twitter. But it's hard to think of one. Post the photos on Facebook when you return, if you like. But don't invite criminals in by telling them specifically when you'll be gone.
[See Burglars Picked Houses Based on Facebook Updates]
Home Address
Do I have to elaborate? A study recently released by the Ponemon Institute found that users of Social Media sites were at greater risk of physical and identity theft because of the information they were sharing. Some 40% listed their home address on the sites; 65% didn't even attempt to block out strangers with privacy settings. And 60% said they weren't confident that their "friends" were really just people they know.
Confessionals
You may hate your job; lie on your taxes; or be a recreational user of illicit drugs, but this is no place to confess. Employers commonly peruse social networking sites to determine who to hire — and, sometimes, who to fire. Need proof? In just the past few weeks, an emergency dispatcher was fired in Wisconsin for revealing drug use; a waitress got canned for complaining about customers and the Pittsburgh Pirate's mascot was dumped for bashing the team on Facebook. One study done last year estimated that 8% of companies fired someone for "misuse" of social media.
Password Clues
If you've got online accounts, you've probably answered a dozen different security questions, telling your bank or brokerage firm your Mom's maiden name; the church you were married in; or the name of your favorite song. Got that same stuff on the information page of your Facebook profile? You're giving crooks an easy way to guess your passwords.
Risky Behaviors
You take your classic Camaro out for street racing, soar above the hills in a hang glider, or smoke like a chimney? Insurers are increasingly turning to the web to figure out whether their applicants and customers are putting their lives or property at risk, according to Insure.com. So far, there's no efficient way to collect the data, so cancellations and rate hikes are rare. But the technology is fast evolving, according to a paper written by Celent, a financial services research and consulting firm.
Tuesday, September 14, 2010
ShareretweetEmailPrint
Provided by CBS
The whole social networking phenomenon has millions of Americans sharing their photos, favorite songs and details about their class reunions on Facebook, MySpace, Twitter and dozens of similar sites. But there are a handful of personal details that you should never say if you don't want criminals — cyber or otherwise — to rob you blind, according to Beth Givens, executive director of the Privacy Rights Clearinghouse.The folks at Insure.com also say that ill-advised Facebook postings increasingly can get your insurance cancelled or cause you to pay dramatically more for everything from auto to life insurance coverage. By now almost everybody knows that those drunken party photos could cost you a job, too.
[See 7 Things to Stop Doing Now on Facebook]
You can certainly enjoy networking and sharing photos, but you should know that sharing some information puts you at risk. What should you never say on Facebook, Twitter or any other social networking site?
Your Birth Date and Place
Sure, you can say what day you were born, but if you provide the year and where you were born too, you've just given identity thieves a key to stealing your financial life, said Givens. A study done by Carnegie Mellon showed that a date and place of birth could be used to predict most — and sometimes all — of the numbers in your Social Security number, she said.
Vacation Plans
There may be a better way to say "Rob me, please" than posting something along the lines of: "Count-down to Maui! Two days and Ritz Carlton, here we come!" on Twitter. But it's hard to think of one. Post the photos on Facebook when you return, if you like. But don't invite criminals in by telling them specifically when you'll be gone.
[See Burglars Picked Houses Based on Facebook Updates]
Home Address
Do I have to elaborate? A study recently released by the Ponemon Institute found that users of Social Media sites were at greater risk of physical and identity theft because of the information they were sharing. Some 40% listed their home address on the sites; 65% didn't even attempt to block out strangers with privacy settings. And 60% said they weren't confident that their "friends" were really just people they know.
Confessionals
You may hate your job; lie on your taxes; or be a recreational user of illicit drugs, but this is no place to confess. Employers commonly peruse social networking sites to determine who to hire — and, sometimes, who to fire. Need proof? In just the past few weeks, an emergency dispatcher was fired in Wisconsin for revealing drug use; a waitress got canned for complaining about customers and the Pittsburgh Pirate's mascot was dumped for bashing the team on Facebook. One study done last year estimated that 8% of companies fired someone for "misuse" of social media.
Password Clues
If you've got online accounts, you've probably answered a dozen different security questions, telling your bank or brokerage firm your Mom's maiden name; the church you were married in; or the name of your favorite song. Got that same stuff on the information page of your Facebook profile? You're giving crooks an easy way to guess your passwords.
Risky Behaviors
You take your classic Camaro out for street racing, soar above the hills in a hang glider, or smoke like a chimney? Insurers are increasingly turning to the web to figure out whether their applicants and customers are putting their lives or property at risk, according to Insure.com. So far, there's no efficient way to collect the data, so cancellations and rate hikes are rare. But the technology is fast evolving, according to a paper written by Celent, a financial services research and consulting firm.
Thursday, September 9, 2010
Radiografía del sistema de instrucción pública en la Isla
jueves, 9 de septiembre de 2010
07:19 p.m.
Primera Hora
Como parte del proceso para ser confirmado como secretario de Educación, el nominado Jesús Rivera Sánchez sometió al Senado un documento descriptivo de cómo está actualmente la escuela pública.
Primera Hora le comparte varios puntos significativos y el enlace oficial en el que usted puede descargar totalmente el informe:
http://www.de.gobierno.pr/informes-para-la-comision-de-educacion-del-senado-de-puerto-rico
Al 25 de agosto de 2010, Educación cuenta con 1,473 escuelas K-12; 436,741 estudiantes; 57,291 empleados (83% regulares); 34,204 maestros; 7 Regiones, 28 Distritos y un presupuesto anual de consolidado que asciende a $3,8 mil millones.
El 79% de los empleados son mujeres y el 21% son hombres. La edad promedio de los empleados es de 47 años y 17 los años de experiencia en Educación. Un 60% de los empleados son maestros y 3% son directores escolares. El salario anual promedio es de $28,236. Al día de hoy, hay 4,333 empleados en el sistema con 30 años o más de servicio y un salario promedio de $2,665 mensuales y $138 millones anuales de nuestra nómina. De estos, el 55% (2,373) son maestros (95% con puestos regulares) y una nómina anual de $79.2 millones.
El 60% de las escuelas elementales, 14% intermedias, 11% superiores, 12% segundas unidades, 2% de 7 a 12, menos de 1% de las escuelas son de todos los niveles K-12. El 52% se considera en zonas rurales y 48% urbanas. A nivel Isla, el promedio es de 336 estudiantes y 28 maestros por escuela, y un presupuesto promedio asignado de $1.5 Millones anuales (93% siendo nómina).
Más del 85% de nuestras escuelas K-12 no alcanzaron sus metas de progreso anual para el pasado año académico, por lo que sobre 85% están ahora en Plan de Mejoramiento.
La determinación de progreso anual adecuado (AYP por sus siglas en inglés), según el acuerdo previamente establecido con el Gobierno Federal, no sólo se basa en los resultados, sino también en el que los estudiantes por lo menos tomen las pruebas. Campañas publicitarias que se realizaron pidiendo a los padres y madres que sus hijos no tomaran las pruebas, fueron sumamente dañinas para nuestras escuelas e impactan negativamente los resultados.
Para el 2014, conforme a la ley No Child Left Behind Act (NCLB) de 2001, se supone que el 100% de los estudiantes que tomen las pruebas sean proficientes en las pruebas estandarizadas de su grado. Las Pruebas Puertorriqueñas de Aprovechamiento Académico (PPAA), en la edición de 2009, el 21% de todos los estudiantes que tomaron las PPAA obtuvieron resultados proficientes en español, 23% en inglés y 11% en matemática. Este año, 40% resultó proficiente en español, 39% en inglés y 25% en matemáticas. Una mejoría del 100% de un año para otro. Pero falta mucho por mejorar.
A tres años de haberse implantado el Sistema de Información Estudiantil, al día de hoy, un 10% de las escuelas no lo usó en el 2010. Aunque el 95% de las escuelas realizó su Plan Comprensivo Escolar en Línea, poco más de un 10% de ellos han sido aprobados. Basado en los informes de ingreso económico entrados al SIE, el 76% de los estudiantes se consideran bajo nivel de pobreza nacional, 19% están sobre nivel de pobreza y un 5% estudiantes están sin clasificar.
Estos datos revelan un problema grave en nuestros modelos de enseñanza, reflejado no sólo en las pruebas estandarizadas, sino también en las materias básicas. Cuando se analizan los resultados para las cinco materias principales de todos los grados (Español, Inglés, Ciencia, Matemática y Estudios Sociales), vemos que uno de cada 5 de nuestros estudiantes sacan D o F en ciencia (22%) y en matemáticas (22%) y que uno de cada tres sacan D o F en inglés (31%). Del 31% de los estudiantes que fracasan en la materia de inglés, el 60% de los estudiantes son varones y el 35% lo hace en los grados 7, 8, 9.
Un total de 5,322 estudiantes de séptimo grado sacaron F en inglés en el año escolar 2009-10. 5,715 estudiantes de séptimo grado sacaron F en Matemática en el año escolar 2009-10.
Múltiples fuentes (nómina, pruebas estandarizadas, y resultados de las materia principales) confirman que es imperativo hacer cambios y estar alineados para poder cumplir nuestra misión.
http://www.primerahora.com/radiografiadelsistemadeinstruccionpublicaenlaisla-419043.html
07:19 p.m.
Primera Hora
Como parte del proceso para ser confirmado como secretario de Educación, el nominado Jesús Rivera Sánchez sometió al Senado un documento descriptivo de cómo está actualmente la escuela pública.
Primera Hora le comparte varios puntos significativos y el enlace oficial en el que usted puede descargar totalmente el informe:
http://www.de.gobierno.pr/informes-para-la-comision-de-educacion-del-senado-de-puerto-rico
Al 25 de agosto de 2010, Educación cuenta con 1,473 escuelas K-12; 436,741 estudiantes; 57,291 empleados (83% regulares); 34,204 maestros; 7 Regiones, 28 Distritos y un presupuesto anual de consolidado que asciende a $3,8 mil millones.
El 79% de los empleados son mujeres y el 21% son hombres. La edad promedio de los empleados es de 47 años y 17 los años de experiencia en Educación. Un 60% de los empleados son maestros y 3% son directores escolares. El salario anual promedio es de $28,236. Al día de hoy, hay 4,333 empleados en el sistema con 30 años o más de servicio y un salario promedio de $2,665 mensuales y $138 millones anuales de nuestra nómina. De estos, el 55% (2,373) son maestros (95% con puestos regulares) y una nómina anual de $79.2 millones.
El 60% de las escuelas elementales, 14% intermedias, 11% superiores, 12% segundas unidades, 2% de 7 a 12, menos de 1% de las escuelas son de todos los niveles K-12. El 52% se considera en zonas rurales y 48% urbanas. A nivel Isla, el promedio es de 336 estudiantes y 28 maestros por escuela, y un presupuesto promedio asignado de $1.5 Millones anuales (93% siendo nómina).
Más del 85% de nuestras escuelas K-12 no alcanzaron sus metas de progreso anual para el pasado año académico, por lo que sobre 85% están ahora en Plan de Mejoramiento.
La determinación de progreso anual adecuado (AYP por sus siglas en inglés), según el acuerdo previamente establecido con el Gobierno Federal, no sólo se basa en los resultados, sino también en el que los estudiantes por lo menos tomen las pruebas. Campañas publicitarias que se realizaron pidiendo a los padres y madres que sus hijos no tomaran las pruebas, fueron sumamente dañinas para nuestras escuelas e impactan negativamente los resultados.
Para el 2014, conforme a la ley No Child Left Behind Act (NCLB) de 2001, se supone que el 100% de los estudiantes que tomen las pruebas sean proficientes en las pruebas estandarizadas de su grado. Las Pruebas Puertorriqueñas de Aprovechamiento Académico (PPAA), en la edición de 2009, el 21% de todos los estudiantes que tomaron las PPAA obtuvieron resultados proficientes en español, 23% en inglés y 11% en matemática. Este año, 40% resultó proficiente en español, 39% en inglés y 25% en matemáticas. Una mejoría del 100% de un año para otro. Pero falta mucho por mejorar.
A tres años de haberse implantado el Sistema de Información Estudiantil, al día de hoy, un 10% de las escuelas no lo usó en el 2010. Aunque el 95% de las escuelas realizó su Plan Comprensivo Escolar en Línea, poco más de un 10% de ellos han sido aprobados. Basado en los informes de ingreso económico entrados al SIE, el 76% de los estudiantes se consideran bajo nivel de pobreza nacional, 19% están sobre nivel de pobreza y un 5% estudiantes están sin clasificar.
Estos datos revelan un problema grave en nuestros modelos de enseñanza, reflejado no sólo en las pruebas estandarizadas, sino también en las materias básicas. Cuando se analizan los resultados para las cinco materias principales de todos los grados (Español, Inglés, Ciencia, Matemática y Estudios Sociales), vemos que uno de cada 5 de nuestros estudiantes sacan D o F en ciencia (22%) y en matemáticas (22%) y que uno de cada tres sacan D o F en inglés (31%). Del 31% de los estudiantes que fracasan en la materia de inglés, el 60% de los estudiantes son varones y el 35% lo hace en los grados 7, 8, 9.
Un total de 5,322 estudiantes de séptimo grado sacaron F en inglés en el año escolar 2009-10. 5,715 estudiantes de séptimo grado sacaron F en Matemática en el año escolar 2009-10.
Múltiples fuentes (nómina, pruebas estandarizadas, y resultados de las materia principales) confirman que es imperativo hacer cambios y estar alineados para poder cumplir nuestra misión.
http://www.primerahora.com/radiografiadelsistemadeinstruccionpublicaenlaisla-419043.html
Wednesday, September 8, 2010
5 Ways to Help Disorganized Kids
by GALTime.com, on Tue Aug 31, 2010 10:14am PDT
By GALTime Parenting Pro Michele Borba, Ed.D.
Here is a recent question from a parent:
“My son is sweet and loving, but hopelessly disorganized. I’m always picking up forgotten homework assignments, putting school supplies into his backpack and reminding him of his schedule. I worry that he’ll need a full time assistant to help him get through high school. School is starting up and I’m already in a state of panic. What can I do now to help my kid be more organized this year?”
Sound familiar? I can’t tell you how many similar queries I’ve received from parents over the past few days. My answer: there certainly are things you can do to help kids become more organized. And helping your kids now will help them in the upcoming years when you’re not there to pick up the pieces and serve as their personal Palm Pilot. The secret to teaching organizational skills is to take on just one troubling issue at a time, find a simple solution that fits your child, and then stick to it until that new organization system becomes a habit.
Tips to Help Unorganized Kids Become More Organized
Here are a few solutions to boost your kid’s organizational skills... to help your son and/or daughter (and you!) get off to a great start for a new school year.
1. Stop rescuing. Your first step is often the hardest (but most important). If you really, really want your child to learn how to be better organized then you must stop being his personal assistant. So take a vow that you will teach your child organization skills, and then once he learns them you will step back and make him be responsible for any consequences (like missing a deadline, losing a library book, misplacing sports gear). Better he learn the lesson now than later.
2. Create a place for everything. Your next step is to help your kid organize what she has in order to make things easier to find and put away. Don’t go getting crazy here. Just identify the “code red” areas that usually cause the stress and argument, and find a simple solution. Here are three common organizational problems and a few solutions. The trick is to find what works for your child and stick to that solution.
3. Reduce clutter. Kids are more organized with less clutter, so now is the time to go through drawers, closets, toys, and equipment barrels together and help him eliminate those unnecessary extras. Throw away all those never used or broken things, and try to do so every six to eight weeks. Then employ these clutter reducers so your child’s room or homework area at least appears more organized:
•Rotate toys. Come on, your kid doesn’t really play with all those toys, right? So put some of those away and pull them out again in a few weeks. Not only will they seem brand new, but it will also reduce the clutter. Make a rule that when you pull toys out, you always store others in their place.
•Hold a garage sale. Here is your time for your kid to make a little extra cash by selling his old toys, clothes and books. Hold a family garage sale. Put your kids in charge of making fliers, setting up cash boxes, and displaying sale items.
•Donate to charity. Give your child a box and tell her to stock it with gently used possessions. Then help her deliver the box to a Goodwill store or charity of her choice.
•Under-bed storage. For those occasionally used things, get storage bins that can slide under your child’s bed. “Out of sight, out of mind” is the organizational strategy. The less seen, the less she can mess up and lose.
4. Set a clean up routine. Once your child is more organized, the trick is to keep to that system. The best way to do so is by enforcing a quick once or twice a week clean-up brigade policy. Just be realistic and don’t expect your child’s room to pass the “white gloves” inspection test. Instead, be more realistic and identify those hot spot areas that need continual upkeep. Then ink the “clean up” dates to your calendar. For instance: Monday, desk; Tuesday, bedroom; Saturday, sports gear; Sunday, backpack. Employ the “Clean, then Play (or e-mail or call your friends) Rule.” My girlfriend has the two most organized kids in town, and achieved that feat by designating Sunday as the family’s “clean the backpack” day. It took her kids ten minutes to go through their papers, refill notebooks with binder paper and sharpen those pencils, but the process helped her brood stay organized. Another friend gets her kids motivated by setting an oven timer for ten minutes then encourages them to play “Beat the Clock” and clean up.
5. Boost organization skills. Now it’s time to take on the challenge of helping your child learn new skills so he is less likely to need reminders or lose items. The critical point here is that there is no 'best' organization system, so what works for you may not work for your child. Also, don’t get caught up in fancy, pricey electronic systems or buy something just because it looks good. The trick is to find a simple system that helps your child, and then continue to help your child use that strategy until the organizer becomes a new habit. There are a wide range of ideas, but choose only what helps your kid.
Please don’t expect overnight changes in your child and keep your expectations realistic. You’re not going to turn a Pig Pen into a Neat Nik. But with patience and consistency you will be able to help your child learn how to be more organized and adopt new organizational habits that he will be able to carry with him the rest of his life. And that’s your goal.
By GALTime Parenting Pro Michele Borba, Ed.D.
Here is a recent question from a parent:
“My son is sweet and loving, but hopelessly disorganized. I’m always picking up forgotten homework assignments, putting school supplies into his backpack and reminding him of his schedule. I worry that he’ll need a full time assistant to help him get through high school. School is starting up and I’m already in a state of panic. What can I do now to help my kid be more organized this year?”
Sound familiar? I can’t tell you how many similar queries I’ve received from parents over the past few days. My answer: there certainly are things you can do to help kids become more organized. And helping your kids now will help them in the upcoming years when you’re not there to pick up the pieces and serve as their personal Palm Pilot. The secret to teaching organizational skills is to take on just one troubling issue at a time, find a simple solution that fits your child, and then stick to it until that new organization system becomes a habit.
Tips to Help Unorganized Kids Become More Organized
Here are a few solutions to boost your kid’s organizational skills... to help your son and/or daughter (and you!) get off to a great start for a new school year.
1. Stop rescuing. Your first step is often the hardest (but most important). If you really, really want your child to learn how to be better organized then you must stop being his personal assistant. So take a vow that you will teach your child organization skills, and then once he learns them you will step back and make him be responsible for any consequences (like missing a deadline, losing a library book, misplacing sports gear). Better he learn the lesson now than later.
2. Create a place for everything. Your next step is to help your kid organize what she has in order to make things easier to find and put away. Don’t go getting crazy here. Just identify the “code red” areas that usually cause the stress and argument, and find a simple solution. Here are three common organizational problems and a few solutions. The trick is to find what works for your child and stick to that solution.
3. Reduce clutter. Kids are more organized with less clutter, so now is the time to go through drawers, closets, toys, and equipment barrels together and help him eliminate those unnecessary extras. Throw away all those never used or broken things, and try to do so every six to eight weeks. Then employ these clutter reducers so your child’s room or homework area at least appears more organized:
•Rotate toys. Come on, your kid doesn’t really play with all those toys, right? So put some of those away and pull them out again in a few weeks. Not only will they seem brand new, but it will also reduce the clutter. Make a rule that when you pull toys out, you always store others in their place.
•Hold a garage sale. Here is your time for your kid to make a little extra cash by selling his old toys, clothes and books. Hold a family garage sale. Put your kids in charge of making fliers, setting up cash boxes, and displaying sale items.
•Donate to charity. Give your child a box and tell her to stock it with gently used possessions. Then help her deliver the box to a Goodwill store or charity of her choice.
•Under-bed storage. For those occasionally used things, get storage bins that can slide under your child’s bed. “Out of sight, out of mind” is the organizational strategy. The less seen, the less she can mess up and lose.
4. Set a clean up routine. Once your child is more organized, the trick is to keep to that system. The best way to do so is by enforcing a quick once or twice a week clean-up brigade policy. Just be realistic and don’t expect your child’s room to pass the “white gloves” inspection test. Instead, be more realistic and identify those hot spot areas that need continual upkeep. Then ink the “clean up” dates to your calendar. For instance: Monday, desk; Tuesday, bedroom; Saturday, sports gear; Sunday, backpack. Employ the “Clean, then Play (or e-mail or call your friends) Rule.” My girlfriend has the two most organized kids in town, and achieved that feat by designating Sunday as the family’s “clean the backpack” day. It took her kids ten minutes to go through their papers, refill notebooks with binder paper and sharpen those pencils, but the process helped her brood stay organized. Another friend gets her kids motivated by setting an oven timer for ten minutes then encourages them to play “Beat the Clock” and clean up.
5. Boost organization skills. Now it’s time to take on the challenge of helping your child learn new skills so he is less likely to need reminders or lose items. The critical point here is that there is no 'best' organization system, so what works for you may not work for your child. Also, don’t get caught up in fancy, pricey electronic systems or buy something just because it looks good. The trick is to find a simple system that helps your child, and then continue to help your child use that strategy until the organizer becomes a new habit. There are a wide range of ideas, but choose only what helps your kid.
Please don’t expect overnight changes in your child and keep your expectations realistic. You’re not going to turn a Pig Pen into a Neat Nik. But with patience and consistency you will be able to help your child learn how to be more organized and adopt new organizational habits that he will be able to carry with him the rest of his life. And that’s your goal.
20 More Things Your Child's Teacher Won't Tell You
Discover insider secrets to help you and your child survive this school year.
Interviews by Neena Samuel
1. My rule for hormonal middle-schoolers: Keep your hands where I can see them.
2. My first year of teaching, a fifth-grader actually threw a chair at me. I saw him recently, and he told me he just graduated from college. That’s what makes it all worthwhile.
3. I have parents who are CEOs of their own companies come in and tell me how to run my classroom. I would never think to go to their office and tell them how to do their jobs.
4. We don’t arrive at school 10 minutes before your child does. And we don’t leave the minute they get back on the bus. Many of us put in extra hours before and after school.
5. We are not the enemy. Parents and teachers really are on the same side.
6. The truth is simple: Your kid will lie to get out of trouble.
7. Encourage your child to keep reading. That’s key to success in the classroom at any age.
8. We can tell the difference between a parent helping their child with homework and doing it for them (especially when they’re clueless in class the next day).
9. Teaching is a calling. There’s not a teacher alive who will say she went into this for the money.
10. Just because your child says he did his homework doesn’t mean it’s true. You must check. Every night.
11. Teaching is not as joyful as it once was for many of us; we get jaded too. Disrespectful students and belligerent parents take a toll on us.
12. Parents give their kids the pricey gadgets and labels, but what kids really crave is for you to talk to them. They want to know you are interested in their lives.
13. We spend money out of our own pockets to buy things our students need, such as school supplies and even shoes.
14. Supportive, involved parents are crucial. But some are “helicopter parents”--they hover too much.
15. Having the summer off is great, but many of us have to take on extra jobs--teaching summer school, tutoring--to make ends meet.
16. Success is not achieved by just making kids memorize flash cards and prepping them for an Ivy League school. Sensible parents know there is a college for every kid, and that responsibility and good citizenship are what really drive success.
17. Nobody says “the dog ate my homework” anymore, but we hear a lot of “I left it on the kitchen table.” And then Mom will send in a note to back up the story.
18. We wish parents would make their kids own up to their actions instead of pressuring us to bend the rules.
19. Please stop doing everything for your child and allow them to make mistakes. How else will they learn? Kids are not motivated to succeed because they feel their parents will bail them out every time.
20. There are days when I just want to quit, but then that one smile from that one kid, changes it all.
Sources: American Federation of Teachers; interviews with elementary and middle school teachers in California, Connecticut, Georgia, Iowa, Minnesota, New York, and Texas.
From Reader's Digest - October 2009
Interviews by Neena Samuel
1. My rule for hormonal middle-schoolers: Keep your hands where I can see them.
2. My first year of teaching, a fifth-grader actually threw a chair at me. I saw him recently, and he told me he just graduated from college. That’s what makes it all worthwhile.
3. I have parents who are CEOs of their own companies come in and tell me how to run my classroom. I would never think to go to their office and tell them how to do their jobs.
4. We don’t arrive at school 10 minutes before your child does. And we don’t leave the minute they get back on the bus. Many of us put in extra hours before and after school.
5. We are not the enemy. Parents and teachers really are on the same side.
6. The truth is simple: Your kid will lie to get out of trouble.
7. Encourage your child to keep reading. That’s key to success in the classroom at any age.
8. We can tell the difference between a parent helping their child with homework and doing it for them (especially when they’re clueless in class the next day).
9. Teaching is a calling. There’s not a teacher alive who will say she went into this for the money.
10. Just because your child says he did his homework doesn’t mean it’s true. You must check. Every night.
11. Teaching is not as joyful as it once was for many of us; we get jaded too. Disrespectful students and belligerent parents take a toll on us.
12. Parents give their kids the pricey gadgets and labels, but what kids really crave is for you to talk to them. They want to know you are interested in their lives.
13. We spend money out of our own pockets to buy things our students need, such as school supplies and even shoes.
14. Supportive, involved parents are crucial. But some are “helicopter parents”--they hover too much.
15. Having the summer off is great, but many of us have to take on extra jobs--teaching summer school, tutoring--to make ends meet.
16. Success is not achieved by just making kids memorize flash cards and prepping them for an Ivy League school. Sensible parents know there is a college for every kid, and that responsibility and good citizenship are what really drive success.
17. Nobody says “the dog ate my homework” anymore, but we hear a lot of “I left it on the kitchen table.” And then Mom will send in a note to back up the story.
18. We wish parents would make their kids own up to their actions instead of pressuring us to bend the rules.
19. Please stop doing everything for your child and allow them to make mistakes. How else will they learn? Kids are not motivated to succeed because they feel their parents will bail them out every time.
20. There are days when I just want to quit, but then that one smile from that one kid, changes it all.
Sources: American Federation of Teachers; interviews with elementary and middle school teachers in California, Connecticut, Georgia, Iowa, Minnesota, New York, and Texas.
From Reader's Digest - October 2009
13 Things Your Child's Teacher Won't Tell You
by Reader's Digest Magazine, on Tue Aug 17, 2010 11:19am PDT
Interviews by Neena Samuel
A look inside a teacher's mind could help you understand lesson plans and maybe even guide your child to perform better.
1. If we teach small children, don’t tell us that our jobs are “so cute” and that you wish you could glue and color all day long.
2. I’m not a marriage counselor. At parent-teacher conferences, let’s stick to Dakota’s progress, not how your husband won’t help you around the house.
3. We’re sick of standardized testing and having to “teach to the test.”
4. Kids used to go out and play after school and resolve problems on their own. Now, with computers and TV, they lack the skills to communicate. They don’t know how to get past hurt feelings without telling the teacher and having her fix it.
5. When I hear a loud belch, I remember that a student’s manners are a reflection of his parents’.
6. Your child may be the center of your universe, but I have to share mine with 25 others.
7. Please help us by turning off the texting feature on your child’s phone during school hours.
8. Guys who dribble a ball for a couple of hours a game can make up to $20 million a year. We educate future leaders and make about $51,000 a year.
9. We take on the role of mother, father, psychologist, friend, and adviser every day. Plus, we’re watching for learning disabilities, issues at home, peer pressure, drug abuse, and bullying.
10. Kids dish on your secrets all the time—money, religion, politics, even Dad’s vasectomy.
11. Please, no more mugs, frames, or stuffed animals. A gift card to Starbucks or Staples would be more than enough. A thank-you note: even better.
12. We love snow days and three-day weekends as much as your kid does.
13. The students we remember are happy, respectful, and good-hearted, not necessarily the ones with the highest grades.
Interviews by Neena Samuel
A look inside a teacher's mind could help you understand lesson plans and maybe even guide your child to perform better.
1. If we teach small children, don’t tell us that our jobs are “so cute” and that you wish you could glue and color all day long.
2. I’m not a marriage counselor. At parent-teacher conferences, let’s stick to Dakota’s progress, not how your husband won’t help you around the house.
3. We’re sick of standardized testing and having to “teach to the test.”
4. Kids used to go out and play after school and resolve problems on their own. Now, with computers and TV, they lack the skills to communicate. They don’t know how to get past hurt feelings without telling the teacher and having her fix it.
5. When I hear a loud belch, I remember that a student’s manners are a reflection of his parents’.
6. Your child may be the center of your universe, but I have to share mine with 25 others.
7. Please help us by turning off the texting feature on your child’s phone during school hours.
8. Guys who dribble a ball for a couple of hours a game can make up to $20 million a year. We educate future leaders and make about $51,000 a year.
9. We take on the role of mother, father, psychologist, friend, and adviser every day. Plus, we’re watching for learning disabilities, issues at home, peer pressure, drug abuse, and bullying.
10. Kids dish on your secrets all the time—money, religion, politics, even Dad’s vasectomy.
11. Please, no more mugs, frames, or stuffed animals. A gift card to Starbucks or Staples would be more than enough. A thank-you note: even better.
12. We love snow days and three-day weekends as much as your kid does.
13. The students we remember are happy, respectful, and good-hearted, not necessarily the ones with the highest grades.
Monday, September 6, 2010
Common Mistakes of English Grammar, Mechanics, and Punctuation
Common Mistakes of English Grammar, Mechanics, and Punctuation
Dr. Jeffrey Kahn, Illinois State University
The following illustrate some common mistakes made in papers written by college students. This is by no means an exhaustive list of all of the mistakes that could be made with respect to grammar, mechanics, and punctuation. Rather, this is a list of some of the more common mistakes that occur.
Avoid using sexist wording, such as "he" or "his" when you are trying to refer to both boys and girls or to both women and men.
Wrong: When the subject reported being finished, the experimenter asked him to complete a second questionnaire.
Right: When the subject reported being finished, the experimenter administered a second questionnaire.
Do not combine singular and plural forms of words in the same sentence.
Wrong: Each subject rated their own mood on the questionnaire.
Right: Each subject rated his or her own mood on the questionnaire.
Right: All subjects rated their own moods on the questionnaire.
Wrong: A variety of issues were presented at the meeting.
Right: A variety of issues was presented at the meeting.
Use commas when appropriate. Sometimes a comma should be omitted, whereas other times including a comma may help to improve your writing.
Use a comma when separating main clauses:
Wrong: We are here on this planet once and we might as well get a feel for the place.
Right: We are here on this planet once, and we might as well get a feel for the place.
Set off parenthetical material within commas.
Wrong: Sometimes people gossip as Barbara Walters has observed because they want to be interesting.
Right: Sometimes people gossip, as Barbara Walters has observed, because they want to be interesting.
Avoid unnecessary commas.
Wrong: The facts were selected, and organized with care.
Right: The facts were selected and organized with care.
Wrong: The Air Force debunked UFO sightings, but, millions of Americans didn't listen.
Right: The Air Force debunked UFO sightings, but millions of Americans didn't listen.
Do not write fragmented sentences. Every sentence needs a subject and a predicate.
Wrong: And for days tried to change my mind. (no subject)
Right: For days he/she/it tried to change my mind.
Do not confuse "its" and "it's." "Its" is the possessive form of "it," whereas "it's" is a contraction for "it is."
Wrong: Its time for a change.
Right: It's time for a change.
Wrong: What is it's purpose?
Right: What is its purpose?
Do not confuse "effect" and "affect." "Effect" is typically a noun, meaning some consequence or result. "Affect" is typically a verb, meaning to bring about an effect. (But note that "affect" also can be a noun meaning emotional expression, and "effect" can be used as a verb to mean to cause something to come into being.)
Wrong: The experimental manipulation caused an interesting affect.
Right: The experimental manipulation caused an interesting effect.
Wrong: The intervention did not effect the behavior of the therapy group.
Right: The intervention did not affect the behavior of the therapy group.
Use apostrophes in the appropriate place to indicate possession. A word ending in "s" has an apostrophe at the end of the word; otherwise, place an apostrophe followed by "s" to indicate possession.
Wrong: The student's faculty advisor was very committed to their learning.
Right: The students' faculty advisor was very committed to their learning. (if more than one student)
Right: The student's faculty advisor was very committed to her learning. (if only one female student)
Do not use an apostrophe to indicate a plural form of a word. Only use it to indicate possession.
Wrong: The student's all have busy schedules.
Right: The students all have busy schedules.
Use a hyphen when using two words to act as one adjective (unless the first word ends in -ly).
Wrong: The college student sample was smarter than the high school sample.
Right: The college-student sample was smarter than the high-school sample.
Wrong: A completely-new product was put on the market today.
Right: A completely new product was put on the market today.
Dr. Jeffrey Kahn, Illinois State University
The following illustrate some common mistakes made in papers written by college students. This is by no means an exhaustive list of all of the mistakes that could be made with respect to grammar, mechanics, and punctuation. Rather, this is a list of some of the more common mistakes that occur.
Avoid using sexist wording, such as "he" or "his" when you are trying to refer to both boys and girls or to both women and men.
Wrong: When the subject reported being finished, the experimenter asked him to complete a second questionnaire.
Right: When the subject reported being finished, the experimenter administered a second questionnaire.
Do not combine singular and plural forms of words in the same sentence.
Wrong: Each subject rated their own mood on the questionnaire.
Right: Each subject rated his or her own mood on the questionnaire.
Right: All subjects rated their own moods on the questionnaire.
Wrong: A variety of issues were presented at the meeting.
Right: A variety of issues was presented at the meeting.
Use commas when appropriate. Sometimes a comma should be omitted, whereas other times including a comma may help to improve your writing.
Use a comma when separating main clauses:
Wrong: We are here on this planet once and we might as well get a feel for the place.
Right: We are here on this planet once, and we might as well get a feel for the place.
Set off parenthetical material within commas.
Wrong: Sometimes people gossip as Barbara Walters has observed because they want to be interesting.
Right: Sometimes people gossip, as Barbara Walters has observed, because they want to be interesting.
Avoid unnecessary commas.
Wrong: The facts were selected, and organized with care.
Right: The facts were selected and organized with care.
Wrong: The Air Force debunked UFO sightings, but, millions of Americans didn't listen.
Right: The Air Force debunked UFO sightings, but millions of Americans didn't listen.
Do not write fragmented sentences. Every sentence needs a subject and a predicate.
Wrong: And for days tried to change my mind. (no subject)
Right: For days he/she/it tried to change my mind.
Do not confuse "its" and "it's." "Its" is the possessive form of "it," whereas "it's" is a contraction for "it is."
Wrong: Its time for a change.
Right: It's time for a change.
Wrong: What is it's purpose?
Right: What is its purpose?
Do not confuse "effect" and "affect." "Effect" is typically a noun, meaning some consequence or result. "Affect" is typically a verb, meaning to bring about an effect. (But note that "affect" also can be a noun meaning emotional expression, and "effect" can be used as a verb to mean to cause something to come into being.)
Wrong: The experimental manipulation caused an interesting affect.
Right: The experimental manipulation caused an interesting effect.
Wrong: The intervention did not effect the behavior of the therapy group.
Right: The intervention did not affect the behavior of the therapy group.
Use apostrophes in the appropriate place to indicate possession. A word ending in "s" has an apostrophe at the end of the word; otherwise, place an apostrophe followed by "s" to indicate possession.
Wrong: The student's faculty advisor was very committed to their learning.
Right: The students' faculty advisor was very committed to their learning. (if more than one student)
Right: The student's faculty advisor was very committed to her learning. (if only one female student)
Do not use an apostrophe to indicate a plural form of a word. Only use it to indicate possession.
Wrong: The student's all have busy schedules.
Right: The students all have busy schedules.
Use a hyphen when using two words to act as one adjective (unless the first word ends in -ly).
Wrong: The college student sample was smarter than the high school sample.
Right: The college-student sample was smarter than the high-school sample.
Wrong: A completely-new product was put on the market today.
Right: A completely new product was put on the market today.
Precario el cuadro económico del magisterio
Calidad de vidaNext Next 23
05 Septiembre 2010
3:28 p.m.
Precario el cuadro económico del magisterio
El salario de un maestro es 18% menor que la media del resto de ocupaciones en el País
Por Inter News Service
San Juan - Un reciente informe de la Asociación de Maestros de Puerto Rico (AMPR) sobre la situación actual del Sistema de Retiro para Maestros (SRM) reveló que el magisterio, a diferencia del resto de los empleados públicos, enfrenta un precario cuadro económico que no ha sido atendido por el Gobierno, informó hoy el sindicato.
La presidenta de la AMPR, Aida Díaz, indicó que cuando el gremio aceptó la designación para formar parte del Comité Especial que analizaría la situación de los Sistemas de Retiro del Gobierno se les dio la encomienda de presentar recomendaciones para solucionar el problema que enfrentan los sistemas de la Judicatura, Gobierno Central y de los Maestros.
"Sin embargo, las diferencias históricas de beneficios y aportaciones entre estos sistemas hacía necesario un análisis individual de cada uno de ellos para la preparación del informe", explicó Díaz.
El informe de la AMPR señala que el magisterio es el grupo profesional del país en el que mayores injusticias y agravios enfrenta, hoy día, en la sociedad puertorriqueña.
"Los maestros pertenecen a un grupo minoritario que no ha tenido la oportunidad de cotizar al Seguro Social, por tanto, al retirarse su única fuente segura de ingresos es la pensión del SRM", indica el informe, del que se desprende que la aportación patronal que recibe el maestro a esa pensión es del 8.5%, mientras que la que reciben los empleados del Gobierno Central es de un 9.5%.
La aportación que hace el maestro, de su bolsillo, es de un 0.73% mayor que la que realizan el resto de los trabajadores.
"Cuando la Legislatura aprueba aumentar en un 3% las pensiones a los maestros, éstos parten de una posición desventajosa en comparación con otros servidores públicos, brecha que se agranda en la medida en que a partir del 1 de enero de 2007, las pensiones por Seguro Social aumentaron en un 3.3%", señala el informe.
Por otras parte, el salario medio de un maestro es un 18% menor que la media del resto de ocupaciones en el País y un 9% del magisterio vive por debajo del umbral de pobreza.
05 Septiembre 2010
3:28 p.m.
Precario el cuadro económico del magisterio
El salario de un maestro es 18% menor que la media del resto de ocupaciones en el País
Por Inter News Service
San Juan - Un reciente informe de la Asociación de Maestros de Puerto Rico (AMPR) sobre la situación actual del Sistema de Retiro para Maestros (SRM) reveló que el magisterio, a diferencia del resto de los empleados públicos, enfrenta un precario cuadro económico que no ha sido atendido por el Gobierno, informó hoy el sindicato.
La presidenta de la AMPR, Aida Díaz, indicó que cuando el gremio aceptó la designación para formar parte del Comité Especial que analizaría la situación de los Sistemas de Retiro del Gobierno se les dio la encomienda de presentar recomendaciones para solucionar el problema que enfrentan los sistemas de la Judicatura, Gobierno Central y de los Maestros.
"Sin embargo, las diferencias históricas de beneficios y aportaciones entre estos sistemas hacía necesario un análisis individual de cada uno de ellos para la preparación del informe", explicó Díaz.
El informe de la AMPR señala que el magisterio es el grupo profesional del país en el que mayores injusticias y agravios enfrenta, hoy día, en la sociedad puertorriqueña.
"Los maestros pertenecen a un grupo minoritario que no ha tenido la oportunidad de cotizar al Seguro Social, por tanto, al retirarse su única fuente segura de ingresos es la pensión del SRM", indica el informe, del que se desprende que la aportación patronal que recibe el maestro a esa pensión es del 8.5%, mientras que la que reciben los empleados del Gobierno Central es de un 9.5%.
La aportación que hace el maestro, de su bolsillo, es de un 0.73% mayor que la que realizan el resto de los trabajadores.
"Cuando la Legislatura aprueba aumentar en un 3% las pensiones a los maestros, éstos parten de una posición desventajosa en comparación con otros servidores públicos, brecha que se agranda en la medida en que a partir del 1 de enero de 2007, las pensiones por Seguro Social aumentaron en un 3.3%", señala el informe.
Por otras parte, el salario medio de un maestro es un 18% menor que la media del resto de ocupaciones en el País y un 9% del magisterio vive por debajo del umbral de pobreza.
Sunday, August 22, 2010
Dura prueba política: ‘Do you speak English?’
El Nuevo Dia
22 Agosto 2010
Algunos lo hablan, otros lo zapatean y uno en particular admite que lo desconoce
Por Yaritza Santiago Caraballo / end.ysantiago1@elnuevodia.com
“Do you speak English? Are you sure? This is Puerto Rico, mister”.
Se supone que Puerto Rico es una isla bilingüe, con dos idiomas oficiales: el español y el inglés. Tan es así que el inglés, idioma que en la Isla propulsó el ex gobernador Pedro Rosselló con la aprobación de la Ley 1 de 1993, ha sustituido al español en documentos oficiales del Gobierno, en rótulos y en municipios como “Guaynabo City”. Todos los boricuas estudian inglés desde kinder pero a la hora de hablarlo le siguen diciendo “el difícil”.
Ahora resulta que legisladores exigen que jefes de agencia, como el secretario interino de Educación, Jesús Rivera, sean bilingües. Sin embargo, al escuchar hablar en inglés a legisladores como el presidente del Senado Thomas Rivera Schatz durante una reciente conferencia de prensa, se percibe un diálogo escueto, poco fluido, lo que levanta la duda de si dominan el idioma que le exigen a otros.
¿Cómo “mastican” el inglés nuestros políticos? El Nuevo Día se lanzó al Capitolio a investigar en un sondeo informal si a los políticos, tanto populares como estadistas, se les hace fácil hablar el difícil. La mayoría, no todos, demostraron que más o menos, aunque sea gagueando, lo dominan y uno admitió francamente que no habla inglés. Claro está, el acento boricua, el inglés masticado típico de los latinos, las muletillas como el “ah, eh”, incluso el 'spanglish' no faltaron en su diálogo con El Nuevo Día. Tampoco faltaron las risas nerviosas que delatan el escaso conocimiento que tienen algunos del idioma de Shakespeare.
Sin complejo y sin temor, el senador Antonio Fas Alzamora fue uno de los que le sometió al inglés graduándose con “A” al demostrar seguridad y mucha fluidez en el idioma. Ni se turbó hablándolo.
“Me gradué”, dijo entre risas al terminar de hablar el difícil, el cual asegura solo lo pone en práctica cuando viaja a Estados Unidos, y lo practica leyendo libros de ciencia, de ficción, y periódicos, en inglés.
El senador Alejandro García Padilla, por su parte, también demostró dominarlo, aunque no quiso contestar las preguntas de este diario.
“Do you speak English?” , le preguntamos a lo que rápidamente contestó: “This is the Puerto Rico Senate and here we speak in Spanish, so I'll answer any question in Spanish. If I have to go to the United States I will speak English there, but not here”, destacó García Padilla, en broma o en serio.
Otra nota de “A” sacó la senadora Sila Mari González, aunque en un momento dado, después de su adecuada pronunciación y fluidez, se tiró el “spanglish” cuando no encontró cómo decir en inglés “Comisión de Hacienda”, al mencionar una lista de comisiones.
Durante el sondeo hubo quien no pasó el examen al ofrecer respuestas sin sentido como fue el caso del senador Antonio “El Chuchin” Soto, a quien desde el principio de la entrevista en inglés le dio un ataque de risa que delató su poco dominio del idioma.
“Do you speak English?”, le preguntamos.
“Yes, I speak English”, contestó con seriedad mientras varios empleados de la oficina donde se encontraba lo observaban en silencio.
“How often do you speak English?”, fue la segunda pregunta que de inmediato le arrancó carcajadas.
“In the school (en la escuela)”, contestó serio tras componerse de su episodio de risa.
“Ah?”, preguntamos.
“In the school”, reiteró.
“Do you read books in English? se le preguntó en otra ocasión
“Yes”, contestó el senador, quien al preguntarle de qué tipo, respondió rápidamente y con seriedad, “all of them” (de todas clases) sin explicar más.
De hecho, este senador fue el único del grupo entrevistado que tuvo más problemas en el inglés, pues hasta con buenas calificaciones se graduó el representante estadista Carlos Méndez.
El alcalde de Guaynabo, Héctor O'Neill, confesó no saber hablar inglés aunque asegura entenderlo un poco.
“Yo no hablo inglés, soy limitado en eso”, expresó el alcalde al resaltar que fue estudiante de escuela pública y en su niñez y juventud no tuvo la oportunidad de aprenderlo. A su juicio, no es irónico que siendo un novoprogresista que quiera la estadidad para Puerto Rico no domine el idioma. “No es irónico. Como ciudadanos americanos tenemos derecho a exigir lo que no tenemos independientemente se hable inglés o no”.
http://www.elnuevodia.com/durapruebapoliticadoyouspeakenglish?-764550.html
22 Agosto 2010
Algunos lo hablan, otros lo zapatean y uno en particular admite que lo desconoce
Por Yaritza Santiago Caraballo / end.ysantiago1@elnuevodia.com
“Do you speak English? Are you sure? This is Puerto Rico, mister”.
Se supone que Puerto Rico es una isla bilingüe, con dos idiomas oficiales: el español y el inglés. Tan es así que el inglés, idioma que en la Isla propulsó el ex gobernador Pedro Rosselló con la aprobación de la Ley 1 de 1993, ha sustituido al español en documentos oficiales del Gobierno, en rótulos y en municipios como “Guaynabo City”. Todos los boricuas estudian inglés desde kinder pero a la hora de hablarlo le siguen diciendo “el difícil”.
Ahora resulta que legisladores exigen que jefes de agencia, como el secretario interino de Educación, Jesús Rivera, sean bilingües. Sin embargo, al escuchar hablar en inglés a legisladores como el presidente del Senado Thomas Rivera Schatz durante una reciente conferencia de prensa, se percibe un diálogo escueto, poco fluido, lo que levanta la duda de si dominan el idioma que le exigen a otros.
¿Cómo “mastican” el inglés nuestros políticos? El Nuevo Día se lanzó al Capitolio a investigar en un sondeo informal si a los políticos, tanto populares como estadistas, se les hace fácil hablar el difícil. La mayoría, no todos, demostraron que más o menos, aunque sea gagueando, lo dominan y uno admitió francamente que no habla inglés. Claro está, el acento boricua, el inglés masticado típico de los latinos, las muletillas como el “ah, eh”, incluso el 'spanglish' no faltaron en su diálogo con El Nuevo Día. Tampoco faltaron las risas nerviosas que delatan el escaso conocimiento que tienen algunos del idioma de Shakespeare.
Sin complejo y sin temor, el senador Antonio Fas Alzamora fue uno de los que le sometió al inglés graduándose con “A” al demostrar seguridad y mucha fluidez en el idioma. Ni se turbó hablándolo.
“Me gradué”, dijo entre risas al terminar de hablar el difícil, el cual asegura solo lo pone en práctica cuando viaja a Estados Unidos, y lo practica leyendo libros de ciencia, de ficción, y periódicos, en inglés.
El senador Alejandro García Padilla, por su parte, también demostró dominarlo, aunque no quiso contestar las preguntas de este diario.
“Do you speak English?” , le preguntamos a lo que rápidamente contestó: “This is the Puerto Rico Senate and here we speak in Spanish, so I'll answer any question in Spanish. If I have to go to the United States I will speak English there, but not here”, destacó García Padilla, en broma o en serio.
Otra nota de “A” sacó la senadora Sila Mari González, aunque en un momento dado, después de su adecuada pronunciación y fluidez, se tiró el “spanglish” cuando no encontró cómo decir en inglés “Comisión de Hacienda”, al mencionar una lista de comisiones.
Durante el sondeo hubo quien no pasó el examen al ofrecer respuestas sin sentido como fue el caso del senador Antonio “El Chuchin” Soto, a quien desde el principio de la entrevista en inglés le dio un ataque de risa que delató su poco dominio del idioma.
“Do you speak English?”, le preguntamos.
“Yes, I speak English”, contestó con seriedad mientras varios empleados de la oficina donde se encontraba lo observaban en silencio.
“How often do you speak English?”, fue la segunda pregunta que de inmediato le arrancó carcajadas.
“In the school (en la escuela)”, contestó serio tras componerse de su episodio de risa.
“Ah?”, preguntamos.
“In the school”, reiteró.
“Do you read books in English? se le preguntó en otra ocasión
“Yes”, contestó el senador, quien al preguntarle de qué tipo, respondió rápidamente y con seriedad, “all of them” (de todas clases) sin explicar más.
De hecho, este senador fue el único del grupo entrevistado que tuvo más problemas en el inglés, pues hasta con buenas calificaciones se graduó el representante estadista Carlos Méndez.
El alcalde de Guaynabo, Héctor O'Neill, confesó no saber hablar inglés aunque asegura entenderlo un poco.
“Yo no hablo inglés, soy limitado en eso”, expresó el alcalde al resaltar que fue estudiante de escuela pública y en su niñez y juventud no tuvo la oportunidad de aprenderlo. A su juicio, no es irónico que siendo un novoprogresista que quiera la estadidad para Puerto Rico no domine el idioma. “No es irónico. Como ciudadanos americanos tenemos derecho a exigir lo que no tenemos independientemente se hable inglés o no”.
http://www.elnuevodia.com/durapruebapoliticadoyouspeakenglish?-764550.html
Thursday, August 19, 2010
15 Things You Shouldn't Be Paying For
by Phil Taylor
Thursday, August 19, 2010
provided by U.S. News
So much money and energy is wasted on things we could get for free. If you're into new, shiny things and collecting stuff, this is not for you. But if you want less clutter in your life and want to keep more of your money, then check out these 15 things you shouldn't be paying for.
Basic Computer Software -- Thinking of purchasing a new computer? Think twice before you fork over the funds for a bunch of extra software. There are some great alternatives to the name brand software programs. The most notable is OpenOffice, the open-source alternative to those other guys. It's completely free and files can be exported in compatible formats.
Your Credit Report -- You don't have to pay for your credit report. You could sign up for one of the free credit monitoring services online to get a quick look at your credit report. You just have to remember to cancel the service before the end of the free trial. Or you could do one better and visit www.annualcreditreport.com, the only truly free place to see all three of your credit reports for free once a year.
Cell Phone -- The service plan may be expensive, but the phone itself doesn't have to cost a thing. Most major carriers will give you a free phone, even a free smart phone, with a two-year contract.
Books -- There's a cool place in your town that's renting out books for free: the library. Remember that place? Stop by and put your favorite book on reserve. And if you don't feel like getting out, visit www.paperbackswap.com and find your books there (small shipping fees apply).
Water -- Besides the monthly utility bill, there's no reason to shell out $1 for every bottle of water you drink. Bottled water is so last decade anyway. We're over it, and into tap, filters, and reusable water bottles. It's cheaper for you and better for the environment.
Credit Card -- With as many credit cards as there are available on the market today, it's easy to avoid a credit card with an annual fee. Unless you're dead set on a particular perk that a fee card brings, skip the annual fee card and pocket that money yourself.
[Why Spending Less Can Make You Happier]
Debt Reduction Help -- Speaking of credit cards, if you're in over your head with credit card help, there are many free sources you can turn to for help with your debt. No one is going to be able to magically wipe away your debts, but there is help out there that will set you up on a debt reduction plan you can handle. Start with a visit to the National Foundation for Credit Counseling.
Basic Tax Preparation -- If your tax situation isn't that complicated, then you should probably be preparing your own tax return using one of the many free online services. It's now common for e-filing to be free as well with many services. You won't even need a stamp.
The News -- Leave it to a blogger to try and kill off traditional print. I'm not anti-newspaper. I just don't find them practical anymore. Skip the daily .50 cents and get your news online. And for you dedicated coupon clippers, you can get most of your Sunday coupons online now too.
Budgeting Tools -- There are many budgeting tools (both online and desktop) that offer up the service for free. Don't ask me how they do this, but who cares. If you're looking to reign in some of your spending, the good news is you can do it for free.
Pets -- This is a controversial one, I know. But there are likely many pets down at your local animal shelter that could use just as much love as the pure-bred types. There may be a small fee due to the shelter for shots and basic care, but you'll have your pet home without paying a mini-fortune.
Shipping -- If you like to buy online, you probably use coupons to get a percentage off of your purchase. Take your skills to the next level and look for coupons or promotion codes that offer free shipping. If in doubt, visit a site like www.freeshipping.org.
[Get Out of Debt the Right Way]
Checking Account -- Isn't it nice when a bank takes your money, lends it out to earn money, and then has the audacity to charge you for the service? What a joke. Checking should be free. If yours isn't free then move to one of the many banks that offers a checking account for free. And the same can be said for ATM fees, teller fees, and checks.
DVD Rentals -- Did you know that you can rent DVDs from RedBox locations for $1 a night? And better yet, if you use one of the coupon codes from www.insideredbox.com you can avoid the $1 charge. Free DVD rentals! Most libraries now have free DVD rental as well.
Exercise -- Skip the expensive gym memberships. Visit your local park for a walk or run. Do basic push-up and sit-up programs in your living room. Rent a workout DVD from the library. There are many free workout programs you can download online as well.
Can you think of any other things you should be getting for free? Leave your suggestions in the comments below.
Thursday, August 19, 2010
provided by U.S. News
So much money and energy is wasted on things we could get for free. If you're into new, shiny things and collecting stuff, this is not for you. But if you want less clutter in your life and want to keep more of your money, then check out these 15 things you shouldn't be paying for.
Basic Computer Software -- Thinking of purchasing a new computer? Think twice before you fork over the funds for a bunch of extra software. There are some great alternatives to the name brand software programs. The most notable is OpenOffice, the open-source alternative to those other guys. It's completely free and files can be exported in compatible formats.
Your Credit Report -- You don't have to pay for your credit report. You could sign up for one of the free credit monitoring services online to get a quick look at your credit report. You just have to remember to cancel the service before the end of the free trial. Or you could do one better and visit www.annualcreditreport.com, the only truly free place to see all three of your credit reports for free once a year.
Cell Phone -- The service plan may be expensive, but the phone itself doesn't have to cost a thing. Most major carriers will give you a free phone, even a free smart phone, with a two-year contract.
Books -- There's a cool place in your town that's renting out books for free: the library. Remember that place? Stop by and put your favorite book on reserve. And if you don't feel like getting out, visit www.paperbackswap.com and find your books there (small shipping fees apply).
Water -- Besides the monthly utility bill, there's no reason to shell out $1 for every bottle of water you drink. Bottled water is so last decade anyway. We're over it, and into tap, filters, and reusable water bottles. It's cheaper for you and better for the environment.
Credit Card -- With as many credit cards as there are available on the market today, it's easy to avoid a credit card with an annual fee. Unless you're dead set on a particular perk that a fee card brings, skip the annual fee card and pocket that money yourself.
[Why Spending Less Can Make You Happier]
Debt Reduction Help -- Speaking of credit cards, if you're in over your head with credit card help, there are many free sources you can turn to for help with your debt. No one is going to be able to magically wipe away your debts, but there is help out there that will set you up on a debt reduction plan you can handle. Start with a visit to the National Foundation for Credit Counseling.
Basic Tax Preparation -- If your tax situation isn't that complicated, then you should probably be preparing your own tax return using one of the many free online services. It's now common for e-filing to be free as well with many services. You won't even need a stamp.
The News -- Leave it to a blogger to try and kill off traditional print. I'm not anti-newspaper. I just don't find them practical anymore. Skip the daily .50 cents and get your news online. And for you dedicated coupon clippers, you can get most of your Sunday coupons online now too.
Budgeting Tools -- There are many budgeting tools (both online and desktop) that offer up the service for free. Don't ask me how they do this, but who cares. If you're looking to reign in some of your spending, the good news is you can do it for free.
Pets -- This is a controversial one, I know. But there are likely many pets down at your local animal shelter that could use just as much love as the pure-bred types. There may be a small fee due to the shelter for shots and basic care, but you'll have your pet home without paying a mini-fortune.
Shipping -- If you like to buy online, you probably use coupons to get a percentage off of your purchase. Take your skills to the next level and look for coupons or promotion codes that offer free shipping. If in doubt, visit a site like www.freeshipping.org.
[Get Out of Debt the Right Way]
Checking Account -- Isn't it nice when a bank takes your money, lends it out to earn money, and then has the audacity to charge you for the service? What a joke. Checking should be free. If yours isn't free then move to one of the many banks that offers a checking account for free. And the same can be said for ATM fees, teller fees, and checks.
DVD Rentals -- Did you know that you can rent DVDs from RedBox locations for $1 a night? And better yet, if you use one of the coupon codes from www.insideredbox.com you can avoid the $1 charge. Free DVD rentals! Most libraries now have free DVD rental as well.
Exercise -- Skip the expensive gym memberships. Visit your local park for a walk or run. Do basic push-up and sit-up programs in your living room. Rent a workout DVD from the library. There are many free workout programs you can download online as well.
Can you think of any other things you should be getting for free? Leave your suggestions in the comments below.
Wednesday, August 18, 2010
Business Letters
A business letter is more formal than a personal letter. It should have a margin of at least one inch on all four edges. It is always written on 8½"x11" (or metric equivalent) unlined stationery. There are six parts to a business letter.
1. The Heading. This contains the return address (usually two or three lines) with the date on the last line.
Sometimes it may be necessary to include a line after the address and before the date for a phone number, fax number, E-mail address, or something similar.
Often a line is skipped between the address and date. That should always be done if the heading is next to the left margin. (See Business Letter Styles.)
It is not necessary to type the return address if you are using stationery with the return address already imprinted. Always include the date.
2. The Inside Address. This is the address you are sending your letter to. Make it as complete as possible. Include titles and names if you know them.
This is always on the left margin. If an 8½" x 11" paper is folded in thirds to fit in a standard 9" business envelope, the inside address can appear through the window in the envelope.
An inside address also helps the recipient route the letter properly and can help should the envelope be damaged and the address become unreadable.
Skip a line after the heading before the inside address. Skip another line after the inside address before the greeting.
3. The Greeting. Also called the salutation. The greeting in a business letter is always formal. It normally begins with the word "Dear" and always includes the person's last name.
It normally has a title. Use a first name only if the title is unclear--for example, you are writing to someone named "Leslie," but do not know whether the person is male or female. For more on the form of titles, see Titles with Names.
The greeting in a business letter always ends in a colon. (You know you are in trouble if you get a letter from a boyfriend or girlfriend and the greeting ends in a colon--it is not going to be friendly.)
4. The Body. The body is written as text. A business letter is never hand written. Depending on the letter style you choose, paragraphs may be indented. Regardless of format, skip a line between paragraphs.
Skip a line between the greeting and the body. Skip a line between the body and the close.
5. The Complimentary Close. This short, polite closing ends with a comma. It is either at the left margin or its left edge is in the center, depending on the Business Letter Style that you use. It begins at the same column the heading does.
The block style is becoming more widely used because there is no indenting to bother with in the whole letter.
6. The Signature Line. Skip two lines (unless you have unusually wide or narrow lines) and type out the name to be signed. This customarily includes a middle initial, but does not have to. Women may indicate how they wish to be addressed by placing Miss, Mrs., Ms. or similar title in parentheses before their name.
The signature line may include a second line for a title, if appropriate. The term "By direction" in the second line means that a superior is authorizing the signer.
The signature should start directly above the first letter of the signature line in the space between the close and the signature line. Use blue or black ink.
Business letters should not contain postscripts.
1. The Heading. This contains the return address (usually two or three lines) with the date on the last line.
Sometimes it may be necessary to include a line after the address and before the date for a phone number, fax number, E-mail address, or something similar.
Often a line is skipped between the address and date. That should always be done if the heading is next to the left margin. (See Business Letter Styles.)
It is not necessary to type the return address if you are using stationery with the return address already imprinted. Always include the date.
2. The Inside Address. This is the address you are sending your letter to. Make it as complete as possible. Include titles and names if you know them.
This is always on the left margin. If an 8½" x 11" paper is folded in thirds to fit in a standard 9" business envelope, the inside address can appear through the window in the envelope.
An inside address also helps the recipient route the letter properly and can help should the envelope be damaged and the address become unreadable.
Skip a line after the heading before the inside address. Skip another line after the inside address before the greeting.
3. The Greeting. Also called the salutation. The greeting in a business letter is always formal. It normally begins with the word "Dear" and always includes the person's last name.
It normally has a title. Use a first name only if the title is unclear--for example, you are writing to someone named "Leslie," but do not know whether the person is male or female. For more on the form of titles, see Titles with Names.
The greeting in a business letter always ends in a colon. (You know you are in trouble if you get a letter from a boyfriend or girlfriend and the greeting ends in a colon--it is not going to be friendly.)
4. The Body. The body is written as text. A business letter is never hand written. Depending on the letter style you choose, paragraphs may be indented. Regardless of format, skip a line between paragraphs.
Skip a line between the greeting and the body. Skip a line between the body and the close.
5. The Complimentary Close. This short, polite closing ends with a comma. It is either at the left margin or its left edge is in the center, depending on the Business Letter Style that you use. It begins at the same column the heading does.
The block style is becoming more widely used because there is no indenting to bother with in the whole letter.
6. The Signature Line. Skip two lines (unless you have unusually wide or narrow lines) and type out the name to be signed. This customarily includes a middle initial, but does not have to. Women may indicate how they wish to be addressed by placing Miss, Mrs., Ms. or similar title in parentheses before their name.
The signature line may include a second line for a title, if appropriate. The term "By direction" in the second line means that a superior is authorizing the signer.
The signature should start directly above the first letter of the signature line in the space between the close and the signature line. Use blue or black ink.
Business letters should not contain postscripts.
Friendly or Personal Letters
Friendly or Personal Letters
Personal letters, also known as friendly letters, and social notes normally have five parts.
1. The Heading. This includes the address, line by line, with the last line being the date. Skip a line after the heading. The heading is indented to the middle of the page. If using preaddressed stationery, add just the date.
2. The Greeting. The greeting always ends with a comma. The greeting may be formal, beginning with the word "dear" and using the person's given name or relationship, or it may be informal if appropriate.
Formal: Dear Uncle Jim, Dear Mr. Wilkins,
Informal: Hi Joe, Greetings,
(Occasionally very personal greetings may end with an exclamation point for emphasis.)
3. The body. Also known as the main text. This includes the message you want to write. Normally in a friendly letter, the beginning of paragraphs is indented. If not indented, be sure to skip a space between paragraphs. Skip a line after the greeting and before the close.
4. The complimentary close. This short expression is always a few words on a single line. It ends in a comma. It should be indented to the same column as the heading. Skip one to three spaces (two is usual) for the signature line.
5. The signature line. Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. If the letter is quite informal, you may omit the signature line as long as you sign the letter.
Postscript. If your letter contains a postscript, begin it with P.S. and end it with your initials. Skip a line after the signature line to begin the postscript.
Personal letters, also known as friendly letters, and social notes normally have five parts.
1. The Heading. This includes the address, line by line, with the last line being the date. Skip a line after the heading. The heading is indented to the middle of the page. If using preaddressed stationery, add just the date.
2. The Greeting. The greeting always ends with a comma. The greeting may be formal, beginning with the word "dear" and using the person's given name or relationship, or it may be informal if appropriate.
Formal: Dear Uncle Jim, Dear Mr. Wilkins,
Informal: Hi Joe, Greetings,
(Occasionally very personal greetings may end with an exclamation point for emphasis.)
3. The body. Also known as the main text. This includes the message you want to write. Normally in a friendly letter, the beginning of paragraphs is indented. If not indented, be sure to skip a space between paragraphs. Skip a line after the greeting and before the close.
4. The complimentary close. This short expression is always a few words on a single line. It ends in a comma. It should be indented to the same column as the heading. Skip one to three spaces (two is usual) for the signature line.
5. The signature line. Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. If the letter is quite informal, you may omit the signature line as long as you sign the letter.
Postscript. If your letter contains a postscript, begin it with P.S. and end it with your initials. Skip a line after the signature line to begin the postscript.
Journal # 1
Select form the follwig Topics:
• A special birthday
• I’d like to see . . .
• The biggest thing I ever saw
• Noisy times and quiet times
Due on Friday Aug. 20th, 2010
• A special birthday
• I’d like to see . . .
• The biggest thing I ever saw
• Noisy times and quiet times
Due on Friday Aug. 20th, 2010
Wednesday, August 11, 2010
VERBOS PARA OBJETIVOS
1.- OBJETIVOS CONCEPTUALES (Saber teórico / conocimiento):
Estos objetivos conforman el saber, en cuanto aspecto disciplinar y teórico. Se refieren a las capacidades de formar estructuras conceptuales con las informaciones, conceptos, principios y teorías que conforman el saber disciplinar, y como operar exitosamente a partir de ellas.
2. OBJETIVOS PROCEDIMENTALES (Saber práctico y metodológico /aptitud):
Estos objetivos conforman el saber-hacer, en cuanto procedimiento. Se refieren a las capacidades de formar estructuras prácticas con las metodologías, procedimientos y técnicas habituales para operar sobre los saberes conceptuales.
3. OBJETIVOS ACTITUDINALES (Saber social / actitud, valor):
Estos objetivos conforman el saber-ser. Se refieren a la predisposición sobre la adopción de determinadas actitudes o hacia determinados tipos de percepción, valoración o acción.
1. Verbos para definir objetivos que aludan a capacidades conceptuales:
Analizar
Clasificar
Comparar
Comprender
Comprobar
Conocer
Deducir
Definir
Demostrar
Describir
Diferenciar
Distinguir
Elegir
Enumerar
Evaluar
Explicar
Expresar
Generalizar
Identificar
Inducir
Interpretar
Localizar
Memorizar
Planear
Razonar
Reconocer
Recordar
Resolver
Relacionar
Resumir
Sintetizar
Señalar
2. Verbos para definir objetivos que aludan a capacidades procedimentales:
Adaptar
Aplicar
Comentar
Construir
Controlar
Conversar
Crear
Debatir
Diferenciar
Desarrollar
Diseñar
Dramatizar
Efectuar
Expresar
Experimentar
Formar
Formular
Investigar
Investigar
Manejar
Observar
Manipular
Modelar
Operar
Organizar
Orientarse
Planear
Producir
Programar
Proyectar
Recoger
Representar
Resolver
Simular
Usar
Utilizar
3. Verbos para definir objetivos que aludan a capacidades actitudinales:
Aceptar
Admirar
Apreciar
Asumir
Autoestimar-se
Colaborar
Compartir
Contemplar
Cooperar
Crear
Cuidar
Disfrutar
Integrar (se)
Interesar (se)
Interiorizar
Inventar
Mostrar
Participar
Preferir
Rechazar
Respetar
Responsabilizar
Solidarizar
Tolerar
Tender a
Valorar
Estos objetivos conforman el saber, en cuanto aspecto disciplinar y teórico. Se refieren a las capacidades de formar estructuras conceptuales con las informaciones, conceptos, principios y teorías que conforman el saber disciplinar, y como operar exitosamente a partir de ellas.
2. OBJETIVOS PROCEDIMENTALES (Saber práctico y metodológico /aptitud):
Estos objetivos conforman el saber-hacer, en cuanto procedimiento. Se refieren a las capacidades de formar estructuras prácticas con las metodologías, procedimientos y técnicas habituales para operar sobre los saberes conceptuales.
3. OBJETIVOS ACTITUDINALES (Saber social / actitud, valor):
Estos objetivos conforman el saber-ser. Se refieren a la predisposición sobre la adopción de determinadas actitudes o hacia determinados tipos de percepción, valoración o acción.
1. Verbos para definir objetivos que aludan a capacidades conceptuales:
Analizar
Clasificar
Comparar
Comprender
Comprobar
Conocer
Deducir
Definir
Demostrar
Describir
Diferenciar
Distinguir
Elegir
Enumerar
Evaluar
Explicar
Expresar
Generalizar
Identificar
Inducir
Interpretar
Localizar
Memorizar
Planear
Razonar
Reconocer
Recordar
Resolver
Relacionar
Resumir
Sintetizar
Señalar
2. Verbos para definir objetivos que aludan a capacidades procedimentales:
Adaptar
Aplicar
Comentar
Construir
Controlar
Conversar
Crear
Debatir
Diferenciar
Desarrollar
Diseñar
Dramatizar
Efectuar
Expresar
Experimentar
Formar
Formular
Investigar
Investigar
Manejar
Observar
Manipular
Modelar
Operar
Organizar
Orientarse
Planear
Producir
Programar
Proyectar
Recoger
Representar
Resolver
Simular
Usar
Utilizar
3. Verbos para definir objetivos que aludan a capacidades actitudinales:
Aceptar
Admirar
Apreciar
Asumir
Autoestimar-se
Colaborar
Compartir
Contemplar
Cooperar
Crear
Cuidar
Disfrutar
Integrar (se)
Interesar (se)
Interiorizar
Inventar
Mostrar
Participar
Preferir
Rechazar
Respetar
Responsabilizar
Solidarizar
Tolerar
Tender a
Valorar
Thursday, July 22, 2010
10 Common Errors “Spell Check” Won’t Catch by Kaboodle.com, on Thu Jul 15, 2010 10:46am PDT
While we can rely on a spell checker to catch glaring errors, a computer can’t pick up on all careless mistakes, especially if the word could be correct in a different context. Often word misuse is our mistake. The English language is full of homonyms, or words that have different meanings but sound and look similar, which makes it easy to confuse proper usage. For instance, verbally, you might not even notice the difference between “your” and “you’re.” But in print, the error can lead the reader to perceive you as less intelligent than you are. For this reason, it's important to spell check and proofread your documents, especially for the following common misuses, which are so easy to make, you might even have to check your document a couple times to catch them.
Its versus It’s (and all other apostrophes):
According to a copy editing instructor for California-based copy editing service provider Edicetera, confusing “its” and “it’s” is the most common error in the English language. That one minuscule apostrophe (or lack thereof) drastically changes the meaning of the entire sentence. “It’s” is a contraction of “it is,” whereas “its” refers to possession. Also, watch out for “your” versus “you’re.”
Sales versus Sails
Can you imagine writing on your resume that you “increased sails by 20 percent”?! Unless you’re applying to a job for a sail boat manufacturer, this careless mistake will probably get your resume sailing right into the recycling bin.
How to dress for interview success!
Affect versus Effect
There is a lot of confusion around this one but here’s the rule: “Affect” is a verb and “effect” is a noun. It’s as simple as that.
Would Have NOT Would of
The subtlety in pronunciation leads to the rampant misuse of this phrase; however “would of” is never correct and may make you appear as if you are not well-read.
Relieve work stress with fun desk-top gadgets.
Through versus Threw
“He threw the ball through the window.” “Threw” is a verb and “through” is a preposition. And speaking of “through,” be careful to make sure you don’t actually mean “thorough” or vice versa. The slight variation in spelling will not be picked up by a computer, but writing “I am through” when you mean “I am thorough” is quite ironic, don’t you think?
The best way to master the subtleties of language? Reading of course! Check out six classics worth revisiting and other great summer reads!
Then versus Than
Six is more than five; after five then comes six. “Than” refers to a comparison, while “then” refers to a subsequent event.
Supposed To NOT Suppose To
“Suppose” is a verb, meaning to think or to ponder. The correct way to express a duty is to write, “I was supposed to…”
Stylish and affordable office fashions!
Wonder versus Wander
You can wander around while you wonder why “wander” and “wonder” have such different meanings, yet sound oh so similar.
Their versus There versus They’re
OK, once and for all: “Their” is possessive; “there” refers to distance; and “they’re” is a contraction of “they are.”
The best blouses for the office!
Farther versus Further
While both words refer to distance, grammarians distinguish “farther” as physical distance and “further” as metaphorical distance. You can dive further into a project, for instance, or you can dive farther into the ocean.
We know we missed many common careless errors. What mistakes do you see most often?
Its versus It’s (and all other apostrophes):
According to a copy editing instructor for California-based copy editing service provider Edicetera, confusing “its” and “it’s” is the most common error in the English language. That one minuscule apostrophe (or lack thereof) drastically changes the meaning of the entire sentence. “It’s” is a contraction of “it is,” whereas “its” refers to possession. Also, watch out for “your” versus “you’re.”
Sales versus Sails
Can you imagine writing on your resume that you “increased sails by 20 percent”?! Unless you’re applying to a job for a sail boat manufacturer, this careless mistake will probably get your resume sailing right into the recycling bin.
How to dress for interview success!
Affect versus Effect
There is a lot of confusion around this one but here’s the rule: “Affect” is a verb and “effect” is a noun. It’s as simple as that.
Would Have NOT Would of
The subtlety in pronunciation leads to the rampant misuse of this phrase; however “would of” is never correct and may make you appear as if you are not well-read.
Relieve work stress with fun desk-top gadgets.
Through versus Threw
“He threw the ball through the window.” “Threw” is a verb and “through” is a preposition. And speaking of “through,” be careful to make sure you don’t actually mean “thorough” or vice versa. The slight variation in spelling will not be picked up by a computer, but writing “I am through” when you mean “I am thorough” is quite ironic, don’t you think?
The best way to master the subtleties of language? Reading of course! Check out six classics worth revisiting and other great summer reads!
Then versus Than
Six is more than five; after five then comes six. “Than” refers to a comparison, while “then” refers to a subsequent event.
Supposed To NOT Suppose To
“Suppose” is a verb, meaning to think or to ponder. The correct way to express a duty is to write, “I was supposed to…”
Stylish and affordable office fashions!
Wonder versus Wander
You can wander around while you wonder why “wander” and “wonder” have such different meanings, yet sound oh so similar.
Their versus There versus They’re
OK, once and for all: “Their” is possessive; “there” refers to distance; and “they’re” is a contraction of “they are.”
The best blouses for the office!
Farther versus Further
While both words refer to distance, grammarians distinguish “farther” as physical distance and “further” as metaphorical distance. You can dive further into a project, for instance, or you can dive farther into the ocean.
We know we missed many common careless errors. What mistakes do you see most often?
Thursday, July 15, 2010
What NOT to do: 7 ways to ruin your resume
by CBS MoneyWatch.com, on Mon Jul 12, 2010 10:37am PDT
By Hillary Chura
In the time it takes you to read this paragraph, the average recruiter will have plowed through six resumes. (We know; we timed one.) Want to increase the chances of your resume making it to the next round? Then don’t do any of these seven things, which recruiters say — more than anything — make them want to push the “shred” button.
(For more resume tips, check out our interactive critique of an actual resume.)
1. Apply for a job for which you are not remotely qualified
Many candidates believe the job hunt is a numbers game — drop enough resumes, and you’re bound to land something. But shotguns are for hunting pheasant, not finding jobs. The reality is that recruiters hate wasting time on resumes from unqualified candidates. Morgan Miller, an executive recruiter at StaffMark, recalls the security guard who applied to be a financial risk manager (maybe Lehman should have hired him), while Scott Ragusa at Winter, Wyman talks of the aerial photographer who sought out a position as a tax specialist.
“Sorting through unqualified resumes is frustrating, unproductive and puts an extra burden on staff,” says Katherine Swift, Senior Account Director at KCSA Strategic Communications in Natick, Mass. “It also makes it much more challenging to find the right candidate.” So the next time you’re thinking of blasting out resumes to all 60 of the job listings on Monster.com that have the word “finance” in them , save your time (and that of the recruiters) and only apply for ones for which you’re qualified.
2. Include a lofty mission statement
More than ever, today’s savage job market is about the company, not the candidate. As such, mission or objective statements — particularly ones with an applicant’s hopes, dreams, and health insurance aspirations — will dispatch otherwise fine resumes to the circular file. Employers don’t care about how they can solve your problems — certainly not before they’ve met you and possibly not even after they’ve hired you. Instead, write an “objectives” statement that explains specifically how your skills and experience will help the company you’re applying to, not the other way around. And be very clear about what kind of job you’re seeking.
3. Use one generic resume for every job listing
To stand out amongst the sea of resumes that recruiters receive, yours must speak to each and every specific position, even recycling some of the language from the job description itself. Make it obvious that you will start solving problems even before you’ve recorded your outgoing voicemail message. Your CV or query letter should include a just touch of industry lingo — sufficient to prove you know your stuff but not so much that you sound like a robot. And it should speak to individual company issues and industry challenges, with specifics on how you have personally improved customer loyalty, efficiency, and profitability at past jobs, says workplace and performance consultant Jay Forte. Plus, each morsel should be on point.
“Think hard about how to best leverage each piece of information to your job search advantage,” says Wendy Enelow, a career consultant and trainer in Virginia. “Nothing in your resume should be arbitrary, from what you include in your job descriptions and achievement statements, to whether your education or experience comes first [recent grads may want to put education first] to how you format your contact information.”
4. Make recruiters or hiring managers guess how exactly you can help their client
Sourcing experts want to know — immediately — what someone can offer, and they won’t spend time noodling someone’s credentials. “Animal, vegetable or mineral? Doctor, lawyer or Indian chief?That’s what I’m wondering every time I open a resume. If it takes me more than a split second to figure this out, I feel frustrated,” says Mary O’Gorman, a veteran recruiter based in Brooklyn.
5. Don’t explain how past experience translates to a new position
Though candidates should avoid jobs where they have no experience, they absolutely should pursue new areas and positions if they can position their experience effectively. A high school English teacher applying for new jobs, for example, can cite expertise in human resource management, people skills, record keeping, writing, and training, says Anthony Pensabene, a professional writer who works with executives.
“Titles are just semantics; candidates need to relate their ‘actual’ skills and experiences to the job they’re applying for in their resume,” Pensabene says. An applicant who cannot be bothered to identify the parallels between the two likely won’t be bothered with interviews, either.
6. Don’t include a cover letter with your resume
A cover letter should always accompany a resume — even if it’s going to your best friend. And that doesn’t mean a lazy “I’m _____ and I’m looking for a job in New York; please see my attached resume.” Says Lindsay Olson, a partner at Manhattan’s Paradigm Staffing: “I’d like to know why you are contacting me (a particular position, referral, etc.), a short background about yourself, and a career highlight or two. It’s important to attempt to set yourself apart from the competition.”
7. Be careless with details
Reckless job hunters rarely make for conscientious workers. As such, even promising resumes must abide by age-old dictums: typo-free, proper organization, and no embellishment. Susan Whitcomb, author of Resume Magic: Trade Secrets of a Professional Resume Writer, says that almost 80 percent of HR managers she surveyed said they would dismiss otherwise qualified candidates who break these rules. She tells the story of one would-be employer who, when looking for an assistant, decided not to hire anyone because every resume she received contained typos.
“With a 6-to-1 ratio of jobseekers-to-jobs in the current marketplace, you can’t afford to make mistakes with your resume,” Whitcomb says.
By Hillary Chura
In the time it takes you to read this paragraph, the average recruiter will have plowed through six resumes. (We know; we timed one.) Want to increase the chances of your resume making it to the next round? Then don’t do any of these seven things, which recruiters say — more than anything — make them want to push the “shred” button.
(For more resume tips, check out our interactive critique of an actual resume.)
1. Apply for a job for which you are not remotely qualified
Many candidates believe the job hunt is a numbers game — drop enough resumes, and you’re bound to land something. But shotguns are for hunting pheasant, not finding jobs. The reality is that recruiters hate wasting time on resumes from unqualified candidates. Morgan Miller, an executive recruiter at StaffMark, recalls the security guard who applied to be a financial risk manager (maybe Lehman should have hired him), while Scott Ragusa at Winter, Wyman talks of the aerial photographer who sought out a position as a tax specialist.
“Sorting through unqualified resumes is frustrating, unproductive and puts an extra burden on staff,” says Katherine Swift, Senior Account Director at KCSA Strategic Communications in Natick, Mass. “It also makes it much more challenging to find the right candidate.” So the next time you’re thinking of blasting out resumes to all 60 of the job listings on Monster.com that have the word “finance” in them , save your time (and that of the recruiters) and only apply for ones for which you’re qualified.
2. Include a lofty mission statement
More than ever, today’s savage job market is about the company, not the candidate. As such, mission or objective statements — particularly ones with an applicant’s hopes, dreams, and health insurance aspirations — will dispatch otherwise fine resumes to the circular file. Employers don’t care about how they can solve your problems — certainly not before they’ve met you and possibly not even after they’ve hired you. Instead, write an “objectives” statement that explains specifically how your skills and experience will help the company you’re applying to, not the other way around. And be very clear about what kind of job you’re seeking.
3. Use one generic resume for every job listing
To stand out amongst the sea of resumes that recruiters receive, yours must speak to each and every specific position, even recycling some of the language from the job description itself. Make it obvious that you will start solving problems even before you’ve recorded your outgoing voicemail message. Your CV or query letter should include a just touch of industry lingo — sufficient to prove you know your stuff but not so much that you sound like a robot. And it should speak to individual company issues and industry challenges, with specifics on how you have personally improved customer loyalty, efficiency, and profitability at past jobs, says workplace and performance consultant Jay Forte. Plus, each morsel should be on point.
“Think hard about how to best leverage each piece of information to your job search advantage,” says Wendy Enelow, a career consultant and trainer in Virginia. “Nothing in your resume should be arbitrary, from what you include in your job descriptions and achievement statements, to whether your education or experience comes first [recent grads may want to put education first] to how you format your contact information.”
4. Make recruiters or hiring managers guess how exactly you can help their client
Sourcing experts want to know — immediately — what someone can offer, and they won’t spend time noodling someone’s credentials. “Animal, vegetable or mineral? Doctor, lawyer or Indian chief?That’s what I’m wondering every time I open a resume. If it takes me more than a split second to figure this out, I feel frustrated,” says Mary O’Gorman, a veteran recruiter based in Brooklyn.
5. Don’t explain how past experience translates to a new position
Though candidates should avoid jobs where they have no experience, they absolutely should pursue new areas and positions if they can position their experience effectively. A high school English teacher applying for new jobs, for example, can cite expertise in human resource management, people skills, record keeping, writing, and training, says Anthony Pensabene, a professional writer who works with executives.
“Titles are just semantics; candidates need to relate their ‘actual’ skills and experiences to the job they’re applying for in their resume,” Pensabene says. An applicant who cannot be bothered to identify the parallels between the two likely won’t be bothered with interviews, either.
6. Don’t include a cover letter with your resume
A cover letter should always accompany a resume — even if it’s going to your best friend. And that doesn’t mean a lazy “I’m _____ and I’m looking for a job in New York; please see my attached resume.” Says Lindsay Olson, a partner at Manhattan’s Paradigm Staffing: “I’d like to know why you are contacting me (a particular position, referral, etc.), a short background about yourself, and a career highlight or two. It’s important to attempt to set yourself apart from the competition.”
7. Be careless with details
Reckless job hunters rarely make for conscientious workers. As such, even promising resumes must abide by age-old dictums: typo-free, proper organization, and no embellishment. Susan Whitcomb, author of Resume Magic: Trade Secrets of a Professional Resume Writer, says that almost 80 percent of HR managers she surveyed said they would dismiss otherwise qualified candidates who break these rules. She tells the story of one would-be employer who, when looking for an assistant, decided not to hire anyone because every resume she received contained typos.
“With a 6-to-1 ratio of jobseekers-to-jobs in the current marketplace, you can’t afford to make mistakes with your resume,” Whitcomb says.
Friday, June 4, 2010
In DC, even the Spelling Bee draws protesters
In DC, even the Spelling Bee draws protesters
By LAUREN SAUSSER, Associated Press Writer Lauren Sausser, Associated Press Writer – Thu Jun 3, 3:55 pm ET
WASHINGTON – The nation's capital always draws its share of protesters, picketing for causes ranging from health care reform to immigration policy.
But spelling bee protesters? They're out here, too.
Four peaceful protesters, some dressed in full-length black and yellow bee costumes, represented the American Literacy Council and the London-based Spelling Society and stood outside the Grand Hyatt on Thursday, where the Scripps National Spelling Bee is being held. Their message was short: Simplify the way we spell words.
Roberta Mahoney, 81, a former Fairfax County, Va. elementary school principal, said the current language obstructs 40 percent of the population from learning how to read, write and spell.
"Our alphabet has 425-plus ways of putting words together in illogical ways," Mahoney said.
The protesting cohort distributed pins to willing passers-by with their logo, "Enuf is enuf. Enough is too much."
According to literature distributed by the group, it makes more sense for "fruit" to be spelled as "froot," "slow" should be "slo," and "heifer" — a word spelled correctly during the first oral round of the bee Thursday by Texas competitor Ramesh Ghanta — should be "hefer."
Meanwhile, inside the hotel's Independence Ballroom, 273 spellers celebrated the complexity of the language in all its glory, correctly spelling words like zaibatsu, vibrissae and biauriculate.
While the protesters could make headway with cell phone texters who routinely swap "u" for "you" and "gr8" for "great," their message may be a harder sell for the Scripps crowd.
Mahoney had trouble gaining traction with at least one bee attendee. New Mexico resident Matthew Evans, 15, a former speller whose sister is participating in the bee this year, reasoned with her that if English spellings were changed, spelling bees would cease to exist.
"If a dictionary lists 'enough' as 'enuf,' the spelling bee goes by the dictionary, therefore all the spelling words are easier to spell, so the spelling bee is gone," Evans said.
"Well," Mahoney replied, "they could pick their own dictionary."
By LAUREN SAUSSER, Associated Press Writer Lauren Sausser, Associated Press Writer – Thu Jun 3, 3:55 pm ET
WASHINGTON – The nation's capital always draws its share of protesters, picketing for causes ranging from health care reform to immigration policy.
But spelling bee protesters? They're out here, too.
Four peaceful protesters, some dressed in full-length black and yellow bee costumes, represented the American Literacy Council and the London-based Spelling Society and stood outside the Grand Hyatt on Thursday, where the Scripps National Spelling Bee is being held. Their message was short: Simplify the way we spell words.
Roberta Mahoney, 81, a former Fairfax County, Va. elementary school principal, said the current language obstructs 40 percent of the population from learning how to read, write and spell.
"Our alphabet has 425-plus ways of putting words together in illogical ways," Mahoney said.
The protesting cohort distributed pins to willing passers-by with their logo, "Enuf is enuf. Enough is too much."
According to literature distributed by the group, it makes more sense for "fruit" to be spelled as "froot," "slow" should be "slo," and "heifer" — a word spelled correctly during the first oral round of the bee Thursday by Texas competitor Ramesh Ghanta — should be "hefer."
Meanwhile, inside the hotel's Independence Ballroom, 273 spellers celebrated the complexity of the language in all its glory, correctly spelling words like zaibatsu, vibrissae and biauriculate.
While the protesters could make headway with cell phone texters who routinely swap "u" for "you" and "gr8" for "great," their message may be a harder sell for the Scripps crowd.
Mahoney had trouble gaining traction with at least one bee attendee. New Mexico resident Matthew Evans, 15, a former speller whose sister is participating in the bee this year, reasoned with her that if English spellings were changed, spelling bees would cease to exist.
"If a dictionary lists 'enough' as 'enuf,' the spelling bee goes by the dictionary, therefore all the spelling words are easier to spell, so the spelling bee is gone," Evans said.
"Well," Mahoney replied, "they could pick their own dictionary."
Summary of Linda Flower & John R. Hayes by Leigh MacKay
A Summary of Linda Flower and John R. Hayes’
"A Cognitive Process Theory of Writing"
An academic summary by Leigh MacKay
In their article, "A Cognitive Process Theory of Writing" (1981), researchers Linda Flower and John R. Hayes report the findings of their study using a new model to observe the processes writers employ in the act of composition. They conclude that writers use a combination of cognitive processes, which come to the foreground when and as needed. Further, they suggest that there is a hierarchical structure to these processes and that varied, changing levels of goals are key aspects of the writing process. Flower and Hayes believe their cognitive process theory of writing demonstrates that the act of creation is fed and sustained by the ever-changing imagination, art, and goals of the writer.
Rejecting traditional research methods, Flower and Hayes used protocol analysis (p. 368). To create a protocol, writers were assigned the task of writing an interesting, short composition for a magazine. An important stipulation was the requirement to think aloud as they worked. A tape recorder captured their spoken thoughts. The recording and the writer’s written material, rough notes and the article, were combined to create a single protocol. The researchers report that the protocols provided a bounty of valuable data on the factors that affect a writer’s processes.
Flower and Hayes organize their findings into four key points. The first key point is that there is a set of unique thinking processes that the writer selects and sorts during composition. In their study, they observed that writers began with the rhetorical problem of writing. Writers react to the problem by writing. The rhetorical problem, the audience, and the writer’s goals provide motivation. Flower and Hayes point out that an individual’s success in this process depends upon a writer’s ability to define the problem. The text exerts an influence upon the writer as the work develops. The growing text continually narrows the writer’s options for the text that is to follow. In addition, they identify the writer’s long-term memory, which they define as his/her life experience combined with the writier’s external sources, as being involved in the creative process. Finally, the writer plans how to accomplish the assignment by creating an internal representation. That representation, the researchers suggest, is the spark that feeds the creation and organization of ideas.
Flower and Hayes define the process of converting ideas into words on paper as translating. This process places demands on the writer to take abstract thoughts and put them through the technical aspects of writing such as grammar. Review is a factor in the process. The writer evaluates what they have written and then changes the text to suit their developing concept of the document. Flower and Hayes observed that writers monitor their process of development and its progress as they write. Monitoring is affected by changing goals and the writer’s method of writing.
Their second key point is that the cognitive processes in writing are hierarchical. Processes can contain other, more specific sub-processes. A hierarchical structure has strength in its flexibility. They suggest, by way of example, that composition can contain idea generation. They admit, however, that this doesn’t answer researcher Lee Odell’s question, “What guides the writer's decisions and choices and gives an overall purposeful structure to composing?"
This brings Flower and Hayes to the third and central point of their cognitive theory. Writing is goal-directed. Goals have a hierarchical structure like the greater hierarchy of all the processes involved in writing. It is here that they begin to answer Odell’s important question. Writers create goals as they write. Goals evolve during the writing process and they guide the writer in choosing which process to use at any given moment. All the other processes are managed by the writer’s high, middle, and low-level goals. The researchers believe that good writers generate easily achievable mid-level goals of good quality and quantity. Poor writers, they suggest, are caught in top and low-level goals that have greater difficulty in advancing the process of writing. Flower and Hayes emphasize that, “In the act of writing, people regenerate or recreate their own goals in the light of what they learn" (381).
The fourth and final point in the study concludes that writers find purpose in goals and those goals evolve as the writer learns about their subject through the process of writing. The researchers classify patterns of goals as: explore and consolidate, state and develop, and write and regenerate. From these revolving patterns of increasingly complex goals comes learning and creativity. Flower and Hayes conclude that the source of creativity comes from the writer’s ability to create goals and generate ideas.
© 2003
Back to top
Leigh MacKay is a graduate of the Print Futures: Professional Writing Program at Douglas College. Before taking the course, he spent thirty years of his life locked in small rooms playing music and chatting on the radio.
"A Cognitive Process Theory of Writing"
An academic summary by Leigh MacKay
In their article, "A Cognitive Process Theory of Writing" (1981), researchers Linda Flower and John R. Hayes report the findings of their study using a new model to observe the processes writers employ in the act of composition. They conclude that writers use a combination of cognitive processes, which come to the foreground when and as needed. Further, they suggest that there is a hierarchical structure to these processes and that varied, changing levels of goals are key aspects of the writing process. Flower and Hayes believe their cognitive process theory of writing demonstrates that the act of creation is fed and sustained by the ever-changing imagination, art, and goals of the writer.
Rejecting traditional research methods, Flower and Hayes used protocol analysis (p. 368). To create a protocol, writers were assigned the task of writing an interesting, short composition for a magazine. An important stipulation was the requirement to think aloud as they worked. A tape recorder captured their spoken thoughts. The recording and the writer’s written material, rough notes and the article, were combined to create a single protocol. The researchers report that the protocols provided a bounty of valuable data on the factors that affect a writer’s processes.
Flower and Hayes organize their findings into four key points. The first key point is that there is a set of unique thinking processes that the writer selects and sorts during composition. In their study, they observed that writers began with the rhetorical problem of writing. Writers react to the problem by writing. The rhetorical problem, the audience, and the writer’s goals provide motivation. Flower and Hayes point out that an individual’s success in this process depends upon a writer’s ability to define the problem. The text exerts an influence upon the writer as the work develops. The growing text continually narrows the writer’s options for the text that is to follow. In addition, they identify the writer’s long-term memory, which they define as his/her life experience combined with the writier’s external sources, as being involved in the creative process. Finally, the writer plans how to accomplish the assignment by creating an internal representation. That representation, the researchers suggest, is the spark that feeds the creation and organization of ideas.
Flower and Hayes define the process of converting ideas into words on paper as translating. This process places demands on the writer to take abstract thoughts and put them through the technical aspects of writing such as grammar. Review is a factor in the process. The writer evaluates what they have written and then changes the text to suit their developing concept of the document. Flower and Hayes observed that writers monitor their process of development and its progress as they write. Monitoring is affected by changing goals and the writer’s method of writing.
Their second key point is that the cognitive processes in writing are hierarchical. Processes can contain other, more specific sub-processes. A hierarchical structure has strength in its flexibility. They suggest, by way of example, that composition can contain idea generation. They admit, however, that this doesn’t answer researcher Lee Odell’s question, “What guides the writer's decisions and choices and gives an overall purposeful structure to composing?"
This brings Flower and Hayes to the third and central point of their cognitive theory. Writing is goal-directed. Goals have a hierarchical structure like the greater hierarchy of all the processes involved in writing. It is here that they begin to answer Odell’s important question. Writers create goals as they write. Goals evolve during the writing process and they guide the writer in choosing which process to use at any given moment. All the other processes are managed by the writer’s high, middle, and low-level goals. The researchers believe that good writers generate easily achievable mid-level goals of good quality and quantity. Poor writers, they suggest, are caught in top and low-level goals that have greater difficulty in advancing the process of writing. Flower and Hayes emphasize that, “In the act of writing, people regenerate or recreate their own goals in the light of what they learn" (381).
The fourth and final point in the study concludes that writers find purpose in goals and those goals evolve as the writer learns about their subject through the process of writing. The researchers classify patterns of goals as: explore and consolidate, state and develop, and write and regenerate. From these revolving patterns of increasingly complex goals comes learning and creativity. Flower and Hayes conclude that the source of creativity comes from the writer’s ability to create goals and generate ideas.
© 2003
Back to top
Leigh MacKay is a graduate of the Print Futures: Professional Writing Program at Douglas College. Before taking the course, he spent thirty years of his life locked in small rooms playing music and chatting on the radio.
A Cognitive Process Theory of Writing
Flower, Linda, and John Hayes.
"A Cognitive Process Theory of Writing."
College Composition and Communication 32 (1981):365-87.
Flower and Hayes reject theories of stages of the writing process; to them seeing writing as individual stages, exercises kept succinctly separate from each other, autonomous activities that lead to perfect writing--prewriting, then writing, then rewriting, then I'm done--oversimplifies what writing really is and reduces the mental activities that comprise writing. Stage models are inadequate in representing the 'moment by moment' process of writing. They find four principles in the cognitive process model which describe the actual process of composing.
1. "Writing is best understood as a set of distinctive thinking processes which writers orchestrate or organize during the act of composing." That is, the mental processes are devised while the writing is actually being done.
2. "The processes of writing are hierarchically organized, with component processes embedded within other components." The mental activities occur in no particular order, with the mind being unpredictably associational rather than linear.
3. "Writing is a goal-directed process. In the act of composing, writers create a hierarchical network of goals and these in turn guide the writing process." Writers create goals, but do not always state those goals.
4. "Writers create their own goals in two key ways: by generating goals and support goals which embody a purpose; and, at times, by changing or regenerating their own top-level goals in light of what they have learned by writing." Writers go back and revise those goals as necessary.
Flower and Hayes' Cognitive Process Model [not pictured] has four items:
The Task Environment, which encompasses the writer, the problem, the text. Long-Term Memory, the storehouse of knowledge about the subject, the problem, and the writing process. Writing Processes, where the goal setting, planning, and reviewing take place. Monitor, the writing strategist which determines when the writer moves from one task to the next.
Flower, Linda and John R. Hayes. “A Cognitive Process Theory of Writing.” College Composition and Communications, 32 (1981): 365-87
"A Cognitive Process Theory of Writing."
College Composition and Communication 32 (1981):365-87.
Flower and Hayes reject theories of stages of the writing process; to them seeing writing as individual stages, exercises kept succinctly separate from each other, autonomous activities that lead to perfect writing--prewriting, then writing, then rewriting, then I'm done--oversimplifies what writing really is and reduces the mental activities that comprise writing. Stage models are inadequate in representing the 'moment by moment' process of writing. They find four principles in the cognitive process model which describe the actual process of composing.
1. "Writing is best understood as a set of distinctive thinking processes which writers orchestrate or organize during the act of composing." That is, the mental processes are devised while the writing is actually being done.
2. "The processes of writing are hierarchically organized, with component processes embedded within other components." The mental activities occur in no particular order, with the mind being unpredictably associational rather than linear.
3. "Writing is a goal-directed process. In the act of composing, writers create a hierarchical network of goals and these in turn guide the writing process." Writers create goals, but do not always state those goals.
4. "Writers create their own goals in two key ways: by generating goals and support goals which embody a purpose; and, at times, by changing or regenerating their own top-level goals in light of what they have learned by writing." Writers go back and revise those goals as necessary.
Flower and Hayes' Cognitive Process Model [not pictured] has four items:
The Task Environment, which encompasses the writer, the problem, the text. Long-Term Memory, the storehouse of knowledge about the subject, the problem, and the writing process. Writing Processes, where the goal setting, planning, and reviewing take place. Monitor, the writing strategist which determines when the writer moves from one task to the next.
Flower, Linda and John R. Hayes. “A Cognitive Process Theory of Writing.” College Composition and Communications, 32 (1981): 365-87
Cognitive Writing Theory/Model Flowers and Hayes
Flower and Hayes Model
• set of thinking processes which writers orchestrate
• processes have a hierarchical and embedded organization
• composing is a goal-directed thinking process
• goals are developed at the beginning, but can change
• Flower, Linda and Hayes, John. A Cognitive Process Theory of Writing. Cross-Talk in Comp Theory. National Council of Teachers of English. Urbana, Illinois. 2003
• Summary of Composition Theories
• First-Order Thinking
• relinquishing control
• careless, fast
• intuitive, creative
• does not strive for direction
• heightens intelligence
• Second-Order Thinking
• imposing control
• careful
• conscious and directed
• scrutinize each part
• tough-mindedly critical
See this post for more on first and second order thinking:
http://projects.pomona.edu/writingcenter/index.php?n=Main.FirstAndSecondOrderThinking
Greek and Roman, Five Stages Process
• invention
• arrangement
• style
• memory
• delivery
• Renaissance Ramist Rhetoricians
• sought a purely objective discourse
• redefined invention/arrangement as logical matters
• led to the recent focus solely on the style component
• Rohman and Wlecke, Three Stages
• pre-writing
• writing
• editing
• Britton and Emig, Three Writing Types
• poetic—produces literary artifacts
• expressive/reflexive—exploration of one’s feelings about a subject
• transactional/extensive—convey information
• Writing Across the Curriculum
• began in Britain in the late 1960’s
• composing process is idiosyncratic
• two approaches: journal centered (personal-style) and academic discourse (prioritize academic writing and Standard English)
• Revision
• impossible in speech, except as an after-thought
• cues initiate changes which occur continually throughout the writing of a composition
Flower and Hayes Model
• set of thinking processes which writers orchestrate
• processes have a hierarchical and embedded organization
• composing is a goal-directed thinking process
• goals are developed at the beginning, but can change
• Recursion
• an entire process is embedded within a larger instance of itself
• like a fractal pattern
• not linear
Works Cited
• Bizzel, Patricia. The Teaching of Writing: Composing Process. University of Chicago Press. 1986.
• Elbow, Peter. Embracing Contraries: Explorations in Teaching and Learning. Oxford University Press. 1986.
• Flower, Linda and Hayes, John. A Cognitive Process Theory of Writing. Cross-Talk in Comp Theory. National Council of Teachers of English. Urbana, Illinois. 2003.
• Nelson, Kimberly. The Great Conversation (of the Dining Hall): One Student’s Experience of College Level Writing. University of Iowa.
• Sommers, Nancy. Revision Strategies of Student Writers and Experienced Adult Writers. Cross-Talk in Comp Theory. National Council of Teachers of English. Urbana, Illinois. 2003.
• set of thinking processes which writers orchestrate
• processes have a hierarchical and embedded organization
• composing is a goal-directed thinking process
• goals are developed at the beginning, but can change
• Flower, Linda and Hayes, John. A Cognitive Process Theory of Writing. Cross-Talk in Comp Theory. National Council of Teachers of English. Urbana, Illinois. 2003
• Summary of Composition Theories
• First-Order Thinking
• relinquishing control
• careless, fast
• intuitive, creative
• does not strive for direction
• heightens intelligence
• Second-Order Thinking
• imposing control
• careful
• conscious and directed
• scrutinize each part
• tough-mindedly critical
See this post for more on first and second order thinking:
http://projects.pomona.edu/writingcenter/index.php?n=Main.FirstAndSecondOrderThinking
Greek and Roman, Five Stages Process
• invention
• arrangement
• style
• memory
• delivery
• Renaissance Ramist Rhetoricians
• sought a purely objective discourse
• redefined invention/arrangement as logical matters
• led to the recent focus solely on the style component
• Rohman and Wlecke, Three Stages
• pre-writing
• writing
• editing
• Britton and Emig, Three Writing Types
• poetic—produces literary artifacts
• expressive/reflexive—exploration of one’s feelings about a subject
• transactional/extensive—convey information
• Writing Across the Curriculum
• began in Britain in the late 1960’s
• composing process is idiosyncratic
• two approaches: journal centered (personal-style) and academic discourse (prioritize academic writing and Standard English)
• Revision
• impossible in speech, except as an after-thought
• cues initiate changes which occur continually throughout the writing of a composition
Flower and Hayes Model
• set of thinking processes which writers orchestrate
• processes have a hierarchical and embedded organization
• composing is a goal-directed thinking process
• goals are developed at the beginning, but can change
• Recursion
• an entire process is embedded within a larger instance of itself
• like a fractal pattern
• not linear
Works Cited
• Bizzel, Patricia. The Teaching of Writing: Composing Process. University of Chicago Press. 1986.
• Elbow, Peter. Embracing Contraries: Explorations in Teaching and Learning. Oxford University Press. 1986.
• Flower, Linda and Hayes, John. A Cognitive Process Theory of Writing. Cross-Talk in Comp Theory. National Council of Teachers of English. Urbana, Illinois. 2003.
• Nelson, Kimberly. The Great Conversation (of the Dining Hall): One Student’s Experience of College Level Writing. University of Iowa.
• Sommers, Nancy. Revision Strategies of Student Writers and Experienced Adult Writers. Cross-Talk in Comp Theory. National Council of Teachers of English. Urbana, Illinois. 2003.
Thursday, June 3, 2010
Oratory 2010 Wanda Ramirez Upward Bound
[Good morning ladies and gentlemen in the audience, I will now deliver my speech titled: The Different Journey] By Wanda Ramirez (1st place Olimpiadas Academicas Upward Bound 2010)
“Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;”
The poem The Road Not Taken by Robert Frost highlights the decision process that many face in a daily basis; including teenagers like me. As many, I have taken many paths, in some I have stumbled and fallen several times. But today I stand and look beyond me taking advantage of every step by learning a little more every day.
The selection of available paths for the new generation seems unclear and uncertain from time to time.
But as teenagers we are also concern in topics such as
-Financial Security,
-Education & Health,
-Community & Family,
-Relationships & careers
But the reality is that:
The newspapers,
the Internet
and the broadcast news
constantly let us know of the teenagers’ poor judgment and few choices for the future.
Unfortunately, many criticize underestimate the lifestyles and behaviors of our age group.
However;
More individuals,
professionals
and good citizens
are indeed committed to help youngsters to acquire the tools and abilities that will sure lead them into the development of a better society.
Programs such as Upward Bound lend a hand to their participants in their preparation for college entrance by providing opportunities to succeed in their pre-college performance and ultimately in their higher education pursuits.
Their main goal is to increase the rate at which young high school students complete secondary education and graduate from institutions of postsecondary education.
TRIO Programs are a Federal outreach and student oriented services designed to identify and provide services for individuals from disadvantaged backgrounds. These entities plan, develop and carry out the assistance that make a difference.
Probably, many of us would not even make it through high school with out the involvement of these great programs.
-As a fact; we need our education services to work with young people to address underlying educational difficulties and give them the opportunity to re-engage with learning.
-As a community; we should open the channels of communication to teenagers to address our country.
-Give the young people the chance to speak out on a range of profoundly important issues and that will provide to every citizen with an extraordinary opportunity to see the future through our eyes.
-Helping young people also means helping Puerto Rico. Teenagers will inherit and shape this beloved island, so ensuring that we have a promising and happy future should be a national concern.
-We want a future where everyone is free to express themselves, openly without fear of disapproval.
-We want to help foster a culture of understanding between generations in an age when it seems like the most vulnerable members of society are also the most rejected and misunderstood.
-Today, I set a new journey. I have accomplished my childhood years by moving forward towards a new life stage. My senior year it’s almost over, however, a new episode opens. My parents love me, my teachers acknowledge my skills and above all I feel proud of myself.
-It’s not the end it’s just the beginning.
It’s time for us to change the negative messages;
to one that will lead us to a different path.
The one that declares:
-To set your standard high; because you deserver the best.
-To try for what you want and never settle for less.
-To believe in yourself, no matter what you choose,
-Because by keeping a winning you will never loose.
-Think about your destination, but don’t worry if you stray
-Because the most important thing is what you have learned along the way.
-Take all that you’ve become
-To be, all that you can be
-Above all, let your dreams set you free.
The fostering of our lives should conclude gracefully
As Robert Frost once said:
“I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.”
Thank You!
“Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;”
The poem The Road Not Taken by Robert Frost highlights the decision process that many face in a daily basis; including teenagers like me. As many, I have taken many paths, in some I have stumbled and fallen several times. But today I stand and look beyond me taking advantage of every step by learning a little more every day.
The selection of available paths for the new generation seems unclear and uncertain from time to time.
But as teenagers we are also concern in topics such as
-Financial Security,
-Education & Health,
-Community & Family,
-Relationships & careers
But the reality is that:
The newspapers,
the Internet
and the broadcast news
constantly let us know of the teenagers’ poor judgment and few choices for the future.
Unfortunately, many criticize underestimate the lifestyles and behaviors of our age group.
However;
More individuals,
professionals
and good citizens
are indeed committed to help youngsters to acquire the tools and abilities that will sure lead them into the development of a better society.
Programs such as Upward Bound lend a hand to their participants in their preparation for college entrance by providing opportunities to succeed in their pre-college performance and ultimately in their higher education pursuits.
Their main goal is to increase the rate at which young high school students complete secondary education and graduate from institutions of postsecondary education.
TRIO Programs are a Federal outreach and student oriented services designed to identify and provide services for individuals from disadvantaged backgrounds. These entities plan, develop and carry out the assistance that make a difference.
Probably, many of us would not even make it through high school with out the involvement of these great programs.
-As a fact; we need our education services to work with young people to address underlying educational difficulties and give them the opportunity to re-engage with learning.
-As a community; we should open the channels of communication to teenagers to address our country.
-Give the young people the chance to speak out on a range of profoundly important issues and that will provide to every citizen with an extraordinary opportunity to see the future through our eyes.
-Helping young people also means helping Puerto Rico. Teenagers will inherit and shape this beloved island, so ensuring that we have a promising and happy future should be a national concern.
-We want a future where everyone is free to express themselves, openly without fear of disapproval.
-We want to help foster a culture of understanding between generations in an age when it seems like the most vulnerable members of society are also the most rejected and misunderstood.
-Today, I set a new journey. I have accomplished my childhood years by moving forward towards a new life stage. My senior year it’s almost over, however, a new episode opens. My parents love me, my teachers acknowledge my skills and above all I feel proud of myself.
-It’s not the end it’s just the beginning.
It’s time for us to change the negative messages;
to one that will lead us to a different path.
The one that declares:
-To set your standard high; because you deserver the best.
-To try for what you want and never settle for less.
-To believe in yourself, no matter what you choose,
-Because by keeping a winning you will never loose.
-Think about your destination, but don’t worry if you stray
-Because the most important thing is what you have learned along the way.
-Take all that you’ve become
-To be, all that you can be
-Above all, let your dreams set you free.
The fostering of our lives should conclude gracefully
As Robert Frost once said:
“I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.”
Thank You!
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