Anxiety and Depression Among Working and Non-Working Women

Anxiety and Depression Among Working and Non-Working Women DISCUSSION Results in the previous chapter had been very informative and will be discussed in context to hypothesis discussed in chapter 4. The present study was carried out to assess the level of anxiety and depression among working and non working women. A sample of 60 women was taken consisting of 30 working and 30 non-working women from Delhi and NCR region. The independent variables used for the study were working and non working women and the dependent variables studied were anxiety and depression. The results obtained in chapter 4 were analyzed and the discussion related to the hypothesis is presented below. In addition to this, the anxiety and depression was compared in the following groups. Levels of anxiety and depression were compared between working and non working women in anxiety and depression. Levels of anxiety and depression were compared between working and non working women on the basis of nuclear and joint family. Levels of anxiety and depression were compared between working and non working women belonging to the age group 25-35 and 36-50. Correlation between anxiety and depression was also calculated and interpreted. Keeping in view the objectives, four hypotheses were formulated and their discussion and interpretation is as follows. Problem 1: There will be significant difference between anxiety levels of working and non working women A comparison was made between the working and non working women on the basis of their anxiety levels. As it can be seen from the analysis of table 4.2(chapter 4), the anxiety levels of working women is higher than the non working women. The mean value for the working women was 25.00 whereas for non working women the value was 20.23. From the same table it was inferred that there was no statistically significant difference in the anxiety levels of working and non working women. Many studies have been done relevant to this research. A research done by Aleem and Danish (2008) on Marital satisfaction and Anxiety among single and dual career women at Jamia Millia Islamia, New Delhi summarized that pressure and hassles of jobs not only affect marital life but also proved to be a major source of anxiety particularly among women and also marital satisfaction among working women hardly get disturbed due to their multiple roles but the thought processes seemed to be disturbed that is manifested in the higher anxiety among women. This study supports the findings which show higher mean values in working women than non working women. Mukhopadhyay et al (1993) researched on Working status and anxiety levels of urban educated women in Calcutta and summarized that non working mothers showed higher anxiety levels than their working counterparts with respect to the total anxiety score as well as components, although the differences were statistically non-significant. This s tudy supports the statistically insignificant difference in the results of the present research. Problem 2: There will be significant differences between the levels of depression in working and non working women. A comparison was made between the working and non working women on the basis of their levels of depression. As it can be seen from the analysis of table 4.2(chapter 4), the depression levels of working women are higher than that of non working women. The mean value of depression levels of working women is 11.13 whereas the mean value of the non working women which is 6.1000 showing difference in the depression levels of the two groups. From the table it is inferred that there is statistically significant difference between the two groups (sig 2 tailed=0.034). Many researchers have worked in this field, one such research done by Weiclaw et al(2008) Psychosocial working conditions and the risk of depression and anxiety disorders in the Danish workforce show high risks of depression related to high emotional demands and working with people. Results of another research done by Netterstom et al (2008) The Relation between Work-related Psychosocial Factors and the Development of Depression showed moderate evidence for a relation between development of depression and the psychological demands of the job. Yet another research done by Melchior et al (2007) studied depression and anxiety in young, working women and men due to work stress. The results showed that participants exposed to high psychological job demands (excessive workload, extreme time pressures) had a twofold risk of major depression or generalized anxiety disorder compared to those with low job demands. The study stated that in previously healthy young workers, diagnosable depression and anxiety is precipitated by work stress. Another research relevant to the present research was done by Balaji et al (2014). A Comparative Study on Depression among Working and Non-Working Women in Chennai, Tamil Nadu, India. This study was done to assess the burden of depression its risk factors among adult female working and non working population. The results indicated that working women suffer more from depression than non-working women. The risk factors for depression were identified as economic problems workplace problems, relationship problems and no personal life satisfaction. The above studies support the results in the present research. The reasons for higher levels of depression among working women could be due to the reason that working women have to focus not only on their work sphere but also on their family life. It has also been observed that working women are not clear about their expectations which not only affect their daily routine but also health status of each and every woman especially in the developing nations like India remains precarious. Also since working women are unable to spend time with their family and not able to give time to their children due to their work it leads to depression in them. And working women also do not have enough time to look after themselves leading to a lot of health issues. These reasons are also supported by a research done by Greenhaus Beutell (2000) Sources of Conflict between Work and Family Roles. This study examined the literature on the conflict between work and family roles and found out that work-family conflict exists when: (a) time devoted to the requirements of one role makes it difficult to fulfill requirements of another; (b) strain from participation in one role makes it difficult to fulfill requirements of another; and (c) specific behaviors required by one role make it difficult to fulfill the requirements of another. Whereas non working women have more time to spend with their family, they are able to concentrate on their health, family life and have a lot of time for themselves. These might be some of the reasons why working women rate higher levels of depression than non working women. Problem 3: There will be higher levels of anxiety and depression in females belonging to nuclear families than those staying in joint families. A comparison was done on the basis of anxiety and depression levels among working women of nuclear and joint families. As can be inferred from table 4.4(chapter 4) the anxiety levels of working women from nuclear families is higher than those from joint families. The mean scores of working women from nuclear families is 39.1667 which is higher than working women from joint families which is 15.5556. There is a statistically significant difference between the two groups as can be seen from the value of sig. (2 tailed) =.000 It was also inferred from the same table that the depression levels of working women belonging to nuclear families was higher than those working women belonging to joint families. The mean scores of working women from nuclear families is 18.33 which is higher than those of joint families which is 6.33.There is also a statistically significant difference between the two groups as seen from the value of sig. (2 tailed) = .003 Then another comparison was done on the basis of anxiety and depression levels among non working women of nuclear and joint families. As can be inferred from table 4.5(chapter4) the anxiety levels of non working women from nuclear families was higher than that of non working belonging to joint families. The mean scores of non working women of nuclear families have a mean score of 28.5358 which is higher than the mean score of non working women of joint families which is 13.8824. There is also a statistically significant difference between the two groups as seen by the value of sig. (2 tailed) = .002. It was also inferred from the same table that the depression levels of non working women belonging to nuclear families was higher the non working women belonging to joint families. The mean scores of non working women of nuclear have a mean score of 8.2308 which is higher than that of non working women of joint families which is 4.4706. There is also a statistically significant difference between the two groups as seen by the value of sig. (2 tailed) = .047. So from tables 4.4 and 4.5 (chapter 4) it is inferred that women belonging to nuclear families report higher levels of both anxiety and depression than those belonging to joint families be it working women or non working. Many studies have been done on this and one such research was done by Doby Caplan (1995). Organizational Stress as Threat to Reputation: Effects on Anxiety at Work and at Home. The results of this study showed that high threat stressors were most likely to generate the anxiety experienced at home and for this the anxiety experienced at work was the key mediator. As the above study supports our finding in the present research some of the reasons for this finding could be as in a joint family most of the responsibilities are taken care of by the other family members. There isn’t a lot of burden alone on one woman of the family. The family members of a joint family not only provide physical support but also financial support and are also present mentally and emotionally. So this leads to the overall being of an individual. Whereas in a nuclear family all the work load and responsibility is on one person only be it of work or of the household sphere. Hence it was found that anxiety and depression levels of women belonging to nuclear families are higher than those belonging to joint families. Problem 4: There will be higher levels of anxiety and depression in females in the age group of 36-50 than those in 25-35. A comparison was done among the working women belonging to the age group of 25-35 and 36-50. As can be inferred from the table 4.7(chapter 4) that the working women belonging to age range 25-35 report higher on anxiety levels than that of age group 36-50. The mean score of working women lying in the age group of 25-35 is 30.3684 and of working women lying in the age group of 36-50 is 15.7273. There is a statistically significant difference in the two groups as seen by the value of sig. (2 tailed) =.031 It was also inferred from the same table, that working women of age group 25-35 showed higher levels of depression than the 36-50 age group. The mean score of working women lying in the age group of 25-35 is 13.7368 and that of working women lying in the age group of 36-50 is 6.6364. But there is no statistically significant difference between the two groups as seen by the value of sig. (2 tailed) = .106 Another comparison was done among the non working women belonging to the age group of 25-35 and 36-50. As can be inferred from the table 4.8(chapter 4) that the non working women belonging to the age range of 25-35 show higher mean values on anxiety scale than the age group 36-50 but there no statistically significant difference between them. The mean score of non working women lying in the age group of 25-35 is 22.2308 and of age group of 36-50 is 18.7059. But there is no statistically significant difference in the two groups as seen by the value of sig. (2 tailed) =.489 It was also inferred from the same table that the non working women of age group 25-35 show higher mean values on depression scale than age group 36-50 but there isn’t any statistically significant difference between them. The mean scores of non working women lying in the age group of 25-35 are 6.8462 and of the age group of 36-50 is 5.5294. But there is no statistically significant difference between the groups as seen from the value of sig. (2 tailed) = .499 So from the tables 4.7 and 4.8 (chapter 4) it is inferred that working women of age group 25-35 show higher levels of anxiety than 36-50 age group and other than this no other significant differences were seen in the levels of depression in these two groups. Also no significant difference was seen in the non working women for the two groups. One study which supports our findings was done by Melchior et al (2007) studied depression and anxiety in young, working women and men due to work stress. The results showed that participants exposed to high psychological job demands (excessive workload, extreme time pressures) had a twofold risk of major depression or generalized anxiety disorder compared to those with low job demands. The study stated that in previously healthy young workers, diagnosable depression and anxiety is precipitated by work stress. Another studied stating the importance of family support was done by Dew et al (2009) studied mental health effects of job loss in women. This study reviews literature on involuntary job loss and its effects on mental health among women. The occurrence and duration of lay-off was significantly associated with increased depressive symptoms, but not anxiety-related symptoms. Results showed that among women who were laid off, those who had poor levels of support from their husband and those experiencing more financial difficulties reported higher levels of depression. A study done by Fall et al (2013) on Comparative study of major depressive symptoms among pregnant women by employment status does Multivariate analyses showing that factors such as low education, low social support outside of work, having experienced acute stressful events, lack of money for basic needs, experiencing marital strain, having a chronic health problem, country of birth, and smoking were significantly associated with major depressive symptoms The reasons for higher level of anxiety in working women of age group 25-35 could be since they have just stated with their career so they are mostly anxious about their work. They are new to the professional world, burden of work, new set of responsibilities. Also in India this is the time for women to get married so the pressure of marriage, newlyweds and work leads to anxiety among this age group. Problem 5: There will be correlation between depression and anxiety among working and non working women. It was assumed that there would be a relationship between depression and anxiety. From table 4.9(chapter 4) it was seen that there is a positive correlation between depression and anxiety. This could be seen from the above mentioned table that if anxiety levels increase then so does the depression and vice versa. Research supporting our hypothesis was given by. Birch Kamli (2000) Psychological stress, anxiety, depression, job satisfaction, and personality characteristics in preregistration house officers. This study got lifestyle questionnaires filled by the officers and measured the self rated psychological stress, state anxiety, job satisfaction, and personality characteristics. It was seen that more of women suffered psychological stress, possible anxiety and possible depression Another study was done by Bhadoria (2013). Level of Anxiety and Depression Among Working Women and Non Working Women of Gwalior. As today’s women have a whole set of responsibilities and problems involving the professional and family life, this study tried to compare the levels of depression and anxiety among working and non working women. The results obtained showed significant levels of difference between working and non working women. The above mentioned researches support our hypothesis that if someone has high levels of anxiety then that person shows high levels of depression as well.

Performing Civic Equality :: Margaret Fuller The Great Lawsuit Feminism Essays

Performing Civic Equality I. Methodological Introduction Margaret Fuller had in mind that the title of her essay "The Great Lawsuit: MAN versus MEN. WOMAN versus WOMEN" (which she would later expand and re-name "Woman in the Nineteenth Century") should prepare the reader to suspend habitual thinking in order to "meet [her] on [her] own ground." To honor Fuller's desire to be met on her own ground (or perhaps, given the turn this paper has taken, her stage), I have worked to reconstruct what her ground/stage might have been, and to understand her ideas/performance in that light. My approach engages feminist performance theory as articulated by Judith Butler and Marjorie Garber, with historical and intertextual context. Butler's examination of the relationship between phenomenology and performance of gender offers a cogent model of the process by which cultural constructs of gender become naturalized without quashing the agency of the historical actors. Garber's examination of transvestitism in narrative as a signal of a society under concep tual stress also works particularly well with Fuller, since her writing activity was very much part of Transcendentalism and the American Renaissance, and responded to historical changes, sectional crisis, slavery, the decline of women's rights, and especially political reform. Viewing Fuller's "The Great Lawsuit" as a act of textual transvestitism became more persuasive as I grappled with her complex and sometimes opaque arguments, and certainly was supported by Edgar Allen Poe's view of her as a gender maverick (he divided humanity into three classes: "men, women and Margaret Fuller" ). I began this essay with the intention of using feminist and new historicist literary theory, but found it impossible to reconcile the egalitarian and androgynous philosophy of "The Great Lawsuit" with the essentialism of feminist literary theory. For example, Elaine Showalter's "gynocritics" assumes sexual difference in the psychodynamics of creativity, the "problem of a female language," and the assumption of a distinct and progressive "female tradition" of writing. While Monique Wittig stands against essentialism, she argues that nineteenth century feminists universally viewed woman as "unique," and that they ignored the historicity of the construction of that view, not to be rescued until women social scientists worked to prove the intellectual equality of the sexes at the end of the century. While these descriptions may apply to the majority of women's literary production, I would argue that Fuller's "The Great Lawsuit"

Employment responiblities and right in health Essay

1.1 Disciplinary procedures Discrimination Minimum wage Hours worked Health and safety Holiday’s entitlements Redundancy and dismissal Training Union right and consultation 1.2Employment rights Equalities and Discrimination Health and safety 1.3There has to be rules and protection for workers, owners of businesses and factories have never given anything to the workers without being forced to, shorter hours, paid holidays, proper safety protection, rising the age a child can be employed. All these above have to be legislated for the owners to obey the laws. It also helps us the employer and the employee. 1.4looks at your contract Handbook, Job description, Policy documents, Terms and conditions Basic rights Discrimination issues Information source Health and safety Work experience Bullying in the Workplace 2.1 My contract shows me the start date of my contract started. What hours I will be doing in the week. How much I get paid an hour and when it will get paid in my bank. What holidays I am entitled to, For the sickness pay and conditions there is no contractual sickness/injury payment scheme in  addition to SSP, if there is a capability/disciplinary issues it explains what how you should look in the handbook and what part of the hand book you need to look at. If you have a grievance it tells you to raise it with your manager either verbally or in writing. It tells you how many week notice you have to give for termination for you and the employee. 2.2 On my pay statement it shows the breakdown of all the hours I have worked thought out the month. It also shows how much national insurance and tax I have paid, what tax period it is. How many days holidays I have taken and have left. It also tells me my pay roll number. It has the gross pay which is how much you have earned before tax and at the bottom off the wage slip it tells you how much you come out with after the tax has been taken off. 2.3 Submit a formal written grievance to the line manager, who will make every effort to hear your grievance within five working days, if we need help putting are point across we can ask a colleague or an accredited trade union official to be present to help explain. If you are not happy with the outcome, tell the person who dealt with the grievance that you would like to take it further. Submit a formal written appeal to the director within five working days of receiving written confirmation you need to include an explanation of why you are unhappy with the original decision. Once a decision is made at the appeal stage is final. 2.4Your name Address/telephone number 2.5The aim of the policy is to ensure no job applicant or employee is discriminated against either directly or indirectly on any unlawful ground. The managing director has overall responsibility for ensuring that this policy is implemented in accordance with the appropriate statutory requirements and full account will be taken of all available guidance and in particular any relevant code of practice. Day to day training is the responsibility of the management who can call on specialised skills and knowledge within the home and from external sources for advice on training matters. Training will be arranged during normal working hours whenever possible but there may be occasions when employees will be required to attend training outside their normal working hours. All employees will be given a copy of the handbook at the beginning of their employment with the home. A copy of the handbook will always be on the premises. The home  recognises your rights either to join or not to join a trade union of your choice. You are required to take reasonable care of your own well being and that off your employees. The relevant health and safety notice are posted around the premises and you are expected to be familiar with their requirements. 3.1 Care assistant play a key role in supporting qualified professionals in hospitals, care homes and other health care environments. Depending on the individual role and setting, a care assistant may assist therapists or specialists by setting up equipment and providing hands on support by working directly with the patients in carrying out routine personal care duties. 3.2 I need to be monitoring the wellbeing of the clients. Making sure that they are eating well, making sure they are not losing any weight as this could be a medical condition and a doctor may need to be called, their personal hygiene as this could mean they are not capable to do this themselves. To ensure their medication is being taken correctly and if they are not to inform the office. Making sure they are safe in their own if there any safety issues the we need to ring the office and let the co-ordinator so they can get hold of the social work to find the best way to sort it out. 3.3 We need to be making sure that the individuals are proved with the right care for example making sure personal care is done, making sure they have taken their medicine and eating correctly support in their intellectual, social and emotional needs. Carrying out treatment or therapy. 3.4 Their roles are to regulate health and adult social care providers to protect and promote the health, safety and welfare of people who use health and social care services. They undertake the role for the general purpose of encouraging three things, the improvement of health and social care services, ensuring services focus on people who use services, and all that resources are used effectively and efficiently. To do them thing they need to register providers a common set of standards. These are the standards providers have a legal responsibility to meet and that people have a right to expect whenever or wherever they receive care. Monitor and inspect providers against regularly, at anytime in response to concerns. Undertaking themed inspections, themed reviews and specialist investigations base on particular aspects of care. 4.1 Home care manager Outreach worker Doctors Nurses Social worker Dental Health care scientists Care co-ordinator Team leaders 4.2 Hospitals Carehomes Careworkers Library Work placement 4.3 Pathway for a team leaders are: Well organised Positive attitude Able to work with plant equipment and complete some office work with computers Problem solving skills Good time management skills Able to provide management support with good communication skills which include motivational skills and decision making abilities 5.1 Winterbourne view was meant to help by assessing and treating patients so that they could have ordinary lives in their own home, but in 2011 some of the staff at winterbourne view got filmed slapping, hurting patients getting them on the floor. They also sat on them and lay on them so that the patients could not move; sometimes they would trap them under chairs to stop them from getting up. The patients were bullied, had water thrown at them. One lady was put in the shower with her clothes on, they swear, pulled hair and poking their eyes. After this was broadcasted on panorama there were 11 of its former care staff were sentenced to court. Some of the 11 got a jail sentence. 5.2 As the public have lots of concern about winterbourne view and other care homes one person said â€Å"the absence of transparency &  accountability is terrifying†. There was a lot of concern on the care sector and thinking there not just isolated instances as one lady said â€Å"there aren’t isolated instances, its cultural and its grown out of what happened in the care sector† but most of the public views on what happened was to see justice and the after care of the residents a gentlemen said â€Å"not only do I want to see justice to be seen but what is the after-care being given to the victims It’s not as simple moving them out, they have been throw hell they will need a lot of care to try and build their trust, heal the abuse and bad memories†. 5.3 The changes that have happened since winterbourne view is that CQC now take whisleblowing calls to ensure each one is tracked and chased until resolved. They now receive 500 calls a month. They also now carry out more unannounced inspections of high risk services, similar to winterbourne view. CQC carried out an extra 150 inspections of similar services and found out that almost half didn’t meet national standards. They focus on personalisation and prevention in social care and that commission should ensure services can deliver a high leave of support and care to people with complex needs or challenging behaviour. Also that services /support should be provided locally where ever possible. 5.4 The changes that have happened since Winterbourne View is that CQC now take whisleblowing calls to ensure that each one is tracked and chased until resolved. They now receive around 500 calls a month. Also they now carry out more unannounced inspections of high risk services similar to Winterbourne view. CQC carry out an extra off similar service and found out that half did not meet the national standard. They also focus on personalisation and prevention in the social care and that commission should ensure service can be deliver a high level of support and care to people with complex needs or challenging behaviour. Also the services/ support should be provided locally where possible.

Verb Tenses and Forms on ACT English Grammar Rule Strategy

Verb Tenses and Forms on ACT English Grammar Rule Strategy SAT / ACT Prep Online Guides and Tips Knowing when to use different verb tenses and forms will be extremely beneficial to you on the ACT English section because these concepts are tested repeatedly on the ACT. Get excited for a fun-filled journey into the vivid, action-filled world of verbs. In this post, I’ll do the following: Define the verb tenses and forms that are tested on the ACT. Provide information about when to use different verb tenses. Detail how to construct verbs in different tenses. Explain and demonstrate how verbs are tested on the ACT. Provide practice questions to test you on what you’ve learned. Verb Tenses You Need To Know While you don’t need to know the names of verb tenses for ACT English, you do need to know when and how to properly use different verb tenses. Present Function The present tense is the verb tense you use when you're talking about things that are currently happening or things that are considered facts. Examples of verbs in the present tense are â€Å"jumps," â€Å"sings," and â€Å"explain.† Also, the present progressive is considered a form of the present tense. The present progressive is formed with the present tense of â€Å"to be† + the gerund (â€Å"ing†) form of the word. Examples include "am explaining," "is running," and "are laughing." Typically, words like â€Å"currently† or â€Å"now† indicate that you should use the present tense of a verb. Check out this example sentence: Currently, I am taking over the world. Construction Here is the conjugation of the verb "jump" in the present tense. Singular Plural I jump We jump You jump You jump He/She/It jumps They jump The present tense is not specifically tested on ACT English, but you do need to know how to properly conjugate verbs in the present tense for subject-verb agreement questions. Simple Past Function Generally, any sentence that describes a completed action should contain a verb in the past tense. Construction Typically the simple past tense of a verb is formed by adding â€Å"ed† to the verb. The past tense of â€Å"play† is â€Å"played.† The past tense of â€Å"listen† is â€Å"listened† and the past tense of â€Å"discuss† is â€Å"discussed.† Here's an example sentence with a verb in the simple past tense: Yesterday, George listened to Miley Cyrus songs for seven hours. Many verbs don't follow this construction and thepast tense is formed irregularly. For example, "buy" becomes "bought," "come" becomes "came," and "grow" becomes "grew." Present Perfect Function Use the present perfect tense for actions that began in the past but are still continuing in the present. Construction The present perfect is formed with has/have + the past participle. For regular verbs, the past participle is formed by adding "ed" to the verb. Examples of present perfect verbs include "has talked," "have done," and "has brought." Check out this example sentence: For the past seven hours, George has listened to Miley Cyrus songs. As shown in this example, the words â€Å"for† and â€Å"since† often indicate that the present perfect tense is needed. Be aware, however, thatthere are other instances when context determines that you should use the present perfect tense. Past Perfect Function When a sentence describes two completed actions, the past perfect is used for the action that came first. Construction The past perfect tense is formed with had + the past participle. Examples of past perfect verbs include "had talked," "had danced," and "had grown." Take a look at this sentence that shows the past perfect tense used correctly: By the time his mom came home from work, George had listened to Miley Cyrus songs for seven hours. The seven hours of listening werecompleted before George'smom came home, so we use the past perfect tense of the verb "to listen." The action that comes firstshould be in the past perfect tense. Now that we're familiar with these basic verb tenses, we have the necessary foundation to discuss exactly how verb tenses and forms are tested on the ACT. How Are Verb Tenses and Forms Tested on the ACT? Most of the verb questions on ACT English correspond with only a couple of rules. Proper verb tense or form is determined by the context clues given in the sentence and the surrounding sentences. Here are some of the specific ways in which verb forms are tested on the ACT. Consistency Most of the verb tense questions on the ACT English section have to do with consistency. The basic consistency rule regarding verbs is that verbs should remain consistent in tense or form throughout a sentence. Sentences that start in the past should stay in the past and sentences that start in the present should stay in the present. Here's an incorrect sentence that doesn't follow the consistency rule: Maria studies science and played lacrosse. The verb â€Å"studies† is in the present tense and â€Å"played† is in the past. The verb tenses should be consistent. This is the corrected version of the same sentence: Maria studies science and plays lacrosse. We could have corrected the sentence by changing "studies" to "studied". The important thing to remember is that the verb tenses should be consistent. Sometimes, however, you can have a shift in tense and the sentence can still be correct. This kind of construction is only possible if the verbs are in different clauses. Take a look at these examples: Justin bought a Honda and saves money on gas. Justin bought a Honda so that he can save money on gas. The first sentence is incorrect since "bought" and "saves" are in different tenses but the same clause. The second sentence, on the other hand, is correct. The tense shift takes place in a different clause and the two verbs are occurring at different times: Justin bought the car in the past, but he can save money on gas in the present. Justin rolls in style. On the ACT, the verb tenses of surrounding sentences can provide context clues for the proper tense to use in a given sentence to maintain consistency. Take a look at this example: Unsurprisingly, Suzanne likes frozen yogurt. It was delicious. The shift from the present tense, "likes," in the first sentence to the past tense, "was," in the second sentence doesn't make sense in context. The tenses should remain consistent. Here's the correct version of the sentences. Unsurprisingly, Suzanne likes frozen yogurt. It is delicious. Now, let's go over some tips for answering ACT questions that test verb tense consistency. Strategy Here's some strategic advice for you: if a verb is underlined and the answer choices are different tenses of the same verb, look at the surrounding sentences (a sentence or two before and after) for context clues about the proper tense to use. If there are multiple verbs in a sentence, identify the tenses to make sure they're consistent. If there's a shift from past to present or vice versa, determine if the variation is acceptable given the context of the sentence. Use these tips to answer the following example from a real ACT. Actual ACT Example Rely on your verb knowledge to figure out this actual ACT English question. Explanation: From the answer choices, we can tell that we're most likely dealing with a verb tense question because three of the four answer choices are in different verb tenses: "they were," "they would," and "they're." Whenever you have an underlined verb, check for possible verb tense errors. The verbs "continue" in the first sentence and "score" in the second are in the present tense. The shift to the past tense, "were," doesn't make sense given the context. Therefore, to maintain consistency, the verbs should be in the present tense. Immediately, we can get rid of answer choices A and B. Answer choice D is wrong because it unnecessarily adds the infinitive "to be."The correct answer is C. Here's another example of an actual ACT question that tests verb tense consistency. Actual ACT Example Go through the same process that we went through in the previous question to answer this ACT English question. Explanation: This is an obvious verb tense question. Only the verb is underlined and each answer choice is in a different tense. In the first sentence, the simple past tense verb â€Å"encountered† indicates that we’re referring to completed actions. However, the present perfect verb â€Å"have borrowed† can only be used for an action that is still happening. The context of the sentence implies that the sentence is referring to a completed action and the verb tenses in the two sentences should be consistent. Once you identify that this is a consistency question, you can immediately eliminate any answer choice that isn't in the simple past tense. After eliminating answer choices, we're left with J. Here's one final verb consistency example for you. Because tense consistency questions are the most common verb form questions, I want to make sure you fully understand them. Actual ACT Example Employ your verb expertise to figure out the correct answer to this real ACT question. Explanation: Once again, we're dealing with an obvious verb tense question. Only the verb "have" is underlined and the answer choices are all different verb tenses. The verbs â€Å"took† in â€Å"took part† and "conducted" are in the simple past tense. The first sentence is referring to completed actions that took place from 1942-1945. Based on context, we can imply that the verb â€Å"have† is referring to what happened before 1942. Therefore, we should use the past perfect tense because we are referring to the completed action that came first. Instead of â€Å"have been using,† the correct verb form is â€Å"had been using.†The answer is G. Even if you didn't recognize that you needed to use the past perfect tense, you could have recognized that you needed tochange "have" to the past tense due to verb consistency rules. Remember to keep verb tenses consistent. Would and Will Verb forms with "would" and "will" are less frequentlytested on the ACT English section, but they do occasionally appear. For the ACT, just keep in mind to use "would" in sentences with past tense verbs and "will" in sentences with present or future tense verbs. The construction of verbs with "would" and "will" are "would" + the verb, known as the conditional tense, or "will" + the verb, known as the future tense. Some examples include "would run," "would go," and "will talk." Use the conditional tense to describe things that could occur or things that haven't yet occurred from the perspective of the past. Use the future tense to describe things that have not yet occurred or could occur in the future. On the ACT, answer choices containing â€Å"will have† and â€Å"would have† are almost always incorrect because they tend to cause improper tense switches and make sentences unnecessarily wordy. The â€Å"would have† construction can only be used for something that could have happened, but didn’t. The â€Å"will have† construction describes an action in the future that will be finished before a second action. Check out this basic strategy for these questions. Strategy If â€Å"would have† or â€Å"will have† is underlined, assume it’s incorrect. These tenses can only be used in very specific situations. That's pretty much all you need to know. I'm not going into more depth because "would" and "will" questions very rarely appear and this is the only strategy you need to use on the ones I've seen. Most of them simply require you to pay attention to consistency rules. Here's one final type of verb form question that can appear on the ACT. It's the least common, but questions of this type have appeared on previous tests. Verbs That Don't Act Like Verbs Gerunds, infinitives, and participles are all verb forms that don't act like verbs. Gerunds and infinitives function like nouns. A gerund is formed by adding "ing" to the end of the verb and an infinitive is formed by adding "to" + the verb. A participle is a verb that acts like an adjective. Typically, participles end in "ing" or "ed," but there are irregularly formed participles. On the ACT, on rare occasions one of these types of words will be used in the place of a verb or vice versa. Strategy If a verb or one of these "verbs that don’t act like verbs† is underlined, make sure that it is being used properly. Each sentence must express a complete thought. Realistic ACT Example The extreme length of this article suggests that writing for an extended period of time. A. NO CHANGE B. the manner in which writing C. that I wrote D. which had written Explanation: The use of the gerund, â€Å"writing," makes the sentence an incomplete thought. The sentence needs to express a complete thought. Changing the gerund to a verb and putting in a subject (the person who did the action) corrects the sentence fragment without adding an additional clause. The answer is C. All of the other answer choices are sentence fragments. Here are some more general rules to keep in mind that will help you correctly answer all verb questions on the ACT. Remember these tips!! General Strategies for Verb Questions #1: If a Verb is Underlined and the Answer Choices are Different Tenses, Make Sure To Use the AppropriateForm of the Verb If the answer choices are different tenses of the same verb, thenyou're probably answering a question about verb forms. Make sure that the verb follows consistency rules and the tense is correct. If the answer choices are different conjugations of a verb in the present tense, you're most likely dealing with a subject-verb agreement question instead. #2: Look for Words/Phrases That Indicate Which Verb Tense Should Be Used Often, words or phrases elsewhere in the sentence or in surrounding sentences will let you know what tense to use. If a date in the past is referenced, you should probably use a form of the past tense. If the word â€Å"since† is written, there should probably be a present perfect verb. Context clues are placed around the verb to indicate the proper verb tense. Additional Practice 1. In the next five years, Jessica says that she will become a doctor and she would buy a house. A. NO CHANGE B. buy C. would have bought D. might buy 2. As the breakdancer effortlessly contorts his body, he was also smiling at the crowd of people watching. A. NO CHANGE B. has also smiled C. will also smile D. is also smiling 3. Last week, Olga participated in a charity event to raise money for autistic children. She was praised by the organizers of the event for her dedication to the cause. A. NO CHANGE B. has been praised C. will be praised D. praises 4. My brother claims that he will have become the president of the United States if he is able to raise enough money to run an effective campaign. A. NO CHANGE B. has become C. became D. will become Answers: 1. B, 2. D, 3. A, 4. D What's Next? Congratulations on taking the time to learn all about verb tense questions on the ACT English section. Check out this post for information on all the parts of speech you need to know for the ACT. For those of you who are debating between taking the new SAT and the ACT, read this article comparing the two tests. Before you take the ACT, make sure you know if you should send the four free ACT score reports. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Writing Nonfiction for Children

Writing Nonfiction for Children If you can write engaging, informative and fun features for younger readers aged 9 to 12, then children’s nonfiction could be your market. Over several years, I wrote many pieces for publications including Hoezit!, MiniMag and others. Here’s what I learned†¦ Market Guides for Nonfiction Resources for finding places to publish include the Children’s Writers Illustrators Market (published annually) and their website listings, the Society of Childrens Book Writers and Illustrators, Educational Markets for Children’s Writers Pitches that Work Many pitches are seasonal: Things to do for the holidays, movies to watch in winter. Other times, articles discuss fascinating facts related to school subjects like math, science and

Data Desgin Essay Example | Topics and Well Written Essays - 500 words

Data Desgin - Essay Example Then I would calculate the percentage of change of these expenses over a long enough period to smooth seasonal fluctuations and display them on a line graph, which is easy to interpret. The slope of the line of the office supplies compared to similar items consumed in the department would show whether my boss' assertion was true or not. 3. I would display the data in the form of a standard bell curve. This would reveal the average reading level of the students, which would be an appropriate target for a curriculum if all other things were equal. However, this type of distribution display would also show if there other factors to take into account, such as a significant number of "outlier" scores, or skewness, or large standard deviations. 4. Though the city council asked for the average, averages can be severely influenced by unusually low or high scores, so I would also give them the mode, because by knowing the most frequent score, they would know at what income level the largest number of people would be affected by any social program with income qualifications or cut-off points that the city council might consider. 6. I would compile minimum funding level requests/requirements for all the agencies the organization supports, then compare those levels to the funding granted by the organization.

How do you define Academic Freedom and Academic Duty. How might these Essay

How do you define Academic Freedom and Academic Duty. How might these concepts contrast and what are some of the dilemmas that may arise as a result - Essay Example Academic freedom is the liberty to disseminate information or teach as someone deems fit, to do research in any of the area of choice of the researcher without any restraint and to ascertain and disseminate novel ideas irrespective of their controversial nature (Kennedy, 1997, Page 1, Line 3-6). As in other types of conventional freedoms, governments, individuals and authorities are required to permit the researchers to work with complete freedom and ensure that freedom in such work is not hindered.In fact, academic freedom requires the society to provide such an environment which nourishes novel notions and allows the scholars to freely express them. Historically, the world has seen quite a number of examples which depict the importance of academic freedom. Many famous intellectuals and researchers were sentenced to death or life imprisonment for preaching their novel ideas. For instance Socrates had to see the face of gallows for preaching and corrupting Athens’s youth. Similarly, Galileo advocated Solar System’s Copernican view and was thus imprisoned for life. Descartes had to restrain himself from writing controversial notes to avoid trouble. Many teachers had to lose their jobs for teaching Darwin’s theory to their students. Although ideas of these great scholars and researchers were able to survive, it is not known that how many ideas were not allowed to ne promulgated due to lack of academic freedom(Robinson & Moulton, 2002, Page 1, Line 7-12). The practice of inhibiting academic freedom can also be seen in the modern history. In 1950s, anti-communist sentiment broke and universities were pressurized by Wil ­liam Jenner and Joseph McCarthy in the house and senate respectively to fire teachers whose ideas were considered sympathetic towards aims of the communists. The authorities and governments of those times variedly reacted to the situation however, this pressurization led to the universities to protect the academic freedom of