The Role of the Principal Officer Essay Example | Topics and Well Written Essays - 1000 words

The Role of the Principal Officer - Essay Example The situation of Principal Officer has an extending job through the execution of shared help, NOMIS, the Phoenix Program, and contestability. These projects not just interest a more noteworthy responsibility of our assets, yet additionally permits us a dream of where we fit in the association. At last it can reach past human asset the executives and permit us to consider the To be as the single substance it has become by integrating us through innovation. The Principal Officer has numerous duties and commitments under NOMS. We have an essential commitment to offer the detainees a sheltered and solid condition while empowering aptitudes programs. We in like manner have an obligation to furnish our representatives with a protected work environment and the instruments they have to achieve their activity. We're limited by our main goal to give the open the affirmation that discharged detainees will make a simple change once more into the network. We also need to focus on guaranteeing that detainees won't re-outrage. Our commitment stretches out to different offices, for example, wellbeing and security, police, probation and court frameworks. We have to interface with these organizations to furnish them with convenient and exact data and offer plans and recommendations in a proceeding with exertion to improve our administration. We have a duty to the Service to follow approaches and methodology and protect financial productivity. The compelling Principal Officer will have the option to adjust these obligations as they vie for time and assets. The able Principal Officer must be a decent audience. To encourage transform it is important to assess how the progressions are influencing the individuals that work for you and with you. Representative input is a significant apparatus to pick up information on what we are doing well or what we are fouling up. Workers need to don't hesitate to remark and offer recommendations or analysis in an open situation. An all around set trust in the workforce and a perspective on the staff as prepared experts who are inspired to work admirably will safeguard open correspondence with the Principal Officer. Persuading our representatives is a versatile undertaking. We initially tune in and afterward we make a move as esteemed proper. We should be proactive in the zones of decency and regard. Standard gatherings with representatives to safeguard that they have an inside and out comprehension of every now and again changing approaches will permit laborers to play out their occupations with certainty. Empowering decent variety is an approach to acquire new thoughts and strategies and is basic to our proceeded with progress. Ideal and sufficient appraisal of occupation execution is additionally pivotal to keeping workers endeavoring to succeed and exceed expectations. Individuals should be perceived for their exceptional endeavors and compensated appropriately. Alongside acknowledgment and prizes, we have to offer our workers a make profession way with centered vocation objectives. This enables the representatives to stay engaged with their work and offers them motivation to exceed expectations and the inspiration to meet our hierarchical destinations. This won't just guide in maintenance of our quality representatives, however will likewise pull in a better workforce. By giving clear vocation targets we will deliver an atmosphere that can offer improved execution and more noteworthy devotion. As significant for what it's worth to cooperate with different offices, the Principal Officer additionally should associate with their representatives and include them in the everyday activity of the framework.

Definition and Examples of Assemblage Errors in English

Definition and Examples of Assemblage Errors in English Definition Inâ speechâ andâ writing, an array errorâ is an unexpected adjustment of sounds, letters, syllables, or words. Likewise called a development blunder or oversight. As language specialist Jean Aitchison clarifies beneath, array blunders give significant data about the manner in which people plan and produce discourse. See Examples and Observations beneath. Likewise observe: Aphasia Cognitive Linguistics and Psycholinguistics EggcornsMalapropismsMalapropisms and Mondegreens: Unintentional Word PlayMetathesisMispronunciation Slip of the Ear, Slip of the Pen, and Slip of the Tongue SpoonerismVerbal Play Models and Observations A . . . basic type of array mistake is expectation, which happens when an individual expresses a word or sound too soon. Rather than saying that the individual is going to make a significant point, an individual may envision the oi sound and state impoitant point. Words can likewise be envisioned, as in the expression when you purchase the clothing, rather than when you take the clothing, get me a few cigarettes. In different cases, individuals in some cases rehash sounds, saying a tall toy rather than a tall kid. These mix-ups most much of the time happen near one another, inside a solitary expression. This recommends individuals plan the whole expression before saying it, picking and masterminding a few words one after another and afterward every so often misassembling the parts.(William D. Allstetter, Speech and Hearing. Chelsea House, 1991) Main Types of Assemblage Errors-These misorderings are of three principle types: expectations (untimely inclusion), as in she shells, trades or transpositions (place trading), as in stick spreaning spring cleaning, and perseverations (reiterations), as in single direction woad single direction street. Such mistakes give significant data about the manner in which people plan and produce discourse: for instance, the huge number of expectations, contrasted and perseverations, demonstrates that people are thinking ahead as they talk, and can delete the memory of what they have said very quick. Gathering mistakes appear differently in relation to determination blunders, in which an off-base thing has been picked. Together, these structure the two significant developments inside mistakes (discourse blunders). A comparative qualification can be made inside mistakes of the pen (composing blunders), and oversights of the hand (marking errors).(Jean Aitchison, A Glossary of Language and Mind. Oxford University Press, 2003)- Not all slips fit conveniently into one or other of the classes recommended before. For instance, is discuss ion for preservation a determination blunder, in which one comparable sounding word has been picked rather than another? Or on the other hand a collection blunder, in which the [s] and [v] were turned around? Or on the other hand shouldn't something be said about the understudy who, depicting her new beau, said Hes such an exquisite huskuline man. Was this a real mix, wherein the comparative importance words imposing and manly had been packaged together, when she intended to state just one? Or on the other hand was it an adjustable mix, in which two neighboring words had been extended together in a rush, with the goal that what she had truly intended to state was imposing AND manly? Or then again what turned out badly in the slip peach enticement for discourse creation? This one is particularly difficult to categorize.(Jean Aitchison, Words in the Mind: An Introduction to the Mental Lexicon, fourth ed. Wiley-Blackwell, 2012) Ramifications of Movement (Assemblage) Errors[M]ovement mistakes have given a premise to claims that sentence-arranging forms continue in particular handling levels, and that lexical and segmental substance are essentially separated from their phrasal surroundings in the computational procedures that construct sentence structure. . . .The two degrees of sentence preparing demonstrated by the development blunders relate straightforwardly with two significant sorts of lexical handling suggested by the examples of lexical replacement mistakes. The two degrees of sentence structure roused by the few sorts of development mistakes may conceivably be related, individually, with a thoughtfully determined procedure that gives lexical substance to extract syntactic structures, and with a structure driven procedure that relates the phonological portrayals of words with their phrasal environments.(Merrill F. Garrett, Lexical Retrieval Process: Semantic Field Effects. Edges, Fields, and Contrasts : New Essays in Semantic and Lexical Organization, ed. by Adrienne Lehrer and Eva Feder Kittay. Lawrence Erlbaum, 1992) The Lighter Side of Assemblage ErrorsOnce a period upon, an abrasive little pearl named Little Rude Riding Head had a gasket for her branny.She had . . .. . . a broaf of hand crafted lead,. . . a wottle of bine,. . . catches and primates,. . . three or four paunch pants,. . . a sack of pollilops,. . . some shop chewey,. . . a twelve-inch peese chizza. . . some sicken noodle choop,. . . some plack-looked at honey bees,. . . also, a jug of boot rear.(Rob Reid, Something Funny Happened at the Library: How to Create Humorous Programs for Children and Young Adults. American Library Association, 2003)

Dear Applicants Parts 1 and 2

Dear Applicants Parts 1 and 2 Breathe… If you have submitted your application, go to 1. If you are planning to submit your application, go to 2. If you’re writing your college essay, go to 3. 1 Congratulations, Early Action applicants! You perfected your essays, cut down your extracurricular list to the top five activities, and finally pressed that magic button, “Submit.” Exhilarating, right? Only one month until the results come out. Until then, remember: you have completed the application. The confirmation email means, “Youre done.” Don’t think of all the ways you could have made the application, or the life described in it, better. Think of your wonderful high school adventures. MIT is not the goal. It never was. No one can see the future or telepathically reach the Admissions Office. So for now, try to relax. Apply to Regular Action colleges (for that, refer to 2 and 3). Live life the way you did before you wrote your first college essay. Dont analyze your application while you wait. That one is hard, but try.  You may be tempted by the College Confidential forums and encouraged or dissuaded by teachers, relatives, and friends. It happens. Just dont let them get you down. Most importantly, revel in your work, and not your prize. MIT is competitive, but it’s not a competition. There are no judges to evaluate your performance and form. Welcome to the applicant pool! For your productive high school years, congratulations! Your story is now part of MIT. 2 Regular Action applicants, good luck! Only a little left until the application finish line. After that, refer to 1. But for now, here is what I can recommend (and here’s what I said last year): Write your essays before Christmas (for more on those, see 3). The sooner you submit your application, the calmer you’ll be. Online systems break down. Mishaps happen. Dont let that stress you out on December 31st. Press the “Submit” button early. Then, refer to 1. Don’t apply as a fictional character. You know, the one with the pure 4.0, 2400, 36. The Captain, President, Leader. The one dedicated to excellence and service. Decorated with medals and ribbons on graduation. Youve heard of them, havent you? Do the numbers and titles make you want to be their friend and classmate? Dont invent the character. Describe yourself (see 3). (For more, here’s who MIT wants.) Have fun with the application. Really, it’s possible. Application Season is your time to remember all the cool things you did in school. It’s a chance for introspection. You’ll need to pick five activities only for the MIT application. When you determine the short list, what will it say about you? Maintain a social presence. Application Season is not just the time to retreat into your room-cave and work and work and work. It’s a sub-season of your senior year. Look forward to your final classes, prom, and a relaxed second semester. Mentor an underclassman. Learn the freshmens names. Take advantage of the senior power before you once again become a wide-eyed frosh in a brave new world. Ask questions. What is MIT like? What is this application question asking? When can I visit? What is student life like? If you are wondering about it, you’re probably not the only one. We’re here. Email, and I can blog about it. I may not get to it right away, but Id still love to hear your ideas. The rest is up to you, RA applicants. Share advice/questions/feelings/thoughts in the comments below. Go write your essay (see 3). Click that ‘’Submit” button. Congratulations! Your story is now part of MIT.

Movie Analysis Zero Dark Thirty By Kathryn Bigelow

In 2015 an American Values survey administered by the Public Religion Research Institute (PRRI) revealed startling data concerning American s view of Muslims. According to the survey, A majority (56 percent) of Americans agree that the values of Islam are at odds with American values and way of life, while roughly four in ten (41 percent) disagree... In 2011, Americans were divided in their views of Islam (47 percent agreed, 48 percent disagreed) (Jones). This survey demonstrates that in the last couple of years, Americans perception of Muslims has declined. Several factors could be contributing to this decline, including Islamophobic rhetoric and images found in American film and journalistic media. These negative images further†¦show more content†¦Later on, several other attacks are shown such as the May 29, 2004, attack on Westerners and non-Muslims in Khobar, Saudi Arabia, the July 7, 2005, London bus bombing, and the May 1, 2010, New York Times Square attempted car bombing. Several attacks affect Maya, who is shot at by Al Qaida terrorists while trying to leave her home and her CIA co-workers. One of such was the September 20, 2008, car bomb attack at the Marriott Hotel in Islamabad, Pakistan where Maya and Jessica a fellow CIA analyst were socializing after work. Later, Jessica dies in the December 30, 2009, Camp Chapman car bomb explosion where she was supposed to meet with an informant who had classified information on the whereabouts of Bin Laden s trusted courier. The portrayal of these terrorist attacks serves as a reminder to the audience of how bad they were consequently causing the film to appear more realistic. One of the central and most controversial aspects of Zero Dark Thirty is the usage and depiction of enhanced interrogation to gather information on the whereabouts of Al Qaida members. At the beginning of the film the first visual viewers have is a beaten Middle Eastern prisoner named Ammar surrounded by people in black masks in a dark building. Jack walks into the room and says, I own you, Ammar, you belong to me. Throughout the film, various methods of torture are used, including prolonged periodsShow MoreRelatedMovie Analysis : Hollywood 3558 Words   |  15 Pageslandscape spread had at least fifteen independent studios move to Hollywood. By 1915, America was officially film crazed, and Hollywood was shaping into the glamorous, sometimes surreal landscape we have come to know and love today. From the first movie projections at the end of the nineteenth century, cinema was hailed as a mode of preservation, a hedge against death itself, preserving for future generations not only the images but also the actions of people now long dead. The twentieth century is

Overseas Territories of the United Kingdom

The United Kingdom (UK) is an island nation located in Western Europe. It has a long history of worldwide exploration and it is known for its historic colonies around the world. The UKs mainland consists of the island of Great Britain (England, Scotland,  and Wales) and Northern Ireland. In addition, there are 14 overseas territories of Britain that are remnants of former British colonies. These territories are not officially a part of the UK, as most are self-governing (but they do remain under its jurisdiction). List of British Territories The following is a list of the 14 British Overseas Territories arranged by land area. For reference, their populations and capital cities have also been included. 1. British Antarctic Territory Area: 660,000 square miles (1,709,400 sq km) Population: No permanent population Capital: Rothera 2. Falkland Islands Area: 4,700 square miles (12,173 sq km) Population: 2,955 (2006 estimate) Capital: Stanley 3. South Sandwich and the South Georgia Islands Area: 1,570 square miles (4,066 sq km) Population: 30 (2006 estimate) Capital: King Edward Point 4. Turks and Caicos Islands Area: 166 square miles (430 sq km) Population: 32,000 (2006 estimate) Capital: Cockburn Town 5. Saint Helena, Saint Ascension, and Tristan da Cunha Area: 162 square miles (420 sq km) Population: 5,661 (2008 estimate) Capital: Jamestown 6. Cayman Islands Area: 100 square miles (259 sq km) Population: 54,878 (2010 estimate) Capital: George Town 7. Sovereign Base Areas of Akrotiri and Dhekelia Area: 98 square miles (255 sq km) Population: 14,000 (date unknown) Capital: Episkopi Cantonment 8. The British Virgin Islands Area: 59 square miles (153 sq km) Population: 27,000 (2005 estimate) Capital: Road Town 9. Anguilla Area: 56.4 square miles (146 sq km) Population: 13,600 (2006 estimate) Capital: The Valley 10. Montserrat Area: 39 square miles (101 sq km) Population: 4,655 (2006 estimate) Capital: Plymouth (abandoned); Brades (center of government today) 11. Bermuda Area: 20.8 square miles (54 sq km) Population: 64,000 (2007 estimate) Capital: Hamilton 12. British Indian Ocean Territory Area: 18 square miles (46 sq km) Population: 4,000 (date unknown) Capital: Diego Garcia 13. Pitcairn Islands Area: 17 square miles (45 sq km) Population: 51 (2008 estimate) Capital: Adamstown 14. Gibraltar Area: 2.5 square miles (6.5 sq km) Population: 28,800 (2005 estimate) Capital: Gibraltar

One of the Most Disregarded Systems for Writing Service Online

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Handling Efl Learners’ Unexpected Behaviors in Class free essay sample

For the sake of providing the best services to their students, English teachers arrange their English language teaching and learning activities as perfect as possible. They spend most of the time to make preparation for their teaching. However, along with the process of such preparation, they sometimes do not consider the importance of also preparing the unplanned teaching. Consequently, when things go wrong, they often get difficulties on what they should decide to do. Therefore, this study is crucial to be conducted as its result would be able to give knowledge to English teachers on how to appropriately respond when such phenomenon comes into surface. The purposes of this study were 1) to observe the categories of EFL learners’ unexpected behaviors in the process of learning English in class and 2) to identify the efforts of English language teachers in handling such behaviors. This study utilized the qualitative design in which observation and interview were used as the main instruments in carrying out the research. We will write a custom essay sample on Handling Efl Learners’ Unexpected Behaviors in Class or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page To be the respondents of this present study, three English teachers from three different state junior high schools in Bogor were purposively chosen. The findings showed that there were four major categories of the EFL learners’ unexpected behaviors, namely learners’ psychological problems, uncooperative attitude, learners’ intelligence level and learners’ native language use. Some solutions in handling such behaviors were also recommended. One of which was to give different materials when dealing with learners with different level of capability. Keywords: unplanned teaching, EFL learners’ classroom behaviors Introduction For English language teachers, planning lessons has become a crucial action that needs to be carried out since it helps guide them during and after the lesson (Spratt, Pulverness William, 2005). Further, it enables them to make the language teaching process more systematic and well-organized so that they would be on the right track of what they are going to teach and what kind of teaching methods they are about to employ in classroom activities. Therefore, as an effort to provide the best services to their students, English teachers frequently spend most of their times arranging their English language teaching and learning activities as perfect as possible before conducting the act of teaching in the classroom. In fact, only few teachers are aware of the importance of also making attempts to think of and list the solution handling the EFL learners’ ‘unexpected’ behaviors that may probably appear in the classroom when English language teaching is in action. As the result, they will face problems which could seriously block the flow of the teaching process. Thus, the unplanned teaching needs to be paid a particular attention within the consideration when teachers plan the lesson. Brown (2001) explains that the unplanned teaching can occur when the midstream of the lesson changes; going out of the plan that has been set earlier. Further, such phenomenon may happen at anytime. In conclusion, teachers are daily called upon to deal with the ‘unexpected’. 1 Methods This study was principally aimed at identifying the categories of the EFL learners’ unexpected behaviors that might exist during the English language teaching and learning process inside the classroom. Additionally, the investigation was also led upon the identification of the teachers’ effort in handling the behaviors. This present study employed qualitative research design using observation and interview as the instruments in collecting the data. Additionally, three English teachers from three different state junior high schools in Bogor were purposively chosen. The observation was conducted to capture and observe the behavior of the EFL learners when learning English at the classroom. Further, it also functioned to identify how the teachers reacted towards the existing behavior of the learners which were categorized ‘unexpected’. The interview was done to verify what has been witnessed during the observation. The Categories of the Unexpected Behaviors Having completed with the data analysis process, the categories of the EFL learners’ unexpected behavior could then be revealed. It could be seen from the table below. Table 1 EFL Learners’ Unexpected Behaviors No 1 Categories Learners’ Psychological Problem Sample of Phenomenon Learners had less confident and did not want to participate within the language class activities Learners did not pay attention and kept on talking with their friends when teachers were explaining the materials Learners were not well-motivated to learn Learners did not do the tasks ssigned Learners did not want to work in a group Some learners were slow and some were fast Learners asked question which was far ahead the topic being discussed at the mean time Learners kept on using their native language when the teachers wanted them to speak English 2 3 Uncooperative Attitude Learners’ Level Intelligence 4 The Learners’ Native Language Use Solutions in Handling the Behaviors After knowing the categories of the unexpected behaviors of the EFL learners when learning English, solutions on how to appropriately rea ct towards the phenomenon were discovered. Firstly, when dealing with the learners’ psychological problems, teachers, in the beginning of the class, were required to put a strong emphasis on the positive side of having high motivation in the process of learning language. This would build their learning enthusiasm. Second, in handling the learners who were uncooperative such as did not do their homework, teachers could explain the benefit of doing their homework to help them get progress in their language learning process. Third, to teach learners who were at different level of capability, teachers could give special attention to the slow learners while fast learners were given other materials to work with. This was in line with the theory proposed by Harmer (2007) in which he suggested the use of different materials when facing students with different levels. The last, to handle learners who kept using their native language, as found in the interview, teachers were strongly suggested to only respond to the English use. This was supported by Harmer (2007) in which he indicated to ignore what students said in their own language. 2 Conclusion Considering the unexpected things that perhaps may exist in the language learning and teaching process is really important for the language teachers to take into account in the process of planning the lesson. Therefore when things go wrong, they would at least have options on how to handle it, as they are well-prepared. After all, four major categories of the EFL learners’ unexpected behaviors were recognized. They were learners’ psychological problems, uncooperative attitude, learners’ intelligence level and the learners’ native language use. Some solutions in handling such behavior were also recommended. One of which was to give different materials when dealing with learners with different level of capability. These findings are expected to be able to give knowledge to English teachers on how to appropriately respond when such phenomenon comes into surface so that the act of English language teaching and learning will keep on successfully moving forward.