Is it Ever OK to Tell Your Boss Youre Looking for a New Job

Is it Ever OK to Tell Your Boss Youre Looking for a New Job It can be tricky when you’re job hunting and trying to keep it a secret from your boss and fellow employees. You might have to  resort to fake doctor appointments or a family emergency to get time off for interviews. In another roadblock, your current job can prevent you from listing coworkers or members of management as recommendations on your resume. Is there any professional way  to tell your boss you’re job hunting to make it easier for yourself?Examine Why You’re Job HuntingBefore checking out those job search sites, you may want to ask yourself why you are planning on finding a new job. Ask yourself if you are looking for a larger salary, more responsibilities, or are using the opportunity to switch career paths. One way to examine your  reasons  for job hunting is to  create a list of positive and negative points of your current job. After completing the list, you will have a good idea why you really want a change.Times When You Can Tell Your Bos sActually, there are times when you can tell your boss you are job hunting without many problems. For example, if your spouse has taken a job in a different city and you are forced to move, it’s fine to share your news. Perhaps you have bought a new house on the other side of town, and the commute would add too much time to your daily routine. Or maybe you  have health problems that could force you to take a job with less stress, or your spouse just retired and you want to work closer to home. Logistical reasons for a job change are fine to share with your boss.Think about the Repercussions FirstHaving a good relationship with your employer can make telling him or her  a possibility. In some instances, if you are an employee who knows you are valued, you might be offered a raise, another position in the company, or added responsibilities as an enticement to get you stay with the job. However, whether you tell your boss is strictly a judgment call. If you call it wrong, yo u could be out looking for a job earlier than you had planned and without the backup of your current position.Timing is EverythingYou’ve been on several interviews and the hiring manager is talking about when you start your new job. Is it time to inform your boss and put in your resignation? Until you have actually signed the contract for your new job, you should  hold off on telling your current employer. You aren’t actually hired until those papers are signed, and someone else might come along and snag the new job you thought you had. When your new contract is signed, then is the time to tell your employer. It is also a good idea to let your new employer know that you need to give notice to your current boss with enough time for a replacement to be hired to fill your position. Your new boss will appreciate your courtesy.Knowing when to tell your current employer that you are job hunting can be an important consideration to protect yourself. Job hunting with the abi lity to find all the listings that suit your position is also important, and there are easier ways than searching through job classifieds. TheJobNetwork can help. After you fill out your work interests and qualifications, TheJobNetwork searches 24-hours a day for listings that match your description and sends those listings to you as an email alert. All you do is sign up for job match alert to get started.

Help, iPhone Won’t Charge! 5 Common Causes + How to Fix

Help, iPhone Won’t Charge! 5 Common Causes + How to Fix SAT / ACT Prep Online Guides and Tips If your iPhone is plugged in but not charging, you may be in panic mode. You love your phone, you’re way too reliant on it, and you don’t want to spend some serious cash on a new iPhone 6s. And heaven forbid you resort to purchasing a non-iPhone. Fear not. I’ll walk you through some of the common reasons why an iPhone won’t charge and offer solutions to these problems. Hopefully, your iPhone 5, iPhone 5S, or iPhone 6 will only require a simple fix, and you’ll soon be using your phone incessantly and ignoring the outside world. How Do You Know if Your iPhone Is Charging? When your device is plugged into a power source, look at the battery icon in the status bar. If the iPhone is charging properly, there should be a lightning bolt next to the battery icon. If there’s not, there's definitely a problem and your iPhone won't charge. In this guide, I'll explain the most common reasons why an iPhone won't charge and offer solutions to each of these issues. These suggestions apply to every supported model (i.e. iPhone 4S, iPhone 5, iPhone 5S, iPhone 6, and iPhone 6S), but may or may not work for earlier models. Follow my prescribed steps to help get your phone charging again. Common Problem 1: Your Software Crashed This is a common problem for why your iPhone won't charge, but luckily, it’s not a huge deal. In this situation, it looks like your iPhone isn’t charging, but the screen is just staying blank because your software has crashed. How to Fix It Just do a hard reset by holding the power button and home button together. Keep holding them until the Apple logo appears and your phone reboots. At this point, you should be able to see your phone charging, and all will be well again. Common Problem 2: Your Charging Port Is Dirty or Obstructed Take a close look at where the cable connects to your phone. If you want to take a really good look, use a flashlight. The port may be clogged with dust, lint, or other debris. Even something very small can prevent your cable from making a solid connection to your iPhone, thus causing your iPhone not charging problem. Also, this is less common, but make sure there’s no debris on the plug of the cable where it connects to the port. How to Fix It Use a toothbrush (preferably not one you’re going to use in your mouth) to gently brush out the port. Toothbrushes work well because the bristles don’t conduct electricity. You can also purchase one of these special brushes to do the trick. Once you’re done cleaning out the port, try charging again. Cross your fingers that you’ve fixed the problem and sanity has been restored. Common Problem 3: Your Cable Is Busted Inspect your cable thoroughly at both ends. Lightning cables (for iPhone 5 through 6s) and 30-pin connector cables (for iPhone 4S or earlier), are prone to fraying or getting torn. This is especially common if you get a low quality cable. If you get a super cheap non-Apple cable at a store or online, don’t be surprised if it’s not especially durable and makes your iPhone not charge. To check to see if the problem is with your cable or charger, try using a different one, if you have one available. Or if you have another working iPhone on hand, see if your charger will work with a different phone. How to Fix It If your charger is broken, you’re going to need to replace the cable. If your iPhone is still under warranty, Apple may replace your cable free of charge. Set up an appointment at your local Genius Bar, or you can try to set up your cable exchange online. If you need to purchase a new cable, here are certified 3-foot and 6-foot options. If you have an iPhone 4S or earlier model, check out this certified 30-pin connector cable. Common Problem 4: Your Power Source Is No Good There are many different ways to charge an iPhone: you can plug it into the wall, a car charger, laptop, or a speaker dock. There may be a problem in the wall outlet you’re using, or perhaps the USB port on your computer is the issue. Your iPhone won't charge if your power source is busted. How to Fix It Simply change the outlet or port your phone is plugged into. If this is the problem, you shouldn’t have any issues once you change your power source. As an added bonus, if you move from a USB port to a wall outlet, your phone will usually charge faster. Not only will you no longer have an iPhone not charging problem, you'll super charge your phone! Common Problem 5: Your Phone Was Damaged If your iPhone has been severely damaged, it probably won’t charge. Maybe the hardware was damaged when you dropped your phone while you were running. Or perhaps your charging port sustained liquid damage when you dropped your phone in the sink. How to Fix It Well, there aren’t a ton of options other than replacing your phone if this is the problem for your iPhone not charging. If you dropped your phone in water, you can try immediately drying the phone, removing the case, and placing the phone in a sealed bag of rice for at least 36 hours. If it still isn't working when you remove it from the bag, I’m sad to say that your phone has probably perished. One additional option other than replacing the phone is using an iPhone repair company, like iResQ, especially if all that’s damaged is the charging port. Typically, you have to mail them your phone, but if they can successfully fix it, you can recover your data and won’t have to purchase a new phone. Hooray! Troubleshooting Your iPhone Not Charging If your iPhone won't charge, go through the following steps to diagnose and rectify the problem. #1: Is Your Phone Plugged in Properly? Often, the issue is as simple as not plugging in your phone correctly. Your charger may not be fully inserted into a plug or charging port. Make sure that both ends of the charger are properly connected. #2: Is the Charging Port Dirty? Check to see if there's any debris in your charging port. If so, you can use a toothbrush to remove it. After you're done cleaning the port, try charging your iPhone again. #3: Try Rebooting the Phone Your software may have crashed, and you can fix this by doing a hard reset. Just hold the home button and the power button until the Apple logo appears. Problem solved. #4: Connect to a Different Power Source If the problem is with your power source, all you have to do is use a different one. Plug your phone into a different plug or USB port. #5: Is Your Cable Broken? If you have an additional cable, try to charge your phone with it. If the new cable works, you've identified that the first cable is broken. If you have an extra phone that charges with the original cable, you know the charger isn't the problem. If you have a broken cable, it will have to be replaced. #6: Is Your Phone Damaged? If none of the previous steps works, your phone may be damaged. If it is, you can try salvaging it by using an iPhone repair company, but it's possible that your phone has gone to iPhone heaven and can't be fixed.

Lucas Cranachs Virgin and Child Painting Essay Example | Topics and Well Written Essays - 750 words

Lucas Cranachs Virgin and Child Painting - Essay Example The painting The Virgin and Child is one of his enduring masterpieces because it â€Å"demonstrates the hallmarks of the Northern European style† (Gift of the Samuel H. Kress Foundation). The Virgin and Child is marked for its â€Å"meticulous craftsmanship of colors and the precise execution of details which are signs of perfection common to Cranach’s workshop† (Gift of the Samuel H. Kress Foundation) , the austere image of the Virgin characterized by her asymmetrical humble eyes typified it as a product of his studio where he substitute the workshop’s paintings for his own, thus making the quality uneven. Just like most painters, Cranach’s paintings also evolved and his paintings for Frederick the Wise was the product of various experiments until he adopted his formal painting style when he was appointed as court painter to the Electors of Saxony at Wittenberg. His style which characterized the Virgin and the Child was Cranach’s attempt to also adapt to suit the demands of the Saxon Court (Bruce a). Technically, the painting The Virgin and Child are one of the many paintings of Cranach about the Madonna and Child. And just like the other paintings about the Madonna and Child, it is marked by the careful selection of colors where the figure â€Å"popped out† from its background due to the contrast of colors and chiaroscuro where the background appeared to be â€Å"lighter† than the foreground. In addition to contrasting light and dark colors, the combination of marked cold and warm colors in the figure emphasized a strong â€Å"character† on the figure where the red became prominently noticeable because it was a â€Å"warm color† contrasted with a â€Å"cold color† blue. The red, which also has the symbolism of the Passion’s, was emphasized for religiosity and aesthetic value as it became distinct when it was juxtaposed by the cerulean blue and deep green color of the Virgin’s garment.  

Esl 423 3 Essay Example | Topics and Well Written Essays - 750 words

Esl 423 3 - Essay Example The differentiated instruction approach is particularly suited to English language teaching because the students in these classes are more likely to have mixed abilities. It is a balance between having individualized instruction for each and every student and maintaining high standards that can be applied for all of them. To aid the teacher in this role, standards provide the framework in which to create differentiated instruction. The disadvantages of standards-based instruction are that they can lead to a restricted curriculum and place undue pressure on the schools to ensure that they perform up to the expected standards if not better. If handled properly, this makes them much more focused on high expectations and creating the right motivation to tailor instruction towards maintaining those standards. Greater coordination coupled with efforts to uphold high student expectations thus automatically puts the needs of the learner at the centre of attention. In short, the standards based system is geared towards meeting the needs of the learner. Standards based instruction is an attempt to base the instruction given to students on defined standards, as well as the resources and opportunities needed. This includes standards set for English language learning. Standards on what students ought to know and be able to do at each stage of their education are then maintained by testing these. And, schools are held responsible for ensuring satisfactory student achievement. The express purpose of standards-based instruction is to improve students’ academic performance, raise their expectations and the quality of education in the US. In raising their expectations, students are motivated to become more rigorous in their work and feel challenged at each stage in order to keep progressing to higher levels of achievement. The main incentive for establishing such standards is to enable equal opportunities for all students regardless of their

Research into Phonological Mean Length of Utterance (pMLU)

Research into Phonological Mean Length of Utterance (pMLU) Specific language impairment (SLI) is a disorder defined by exclusion. Children with SLI exhibit language difficulties in the absence of other factors, such as hearing loss, mental impairment, physical impairment, emotional disturbance, or environmental deprivation (Bishop, 1992a, 1992b; Lubert, 1981). Children with SLI have difficulty acquiring one or more of the components of language, i.e. form (phonology, morphology, and syntax), content (semantics), and use (pragmatics). The field of phonological acquisition has made extensive efforts to measure its development through normative studies (Templin, 1957; Olmstead, 1971) and articulation tests (Hodsen Paden, 1991). Earlier, the research focus was on correctness of consonants as well as the analysis of segments in general. Recently the whole word complexity has been stressed (Masterson Kamhi, 1992, Ingram, 2002). One such measure is the Phonological mean length of utterance (pMLU). It is a whole word measure for measuring phonologic al proficiency (Ingram,2002). It measures the length of a childs words and the number of correct consonants. The pMLU for a speech sample is calculated by: (1) counting the number of segments (consonants and vowels) in each word as produced by the child; (2) counting the number of consonants produced in each word that the child produced accurately; (3) summing these two numbers; (4) totaling these sums; and (5) dividing this total by the total number of words in the sample. pMLU quantifies development of phonology and focuses on the childrens whole-word productions instead of specific segments. Ingram demonstrates the value of the pMLU measure by applying it wide range of contexts. NEED FOR THE STUDY Although pMLU has been addressed in normal as well as phonological disorders and cochlear implanted children, the same is not focussed on children with SLI. Since PMLU is a whole word measure, problems in phonology and morphosyntax are expected to reduce the score. Hence PMLU can be used to investigate the difficulties if any in phonology and morphosyntax of children with SLI. Hence the present study was planned. AIM OF THE STUDY: To compare the pMLU of children with SLI in comparison with typically developing Kannada speaking children. METHOD: This study followed a case control design. Participants were divided into 2 groups. Clinical group comprised of six individuals (5 males 1 female) with SLI in the age range of 4 to 6 years. The diagnosis of SLI was done on the basis of Leonards exclusionary criteria and the informal assessment of morpho-syntax by the primary investigator. The control group comprised of age matched 30 children out of which 15 were males and 15 females. Exclusion criteria considered were speech, language, hearing and neurological problems. A minimum of 50 spontaneous speech utterances were elicited from each child for a duration of 30 to 40 minutes which was audio recorded using SONY recorder. The childrens utterances were narrow transcribed and pMLU was calculated for each word produced by the child. The sum of each word in all the utterances were totalled and divided by the number of words produced by the child to obtain the pMLU scores. pMLU was calculated for all the children in both the groups. Mann Whitney U test was administered to find out the significant differences between the means of both the groups. RESULTS: The results of the Mann Whitney U Test revealed a statistically significant difference between the means of pMLU scores across the group at p DISCUSSION: pMLU is a whole-word measure for phonological development. The results of the present study revealed that the pMLU scores for the children with SLI were lower in comparison to children with normal language development. This could be attributed to the increased number of incorrect consonants in the speech of clinical group when compared to the control group. The decrease in pMLU scores in the clinical group could also be due to the deficit in the use of morphosyntax as these children were having morphosyntactic errors. This in turn suggests that children with SLI are inferior in the acquisition of segments and in their whole-word phonological proficiency to typically developing children. As this pMLU measure includes the number of segments in a word, pMLU can be used to indicate morphosyntactic abnormalities in children with SLI. This tool can also serve as an aid for monitoring the progress of a child when assessed pre and post therapeutically. CONCLUSION: The present study investigated pMLU in children with SLI in the age range of 4-6 years. The results revealed that children with SLI are inferior in the acquisition of segments including morphemes as well as in their whole-word phonological proficiency than the typically developing children. Hence, pMLU measure could be regarded as a yardstick for phonological and morphosyntactic development in children with SLI. INTRODUCTION: SLI is a disorder defined by exclusion. Children with SLI exhibit language difficulties in the absence of other factors, such as hearing loss, mental impairment, physical impairment, emotional disturbance, or environmental deprivation (Bishop, 1992a, 1992b; Lubert, 1981). Specific language impairment (SLI) has been estimated to affect approximately 7 percent of children (Leonard, 1998; Tomblin et al., 1997) and to persist into adolescence (Aram et al., 1984; Beitchman et al., 1996; Stothard et al., 1998;Johnson et al., 1999). Children with SLI have difficulty acquiring one or more of the components of language, i.e. form (phonology, morphology, and syntax), content (semantics), and use (pragmatics). However, as a group they show disproportionate difficulty with some areas, performing worse than typically developing children matched on vocabulary level or mean length of utterance. Several authors (eg, Leonard et al.,1992; Rice et al., 1995; Rice and Wexler, 1996; Oetting and Horohov, 1997; van der Lely and Ullman, 2001) observe that this is particularly the case in the area of verb morphology and it has also been reported in some areas of syntax, including the comprehension of passive sentences (Bishop, 1979; van der Lely and Harris, 1990; van der Lely, 1996) and formation of wh-questions (Leonard 1995; van der Lely and Battell, 2003). The field of phonological acquisition has made extensive efforts to measure its development through normative studies (Templin, 1957; Olmstead, 1971) and articulation tests (Hodsen Paden, 1991). Earlier studies have focused on correctness of consonants as well as the analysis of segments in general. Recent studies have focused on the whole word complexity (Masterson Kamhi, 1992, Ingram, 2002). One such measure is the Phonological mean length of utterance (PMLU). It is a whole word measure for measuring phonological proficiency (Ingram, 2002). It measures the length of a childs words and the number of correct consonants. The PMLU for a speech sample is calculated by: (1) counting the number of segments (consonants and vowels) in each word as produced by the child; (2) counting the number of consonants produced in each word that the child produced accurately; (3) summing these two numbers; (4) totaling these sums; and (5) dividing this total by the total number of words in the sample. PMLU quantifies development of phonology and focuses on the childrens whole-word productions instead of specific segments. Ingram demonstrates the value of the PMLU measure by applying it in a wide range of contexts. These include a comparison of monolingual children, a comparison across languages, and the diagnosis of impairment or delay. Very few studies have addressed the PMLU in different languages. One such study is by Ingram (2002) who proposed preliminary PMLU stages, reflecting the possible level of development in English speaking children which are as follows. Helin, Makkonen Kunnari (2006) reported that PMLU was much higher in Finnish speaking children than those reported for children acquiring English. Balasubramanium bhat (2009) reported the same in kannada speaking typically developing children. Other studies have focused PMLU on the disordered population. Schauwers, Taelman, Gillis Govierts (2005) reported lower PMLU scores in children with cochlear implant than age matched typically developing peers and they also concluded that the earlier implanted children were more proficient than the later implanted children. Prasad, Hossabetu, Balasubramanium Bhat (2010) studied phonological mean length of utterance in children with phonological disorder and they reported, children with phonological disorder are inferior in the acquisition of segments as well as in their whole-word phonological proficiency than the typically developing children. NEED FOR THE STUDY: Although pMLU has been addressed in normal as well as phonological disorders and cochlear implanted children, the same is not focussed on children with SLI. Since PMLU is a whole word measure, problems in phonology and morphosyntax are expected to reduce the score. Hence PMLU was used to investigate the difficulties if any in phonology and morphosyntax of children with SLI. Hence the present study was attempted in this direction. AIM OF THE STUDY: To compare the pMLU of children with SLI in comparison with typically developing Kannada speaking children. METHOD Participants The study followed a case control design. Participants were divided into 2 groups i-e the control group and clinical group. Clinical group comprised of six individuals (5 males 1female) with specific language impairment in the age range of 3 to 6 years. The control group comprised of age matched 30 children out of which 15 were males and 15 females. The diagnosis of specific language impairment was done on the basis of Leonards exclusionary criteria and the informal assessment of morpho-syntax by the primary investigator. The exclusion criteria for the controls were the history of speech, language, neurological and hearing problems. Procedure In order to assess the phonological mean length of utterance, spontaneous speech utterances were elicited from each child for duration of 30 to 40 minutes. Samples consisted of minimum of 50 utterances. The experimenter served as a conversational partner and introduced the child to age appropriate toys and questions. The samples were obtained in an informal setting within the school premises for the control group and in the therapy premises for the clinical group. Audio recording was done using a portable Sony Recorder in a relatively quiet environment. The words were accepted for analysis according to the rules suggested by Ingram and Ingram which are mentioned in the table mentioned in appendix. The childrens production of utterances was narrow transcribed and PMLU was calculated for each child. For each word, the number of segments (consonants and vowels) as produced by the child was counted and summed with the number of correct consonants in a word. The sum of each word in all th e utterances of a single subject were totaled and divided by the number of words produced by the child to obtain the PMLU scores. Mann Whitney U test was administered to find out the significant differences between the means of both the groups. RESULTS: The results of the Mann Whitney U Test revealed a statistically significant difference between the means of pMLU scores across the group at p Group Statistics DISCUSSION: pMLU is a whole-word measure for phonological development and is used to investigate the difficulties if any in phonology and morphosyntax. The present study compared the pMLU of children with SLI in comparison with typically developing Kannada speaking children. The results of the study revealed that the pMLU scores for the children with SLI were lower in comparison to children with normal language development. This could be attributed to the increased number of incorrect consonants in the speech of clinical group when compared to the control group as these children were neutralizing the sound contrasts and also exhibiting syllable reduction strategies. Whether it is syllable structure reduction or sound contrast neutralization, it reduces the overall pMLU score. As children with SLI are inferior in the acquisition of segments as well as in their whole-word phonological proficiency than the typically developing children, phonological errors are reflected in the pMLU scores. Hence it can be concluded that pMLU reflects on the phonological errors. The results of the present study are in consonance with findings that the developments of phonology in children with SLI are much later in comparison to typically developing children (Balasbramanium Bhat, 2009) and also that children with phonological disorder are inferior in the acquisition of segments as well as in their whole-word phonological proficiency than the typically developing children (Prasad, Hossabetu, Balasubramanium Bhat 2010). Hence, pMLU can be used as an assessment tool for children with SLI as this provides an objective assessment tool in the evaluation process. The decrease in pMLU scores in the clinical group could also be due to the deficit in the use of morphosyntax as these children were having morphosyntactic errors. This in turn suggests that children with SLI are inferior in the acquisition of morphemic segments when compared to typically developing children. As this pMLU measure includes the number of segments in a word, pMLU can be used to indicate morphosyntactic abnormalities in children with SLI. This tool can also serve as an aid for monitoring the progress of a child when assessed pre and post therapeutically. CONCLUSION: The present study investigated pMLU in children with SLI in the age range of 4-6 years. The results revealed that children with SLI are inferior in the acquisition of segments including morphemes as well as in their whole-word phonological proficiency than the typically developing children. Hence, pMLU measure could be regarded as a yardstick for phonological and morphosyntactic development in children with SLI. REFERENCES: Aram, D. M., Ekelman, B. L., Nation, J. E. (1984). Preschoolers with language disorders: 10 years later. Journal of Speech and Hearing Research, 27, 232-244. Beitchman, J., Wilson, B., Brownlie, E. B., Walters, H., Lancee, W. (1996). Long-term consistency in speech/language profiles: I. Developmental and academic outcomes. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 804-817. Bowen, C. (1998). Developmental phonological disorders: A practical guide for families and teachers. Melbourne: The Australian Council for Educational Research Ltd. Bishop, D. V. M. (1979). Comprehension in developmental language disorders. Developmental Medicine and Child Neurology 21, 225-38. Bishop, D. V. M. (1992a). Comprehension problems in children with specific language impairment: Literal and inferential meaning. Journal of Speech and Hearing Research, 35, 119-129. Helin, K., Makkonen, T., Kunnari, S. (2006). The Phonological mean length of utterance: the methodological challenge from cross linguistic perspectives. Journal of Child Language, 33, 179-190. ÂÂ  Hodson, B., Paden, E. (1991). Targetting Intelligible speech: a phonological approach to remediation. Austin TX: Pro-edition. Ingram, D. (2002). The measurement of whole-word productions. Journal of Child Language, 29, 713-733. Johnson, C. J., Beitchman, J. H., Young, A., Escobar, M., Atkinson, L., Wilson, B., Brownlie, E. B., Douglas, L., Tback, N., Lam, I., Wang, M. (1999). Fourteenyear follow-up of children with and without speech/language impairments: Speech/language stability and outcomes. Journal of Speech and Hearing Research, 42, 744-760. Lakkanna, S., Venkatesh, K., Bhat, J. (2007). Assessment of language development. Mangalore: Codeword processors. Leonard, L.B., mcgregor, K.K., Allen, G.D. (1992). Grammatical morphology and speechperception in children with specific language impairment. Journal of Speech and hearingresearch, 35, 1076-1085 Leonard, L. B. 1995 Functional categories in the grammars of children with Specific language impairment, Journal of Speech and Hearing Research, 38, 1270-83. Leonard, L. B. (1998). Children with specific language impairment. Cambridge, MA: Bradford. Lubert, N. (1981). Auditory perceptual impairments in children with specific language disorders: A review of the literature. Journal of Speech and Hearing Disorders, 46, 3-29. ÂÂ  Masterson, J., Kamhi, A. (1992). Linguistic interrelationships in school age children with and without language disorders. Journal of speech and Hearing Research, 35, 64-75. Olmstead, D. (1971). Out of the mouth of babes. The Hague: Mouton. Oetting, J., Horohov, J. (1997). Past tense marking in chldren with and without specific Language impairment. Journal of Speech and Hearing Research, 40, 62-74. Polite, J ., and Leonard, B. (2006). Finite verb morphology and phonological length in the speech of children with specific language impairment. Clinical Linguistics Phonetics, 20, 751-760. Radish, B., Jayashree, S. (2009). Phonological Mean Length of Utterance (Pmlu) in Kannada-Speaking Children. Language in India, 9, 489-502. Rice, M.L., Wexler, K., Cleave, P.L. (1995). Specific language impairment as a period of extended optional infinitive. Journal of Speech and Hearing Research, 38, 850-863. Rice, M. Wexler, K. (1996). A phenotype of specific language impairment. In M. Rice (Ed.), Toward a genetics of language, pp. 215-238. Mahwah, NJ: Lawrence Erlbaum Associates Inc. Stothard, S. E., Snowling, M., Bishop, D. V. M., Chipchase, B. B., Kaplan, C. A. (1998). Language impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language and Hearing Research, 41, 407-418. ÂÂ  Templin, M. (1957). Certain language skills in children. Minneapolis, MN: University of Minnesota press. Taelman, H., Durieux, G., Gillis, S. (2005). Notes on Ingrams whole-word measures for phonological development. Journal of Child Language, 32, 391-405. Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., OBrien, M (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech Hearing Research, 40(6), 1245-1260. Van der Lely, H. K. J. Harris, M. 1990 Comprehension of reversible sentences in specifically language-impaired children. Journal of Speech and Hearing Disorders 55, 101-17. Van der Lely, H. K. J. 1996 Specifically language impaired and normally developing children: Verbal passive vs adjectival passive sentence interpretation, Lingua, 98, 243-72. Van der lely, H. K. J. Ullman M. T. (2001) Past tense morphology in specifically language impaired and normally developing children. Language and Cognitive Processes, 16: 177-217. Van der Lely, H. K. J. Battell, J. (2003) Wh-movement in childrenWith grammatical SLI: a test of the RDDR hypothesis, Language 79,153-81.

Diversity in Abercrombie & Fitch

Defining diversity, it is any dimension which can be used to differentiate groups and people from one another. It is also the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual. Diversity can be branched out into three different categories such as levels of diversity – organisational and individual, forms of diversity – external and internal and types of diversity – gender, age, etc. In a good way, diversity can benefit individuals in the way that one can learn to interact with others in meaningful ways and also learn new things from each other. On the other hand, diversity can also be a cause of problems when people deal things with it incorrectly. As we look in depth into diversity issues found at a workplace, there are four different types of issues that companies always trigger upon and they are social, personal, disability and work issues. From the article I have found on Abercrombie & Fitch, there are two main diversity issues found in Abercrombie & Fitch and they are both social and personal issues. The main sub-issue under social issue will be race and under personal issue will be appearance. The reason towards why Abercrombie & Fitch has these two diversity issues is because according to the article, it states that Abercrombie & Fitch hires only young and attractive salespeople based on race whom mostly are white Americans. One of the salesperson whom recently lost his job at Abercrombie & Fitch even commented that, â€Å"the greeters and the people that worked in the in-season clothing, most of them were white, if not all of them were white. The people that worked in the stockroom, where nobody sees them, were mostly Asian American, Filipino, Mexican, Latino. † So how exactly had these two main diversity issues affected the working environment in Abercrombie & Fitch? Looking at the way how Abercrombie & Fitch employs salespeople by focusing highly on people’s appearance and race, this certainly destroys every non-white, average Joes’ and plain Jane’s opportunity to be employed. According to the article, a former salesperson commented that the store is dominated by Caucasians whom are skinny and tall, have blue eyes and blonde hair and this proofs that the store do not hire any other races such as African or Asian Americans. This certainly deals unfairness to people who are not white and just as average looking, denying them a chance to work at any of the hundred stores across the country. However, even though Abercrombie & Fitch do employ other races, they are often appointed to do only the cleaning of the stores at closed hours and stocking up of goods whereby they do not really face customers upfront. Besides that, Abercrombie & Fitch has also committed a racial discrimination in their company whereby they favour only white people to have good positions. In order to cope with these situations, World Organisation for Human Rights USA has to step in and introduce a training and development program for Abercrombie & Fitch to follow. This includes by setting certain rules for them to follow when they are doing staffs employment or rising ranks of employees working there. Such as by increasing the number of other races employees and also giving them the opportunity to uphold higher working positions in the company. Communication is also an important point to look out for in order to make sure that racial or other discriminations are being avoided. However, Abercrombie & Fitch has made a big mistake in terms of that. One ex-employee commented that he had lost his job after resuming for work from his Christmas break as he was being told that there were too many Filipinos. Hence, being a Filipino, he was denied for work just for that. This type of discrimination will tend to be a direct racial discrimination whereby it is easy to be recognised and noticed. Also, Abercrombie & Fitch has discriminated employees in terms of their appearance whereby two of the store’s employees, one who was an ex-model, commented that corporate representatives would visit the store to spot any staffs who did not reach his standards or expectations. If there are any, they would cut their pay for that. Besides focusing on how the diversity issues affect a working environment, Abercrombie & Fitch has also done a racial discrimination against other races in terms of the product they sell. One example will be that last year, they sold a T-shirt with the slogan ‘Two Wongs can make it White. ’ This has caused much outrage amongst Asian Americans. In conclusion, I think that Abercrombie & Fitch should reduce their aim of recruiting employees in terms of appearance from races. By doing that, they will certainly be stereotyping as they think that only white people are good looking whereby not giving people of other races a chance to be part of the company. By being an ‘all-white’ apparel company, not only did Abercrombie & Fitch have caused much dismay under the working environment, this will eventually lead to disagreement among many customers. As they think that what Abercrombie & Fitch did was unfair and unlawful, they would not want to shop at a store with such racial discrimination issues. Therefore, if Abercrombie & Fitch do not want to lose their businesses, they would have to eradicate the two main diversity issues.

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