Writing for Childrens TV; Teaching Screenwriting

I have taught a lot of things during the course of my teaching career, but teaching drama to children ranks as one of the most fun. I have been able to work with various sized groups and ages, writing and performing original plays throughout the school year (usually for holidays). During the summer I also regularly taught elementary aged students, and occasionally middle school students at a College for Kids program. It all began because I could never quite find the right play. It didn’t have the number of actors I wanted or parts of it didn’t appeal to me. So I started writing plays myself. Now I have about 75 of them for all ages. So if you want to experience a rush of creativity, you can try your hand at writing plays for children too, and if you have the opportunity to involve children in the process, you should. You can maximize the talents and interests of children with every facet of playwriting, from creating the props and costumes to designing the advertisements and the call sheet, lighting and set crew, etc., Where to Start First, I would think about the purpose of the play. Is it to entertain, persuade, inform or a mixture of all these? Then I would determine who the audience is (a specific grade, whole school, family and community members, the combination of any of these people, etc.) what the age range is and how many actors there are. I have found that kids they have great ideas, are extremely creative, and really embrace drama after you get them out of their shell. Do some reading of children’s plays and see what’s out there. I’m sure this will help you get some ideas of your own. If you have students and you want to get them out of their shell, I would suggest some short drama exercises at the onset of each class. It might be as simple as bringing a hat from home and acting out a character with the hat or pantomiming a favorite TV show. On the first day of class, I like to play a simple Name Game (if I have a mixture of students from various classes or schools and they don’t know each other) where they say their first name and something they like to do that starts with that letter. I keep reviewing the names and their favorite things, and when everyone is introduced, individual students take turns saying the names of the other students and repeating their favorite things, before they go all around the circle being corrected by the student standing in the circle. If you do this with every student, you’re guaranteed to have everyone learn all the names on the first day. This helps you out a great deal, because you will need to know the students’ names plus their character names! Brainstorming The power of brainstorming and sharing ideas comes after a general introduction of what makes a â€Å"good play†. You can brainstorm by yourself, too, so no worries if you are the sole writer. I share the purpose and then some ideas of what worked great from past experience. For example, the play can’t be offensive or overly scary and it must be appropriate for the given audience. I remind the students of the number of parts that must be in the play based on who is either in my class or who the play is written for to be the actors. Then I talk about what types of plays make a great setting for that number of characters so the audience can keep the characters straight. Now if it is for an observance of a holiday then that is different from just an enrichment type of play which might take place at a camp or a school or it ight have some type of talent show embedded in the play if kids want to showcase their talent. I also have the students keep in mind that the idea has to have enough depth to work. In other words, the play can’t get over in a few minutes so there needs to be some rising action and then a resolution and the audience needs to be aroused in some way or learn something, etc. Creativity – You’ll Know It When You Hear It I have the kids prepare some possible titles, a list of characters, a general plot and an ending to their idea. We share those ideas and each idea goes up on a blackboard (whiteboard) to be voted on. We talk about the positive strengths of each idea and the drawbacks and vote on the top 3; then talk more about them. We vote again until we have one idea for the play. Usually I get the idea on the 2nd day, but if it takes longer, no worries. A great idea is worth waiting for. I remember the time, we just could not get an idea until a little first grader had the idea of writing about zoo animals being stolen from their cages at night so the zookeepers dressed up like animals to solve the crime. There was the play about a zoo running out of money so the zookeeper took the animals home. And there was the play about Candy Land and the kids playing the game licking lollipops and getting sucked into the game to then play the life-size game around the room, and hoping to defeat Lord Licorice to get back home. How could I ever forget the play about the kids who went to the circus with their family (also actors) and wandered into the dressing room instead of the bathroom and ended up being on stage as clowns only to be recognized by their parents who sat amongst the audience members? Kids love mysteries so you might want to think of one. For example, I wrote a play about the bed and breakfast where the dog took the false teeth from a patron and a pearl necklace from another or a play about the camp counselor who dropped banana peels every time he played a trick on the campers? Props, Costumes, Oh My! I also tell the students that we will be providing our own costumes and props so we need to keep that in mind when creating our play. If something sounds too difficult to make, we need to simplify it or change it to make it work. Kids all tell the class what types of costumes and dress up clothing they may have at home so ideas often are piggy-backed after these ideas. For example, many times there are certain animal costumes that kids have at home so we have had lots of animal plays, and once someone had all of the Wizard of Oz costumes so we have a play about what fairy tales taught us, and if kids are musical (can sing, play instruments, dance) or have other talents (juggle, do gymnastics, tell jokes, ride a unicycle), we try to incorporate these unique talents. Animals are always a sure win and you could add optional parts for various talents to appeal to your buyer of the play. It will make the play more versatile. Various Parts/ Point of View I always have the students memorize their parts and give a reward of some sort when each child has done this. I have them number to about 15 or 20 on the back of the script (after I type it up, read it together as a class, and highlight the individual parts), and they need to practice the play that many times by saying their lines after someone (an older brother or sister, friend, parent) says the preceding line(s). That person initials that the play was practiced once. The students need to repeat the practice sessions the expected number of times (15 or 20). Then they have earned their treat. Usually, that is all it takes to learn their lines. Sometimes I have students try out for different parts or we pick parts by the process of elimination. If only one person wants a certain part, they can have it. Sometimes parts are given to certain children based on the nature of the part. For example, if we wrote the part for the juggler because Child A can juggle, then that is his part. Or once I had a set of twins so one twin was a teacher of a modern-day classroom, and then when we went back in time, the other twin was a student of long ago in class. You can also break up the narrator parts if there are too many lines or tell the story from different points of view which can bring more interest into the play. You might think of mini-plays that can be put together like Fractured Fairy Tales. I’ll never forget one play we had where the elderly lady wanted to give money to a camp that was going to be shut down and everyone in class wanted to fall in the lake with the lady (a plastic kiddie pool that had seaweed). Only the student who brought in the seaweed brought in a full bucketful that had real snails and leeches, etc. so the actor who â€Å"won† this coveted role did not want to fall in the pool, but we persuade her anyway. Inviting Many We have had packed houses for summer school, inviting all of the classes and family members, performed at libraries inviting family members and children of all ages, and entertained entire schools. The children have never let me down and have always risen to the best on the day of the performance. They have helped each other with lines, found costumes for each other, and really made the sets come alive. They have said their lines loudly over the voices of younger audience members and have been just great to work with. Now Give It a Try Now it’s your turn to give it a try. You might want to start with a play with fewer parts first. Get the ideas down and type up the play. Then edit it. Add fun language. Add some humor. Find ways to involve the audience with the play. Through your play writing, you will teach children more than drama skills. They will gain confidence and learn to work in a group. They will take your play make it come alive and see how this affects an audience. And, I bet, they will be ready for more. I’m hoping you will, too.

Post Traumatic Stress Disorder ( Ptsd ) - 1783 Words

A Traumatic Life â€Å"Even in times of trauma, we try to maintain a sense of normality until we no longer can. That, my friends, is called surviving. Not healing. We never become whole again ... we are survivors. If you are here today... you are a survivor. But those of us who have made it through hell and are still standing? We bare a different name: warriors.† ― Lori Goodwin According to National Center for PTSD (Post- Traumatic Stress Disorder), â€Å"it is a mental health problem that some people develop after experiencing or witnessing a life-threatening event, like combat, a natural disaster, a car accident, or sexual assault†. Lamentably, PTSD can happen to anyone, and it is not a sign of weakness. There are a number of factors that can increase the chance that someone getting will have PTSD, many of which are not under that person s control. For example, having a very intense or long-lasting traumatic event or getting injured during an event can make it more likely that the person will develop PTSD. PTSD can manifest as nightmares, intense remembrances of the event challenge their ability to fall or stay asleep, feelings of unreasonable anger and constant edginess. Victims often avoid the situation that may produce thoughts or memories of the traumatic event. Even though PTSD is often associated with soldiers, police of ficers, and other emergency personnel involved in life-threatening situations, the disorder can be triggered by any overwhelming experience. AnalyzingShow MoreRelatedPost Traumatic Stress Disorder ( Ptsd )990 Words   |  4 PagesPost-Traumatic Stress Disorder Post-traumatic stress disorder is a common anxiety disorder characterized by chronic physical arousal, recurrent unwanted thoughts and images of the traumatic event, and avoidance of things that can call the traumatic event into mind (Schacter, Gilbert, Wegner, Nock, 2014). About 7 percent of Americans suffer from PTSD. Family members of victims can also develop PTSD and it can occur in people of any age. The diagnosis for PTSD requires one or more symptoms to beRead MorePost Traumatic Stress Disorder ( Ptsd )1471 Words   |  6 PagesRunning head: POST-TRAUMATIC STRESS DISORDER 1 Post-Traumatic Stress Disorder Student’s Name Course Title School Name April 12, 2017  Post-Traumatic Stress Disorder Post-traumatic stress disorder is a mental disorder that many people are facing every day, and it appears to become more prevalent. This disorder is mainly caused by going through or experiencing a traumatic event, and its risk of may be increased by issuesRead MorePost Traumatic Stress Disorder ( Ptsd ) Essay1401 Words   |  6 PagesAccording to the Mayo-Clinic Post Traumatic Stress Disorder, commonly known as PTSD is defined as â€Å"Post-traumatic stress disorder (PTSD) is a mental health condition that s triggered by a terrifying event — either experiencing it or witnessing it. Symptoms may include flashbacks, nightmares and severe anxiety, as well as uncontrollable thoughts about the event† (Mayo Clinic Staff, 2014). Post Traumatic Stress disorder can prevent one from living a normal, healthy life. In 2014, Chris Kyle playedRead MorePost Traumatic Stress Disorder ( Ptsd )1198 Words   |  5 Pages Post-traumatic stress disorder(PTSD) is a mental illness that is triggered by witnessing or experiencing a traumatic event. â€Å"PTSD was first brought to public attention in relation to war veterans, but it can result from a variety of traumatic incidents, such as mugging, rape, torture, being kidnapped or held captive, child abuse, car accidents, train wrecks, plane crashes, bombings, or natural disasters such as floods or earthquakes(NIMH,2015).† PTSD is recognized as a psychobiological mentalRead MorePost Traumatic Stress Disorder ( Ptsd )1423 Words   |  6 Pages Mental diseases and disorders have been around since humans have been inhabiting earth. The field of science tasked with diagnosing and treating these disorders is something that is always evolving. 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We can express our appreciation to our veterans by creating more support programs, help them go back to what they enjoy the most, and let them know we view them as a human not a disgrace. According to the National Care of PTSD, a government created program, published an article and provides the basic definition and common symptoms of PTSD. Post-traumaticRead MorePost Traumatic Stress Disorder ( Ptsd )1780 Words   |  8 Pagesmental illnesses. One such illness is post-traumatic stress disorder (PTSD). Post-traumatic stress disorder is a mental illness that affects a person’s sympathetic nervous system response. A more common name for this response is the fight or flight response. In a person not affected by post-traumatic stress disorder this response activates only in times of great stress or life threatening situations. â€Å"If the fight or flight is successful, the traumatic stress will usually be released or dissipatedRead MorePost Traumatic Stress Disorder ( Ptsd )1444 Words   |  6 PagesYim – Human Stress 2 December 2014 PTSD in War Veterans Post Traumatic Stress Disorder (PTSD) is a condition that is fairly common with individuals that have experienced trauma, especially war veterans. One in five war veterans that have done service in the Iraq or Afghanistan war are diagnosed with PTSD. My group decided to focus on PTSD in war veterans because it is still a controversial part of stressful circumstances that needs further discussion. The lifetime prevalence of PTSD amongst war

Cyber Security Framework - 1175 Words

Blog post - NIST Cybersecurity Framework SEO: Critical infrastructure, enterprise network security What is the NIST Cybersecurity Framework, and how does it help strengthen your security processes? The National Institute of Standards and Technology (NIST) has a number of guidelines and best practices for cybersecurity concerns across industries; one of their most well-known guides is their Cybersecurity Framework, originally created in February 2014, with a major revision underway as of January 2017. This Framework was penned specifically for critical infrastructure organizations to better manage and reduce cybersecurity risk,† and it outlines key cybersecurity concepts and processes needed to: †¢ Achieve positive security outcomes and†¦show more content†¦In this case, the Target Profile would ideally include a complete physical asset and systems inventory. NIST Cybersecurity Framework also helps organizations characterize their overall risk management state in a variety of situations, which they call their Framework Implementation Tiers. These Tiers are not meant to be punitive or suggest security maturity, but to help understand if they are managing an acceptable amount of risk in any number of scenarios given their unique characteristics. With knowledge of an organizations Current Profile, Target Profile, and Implementation Tier levels, organizations can begin to understand the gap between their current and improved states, identify opportunities to improve their security programs, and quantifiably measure their progress as they work to bridge the gap between their current and improved states in an actionable and prioritized manner. 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As discussed in the 2014 Quadrennial Homeland Security Review, the number of CIKR systems that depend on the Internet or data processing networks for seamless operations are increasingRead MoreCyber Security And Cyber Threats Essay1510 Words   |  7 Pageshas been confronting issues of cyber-attacks to such an extent that majority of the patients feel every moment that they are at great risk and thus their treatment processes suffer a lot.(Hacking Healthcare IT in 2016) The small sized clinics do not have many resources to enhance their information security systems. Even the large sized enterprises are vulnerable to the cyber threats. 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It talks about the impact on individual; gives situations of Cyber attacks lastly clarifies ways that people can keep themselves from being casualties of Cyber attack. This paper will give insights on how

Music Report Essay Summary Example For Students

Music Report Essay Summary The first thing I want to talk about is the environment. The temperature was increasing lately. So that was the reason that make lots of people attend to the concert and enjoy some cool winds at night time. The hot weather couldnt stop the heat of people. People was dancing with the rock ; roll musics. There were a lot of people so I couldnt get any closer to the stage, but I could hear the music clearly and could see the band. The band had 3 trumpets, 1 guitarist, 1 guitar bass, 1 singer, 1 organ, and 1 drummer. There was a moment that the band wanted to dedicate a love song to a couple Just got married. The song was called lets stay together by AY Green. I was surprised because this was also my favorite song. I had a chance to listen, but I didnt know the name of the song. I was born and grown up in Vietnam, so I didnt know about the history of the rock and roll music. So that night was a directly experience for me to fall into that type of music. Finally, that was I called a night of lots of fun, relax, and specially experience of music. I could learn lots of things after that night. I believe that, there are many interesting things out there for us to explore. So dont waste your time in those shows on T. V. You must go out there and experience the new things.

The culture of Britishness what role does language Essay Example For Students

The culture of Britishness what role does language Essay There is the question of the role of dialects, and indeed other languages, in British national identities that challenge the uniformity of the language. For Fairclough (1992:202) there is now a growing acceptance of accent and style variation in the language of Britain, a phenomenon that leads to an even greater emphasis on internal national differentiation. For Wallwork (1978:31) processes of differentiation involved in the everyday production of language have long been used to assign social standings to individuals and groups. We will write a custom essay on The culture of Britishness what role does language specifically for you for only $16.38 $13.9/page Order now Perhaps the differences that occur in regional and social class dialects have traditionally been the most widely investigated (Edwards, 1976:23), but there is a growing trend towards studying other sub-forms of language, particularly those associated with ethnic groupings in the UK. Edwards (ibid:27) suggests, in line with Wallwork, that speech differences often help to locate the speaker in the appropriate social strata. This process of locating can be applied to people of various ages, genders, ethnic groups and social classes. In fact anyone who speaks can be socially located, through his or her use of language, in Britain today. An extreme example of this is found when a recent immigrant, with little or no knowledge of English, is immediately identified as a foreign other. There are, however, a multitude of other individuals and groups that maintain and adapt their otherness in terms of language in different ways. These people challenge the assumptions involved in some aspects of Britishness, by not only integrating some of their own cultural style and speech into everyday British language types, but also by switching their own use of language in response to the environments that they find themselves in (Wallwork, 1978:61). Such a phenomenon is witnessed in Britain by the adaptation of Afro-Caribbean Creole languages in day-to-day life. This creolised form of speech has been associated with bad English, in that it is often taken as a dialect of the standard form, but for Wallwork (ibid:64) it is unintelligible to most other English speakers. The fact that some Caribbean Creole languages are in fact derived, in part, from French further supports the argument that it is a language that is as different from English, as Italian is to Spanish (ibid). For the original immigrants who spoke Creole in the UK, it served as a one of the processes by which they were viewed as others by many in the white population. Dabydeen (1990:306) argues that the perception of a different culture coming into Britain, displayed by, amongst other factors, the strange otherness of speech, led to a continuation of the contempt for black culture that had been witnessed in colonial times. In response to this the children of these original immigrants adapted their parents Creole into an urban patois, which Dabydeen (ibid) sees as resistance to white domination. A similar response can be seen in reggae sound systems that use, or deliberately misuse, western technologies in order to re-create an essentially black phenomenon. By adapting and re-ordering Standard English through the medium of their parents Creole speech, young blacks are reacting against the dismissals of white language and all that it entails (ibid:307). The link between language and music can be seen in the 1970s and 1980s with the increased popularity of reggae music, as well as the Ras Tafari philosophy associated with it. By adopting this particular style, many young British-born Caribbeans also practiced the Jamaican patois that many of its practitioners spoke, and so the various Creoles of the Caribbean were gradually substituted for a more British-Jamaican form (Pollard, 1994). For Sebba and Tate (2002:78) this reason, alongside a shared experience of blackness in the UK, meant that the cultural expression found in the Jamaican based patois speech, was utilised by many in British-Caribbean communities, regardless of their origin. .uf924fffdb92bce6c1e85ce3ffd9ea7f5 , .uf924fffdb92bce6c1e85ce3ffd9ea7f5 .postImageUrl , .uf924fffdb92bce6c1e85ce3ffd9ea7f5 .centered-text-area { min-height: 80px; position: relative; } .uf924fffdb92bce6c1e85ce3ffd9ea7f5 , .uf924fffdb92bce6c1e85ce3ffd9ea7f5:hover , .uf924fffdb92bce6c1e85ce3ffd9ea7f5:visited , .uf924fffdb92bce6c1e85ce3ffd9ea7f5:active { border:0!important; } .uf924fffdb92bce6c1e85ce3ffd9ea7f5 .clearfix:after { content: ""; display: table; clear: both; } .uf924fffdb92bce6c1e85ce3ffd9ea7f5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf924fffdb92bce6c1e85ce3ffd9ea7f5:active , .uf924fffdb92bce6c1e85ce3ffd9ea7f5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf924fffdb92bce6c1e85ce3ffd9ea7f5 .centered-text-area { width: 100%; position: relative ; } .uf924fffdb92bce6c1e85ce3ffd9ea7f5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf924fffdb92bce6c1e85ce3ffd9ea7f5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf924fffdb92bce6c1e85ce3ffd9ea7f5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf924fffdb92bce6c1e85ce3ffd9ea7f5:hover .ctaButton { background-color: #34495E!important; } .uf924fffdb92bce6c1e85ce3ffd9ea7f5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf924fffdb92bce6c1e85ce3ffd9ea7f5 .uf924fffdb92bce6c1e85ce3ffd9ea7f5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf924fffdb92bce6c1e85ce3ffd9ea7f5:after { content: ""; display: block; clear: both; } READ: Compare and Contrast Plessy V. Ferguson and Brown V. Board of Education EssayAnother point here is that localised forms of English dialect are also used, and these are often interchanged with the patois depending on the nature of the conversation taking place. This represents an important factor in the use of language with regards to nation and culture, in that there exists a duality of British-Caribbean identities (ibid:77). Young blacks in particular may adopt the patois style when addressing each other in what can be said to be a discursive performance, and this also may be the case when attempting to achieve a local identity, such as in the workplace. The use language in this case is one that displays both local and global, or pan-Caribbean, identities. For British-Caribbeans, regional English dialects are used to designate the local, of being British, whereas the use of patois indicates a more global, but at the same time ethnic, identity (ibid:80). This is one particular example of where language is a key factor in constructing both ethnic and national identities in British society. In conclusion, language is used in order to both separate and unite people in social activities, and is therefore a vital method of categorisation in human behaviour. The term language can be used in a number of different ways. It can be a set of grammatical laws, something that has aesthetic value, or simply used as a metaphor. In terms of their application languages can aid the construction of identity, in that they mark out the other in terms of what belongs and what does not. In this sense languages can be associated with a particular locations, and so they are closely linked to ideas of the nation-state. Such nation-states often represent a hegemonic struggle that is bound up with the need for a formal grammar when communicating, and this was the case with the rise of English in the UK and its various colonies. In a manner that sought to cultivate both respect and prestige, English became a language of commerce and industry, as well as representing high culture and politics in the regions where it was spoken. The rise of English as a dominant British language, has seen the decline of other British languages, despite attempts to revive them, and also the Anglicisation of many colonies. In recent years, however, the way in which English has come to embody British national identity has been challenged by both the influx of other languages, and the threat to the standardisation of the language from new forms and styles of speech. The process of differentiation that allows English to demarcate the other is being adapted, as demonstrated by the British-Caribbean example, in order to deal with the multiple identities that exist within Britain today. The way in which language has affected such identities is therefore crucial to any notions of culture and nation in Britain. References Algeo, J. (1992) Sociolinguistic Attitudes and Issues in Contemporary Britain in Machan, T. W. Scott, C. T. (1992)(Eds) English in its Social Contexts: Essays in Historical Sociolinguistics Oxford: Oxford University Press Billig, M. (1995) Banal Nationalism London: Sage Chomsky, N. (1986) Knowledge of Language New York: Praeger Dabydeen, D. (1990) On not being Milton: Nigger talk in England today in Burke, L., Crowley, T. and Girvin, A. (2000) (Eds) The Routledge Language and Cultural Theory reader London: Routledge Day, D. (1998) Being Ascribed and Resisting, Membership of an Ethnic group in Antaki, C. Widdicombe, S. (1998) (Eds) Identities in Talk London: Sage Downes, W. (1998) (2nd Ed. ) Language and Society Cambridge: Cambridge University Press Edwards, A. D. (1976) Language in Culture and Class London: Heinemann Edwards, D. (1991) Categories are for talking in Theory and Psychology, 1, 515-42 Edwards, J.(1985) Language, Society and Identity Oxford: Basil Blackwell Fairclough, N. (1992) .u2540db72be311a95e6d28d2588d78e4b , .u2540db72be311a95e6d28d2588d78e4b .postImageUrl , .u2540db72be311a95e6d28d2588d78e4b .centered-text-area { min-height: 80px; position: relative; } .u2540db72be311a95e6d28d2588d78e4b , .u2540db72be311a95e6d28d2588d78e4b:hover , .u2540db72be311a95e6d28d2588d78e4b:visited , .u2540db72be311a95e6d28d2588d78e4b:active { border:0!important; } .u2540db72be311a95e6d28d2588d78e4b .clearfix:after { content: ""; display: table; clear: both; } .u2540db72be311a95e6d28d2588d78e4b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2540db72be311a95e6d28d2588d78e4b:active , .u2540db72be311a95e6d28d2588d78e4b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2540db72be311a95e6d28d2588d78e4b .centered-text-area { width: 100%; position: relative ; } .u2540db72be311a95e6d28d2588d78e4b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2540db72be311a95e6d28d2588d78e4b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2540db72be311a95e6d28d2588d78e4b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2540db72be311a95e6d28d2588d78e4b:hover .ctaButton { background-color: #34495E!important; } .u2540db72be311a95e6d28d2588d78e4b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2540db72be311a95e6d28d2588d78e4b .u2540db72be311a95e6d28d2588d78e4b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2540db72be311a95e6d28d2588d78e4b:after { content: ""; display: block; clear: both; } READ: William Shakespear Essay SummaryDiscourse and Social Change Cambridge: Polity Press Fishman, J. (1972) Language and Nationalism: Two Integrative Essays Rowley, MA: Newbury House Kachru, B. B. (1986) The Alchemy of English in Burke, L. , Crowley, T. and Girvin, A. (2000) (Eds) The Routledge Language and Cultural Theory reader London: Routledge Milroy, J. (1992) Linguistic Variation and Change Oxford: Basil Blackwell Paulin, T. (1983) A New Look at the Language Question in Burke, L. , Crowley, T.and Girvin, A. (2000) (Eds) The Routledge Language and Cultural Theory reader London: Routledge Pollard, V. (1994) Dread Talk Kingston, Jamaica: Canoe Press Sapir, E. (1933) Language cited in Downes, W. (1998) (2nd Ed. ) Language and Society Cambridge: Cambridge University Press Sebba, M. Tate, S. (2002) Global and Local Identities in the discourses of British-born Caribbeans The International Journal of Bilingualism, Vol. 6, No. 1 Stewart, W. A. (1968) The Functional Distribution of Creole and French in Haiti cited in Downes, W.(1998) (2nd Ed. ) Language and Society Cambridge: Cambridge University Press Snyder, L. L. (1976) Varieties of Nationalism: a Comparative Study cited in Billig, M. (1995) Banal Nationalism London: Sage Tate, S. (2005) Lecture notes on Whats Language got to do with it? taken from The Culture of Britishness at Manchester Metropolitan University Thomas, L. (1999) Attitudes to Language in Thomas, L. Wareing, S. (1999) (Eds) Language, Society and Power: An Introduction London: Routledge Wallwork, J. F. (1978) Language and People London: Heinemann.

10 Ways Identity Thieves Can Get Your Information

10 Ways Identity Thieves Can Get Your Information Identity theft is when someone fraudulently uses your personal information, such as your name, date of birth, Social Security number, and address, for their financial gain. These uses might include  to obtain credit, get a loan, open a bank, or a credit card account or obtain an I.D. card. If you become  the victim of identity theft, chances are it will cause severe damage to your finances and your good name, especially if you do not find out about it immediately. Even if you catch it quickly, you can spend months and thousands of dollars trying to repair the damage done to your credit rating. You can even find yourself accused of a crime you did not commit because someone used your personal information to perpetrate the crime in your name. Consequently, it is vital in todays electronic age to protect your information as best you can. Unfortunately, there are thieves out there just waiting for you to make a mistake or get careless. There are different ways that identity thieves go about stealing the personal information of others. Here are the most common methods used by identity thieves and ways for you to avoid becoming their victim. Dumpster Diving Dumpster diving is when someone  goes through trash looking for personal information that can be used for identity theft purposes. Identity thieves look for credit card bills, bank statements, medical bills and insurance, and old financial forms such as old tax forms. Stealing Your Mail Identity thieves will often target a person and steal mail directly from their mailbox. Thieves will also have all of the mail redirected through a change of address request made at the post office. The identity thieves are looking for bank statements, credit card bills, tax information, medical information, and personal checks. Stealing Your Wallet or Purse Identity thieves thrive by illegally obtaining personal information from others, and what better place to get it but from a purse or a wallet. A drivers license, credit cards, debit cards, and bank deposit slip, are like gold to identity thieves. You Are a Winner! Identity thieves use the temptation of prize winnings to lure people into giving them their personal and credit card information over the phone. The identity thief will tell the person that they have won a contest for a free vacation or some grand gift, but that they need to verify personal information, including their date of birth,  to prove they are over 18-years-of-age. They will explain that the vacation is free, except for the sales tax, and ask for the winner to provide them with a credit card. They usually make it sound like a decision must be made immediately, or the person will lose the prize. Skimming Debit or Credit Card Numbers Skimming is when thieves use a data storage device to capture the information from the magnetic strip of the credit, debit or ATM card at an ATM or during an actual purchase.   When skimming from an ATM, thieves will attach card readers (called skimmers) over the real terminal card reader and harvest data from every card that is swiped. Some thieves place a fake PIN pad over the real one to capture victims PINs (personal  identification  numbers) as they enter it. Another common way to do this is by installing tiny cameras to capture the PIN entered on the number pad. Shoulder surfing, which is when a person reads over the shoulder of the card user, is also a common way to obtain personal identification numbers. Once the thief has returned to the ATM and collected the file of stolen information, they can log into an ATM and steal money from the harvested accounts. Other thieves clone the credit cards to sell or for personal use. Skimming  can occur anytime someone with a digital card reader gains access to your credit or debit cards. It can be done easily  when the card is surrendered, such as in restaurants where it common practice for a waiter to take the card to another area to swipe it. Phishing Phishing is a scam in which the identity thief sends an email falsely claiming to be from a legitimate organization, government agency or bank, to lure the victim into surrendering personal information such as a  bank account number, credit card number or passwords. Often the email will send victims to a phony website that is designed to look like the real business or government agency. eBay, PayPal, and MSN are regularly used in phishing scams. ​Obtaining Your Credit Report Some identity thieves will obtain a copy of your credit report by posing as your employer or rental agent. This will give them access to your credit history including your credit cards numbers and loan information. Business Records Theft Business records theft involves the theft of files, hacking into electronic files or bribing an employee for access to files at a business. Identity thieves will sometimes go  through the trash of a business to get employee records which often contain social security numbers and customer information from charge receipts. Corporate Data Breaches A corporate data breach is when a corporations protected and confidential information is copied, viewed or stolen by someone who is unauthorized to obtain the information. The information can be personal or financial including names, addresses, telephone numbers, social security numbers, personal health information, banking information, credit history, and more. Once this information has been released, it will likely never be recovered and the individuals affected are at an increased risk of having their identities stolen.   Pretexting Pretexting is the practice of obtaining someones personal information using illegal tactics, then selling the information to people who will use it to, among other things,  steal the persons identity, Pretexters may call and claim that they are calling from the cable company and doing a service survey. After exchanging pleasantries, they would ask  about any recent cable problems, and then ask if you mind completing a short survey. They may offer to update your records, including the best time of the day to provide service to you and the obtain  your name, address and telephone number. People will often volunteer information to cheerful, helpful company representatives who are good listeners. Armed with the personal information,  the  pretexter may then decide to  search for public information about you, and learn your age, if you are a homeowner, if you paid your taxes, places that you lived before, and the names of your adult children. They may look at your social media profile to learn about your work history and the college that you attended. They will then call companies you are associated with to gain enough information to get access to your  financial information, health records, and  social security number.

Employee Complaint Handling Coursework Example | Topics and Well Written Essays - 2750 words

Employee Complaint Handling - Coursework Example What is a grievance (Dentron and Boyd 2005, p. 61) A grievance can be defined as any complaint that is raised by an individual worker of a group of workers in an organization. A grievance is usually raised in allegation of violation of the terms of agreement in the workplace. Therefore it can be said to a complaint that is raised and which is aimed at expressing the dissatisfaction of the employees by what is happening in the organization. A grievance however differs from a complaint in that while a complaint can be verbally expressed, a grievance is usually stated in writing. A grievance can be caused by many things. It has been shown that some of the most controversial issues which usually ends up in a grievance include the discharge of employees from their workplace, lack of a process of collective bargaining for the employees which can be used to express their dissatisfaction, unfair labor practices, and others which are likely to happening in the work places. (Rahul 2005, p. 31) Therefore we can expound on this point by looking closely at the process which is usually used to handle these complaints. For the effective functioning of an organization, there is usually a need to look at the welfare of the employee. Any management will recognize that the employees are the most important asset that an organization holds and therefore the most important thing in the management of the resources of an organization will be first to look at the welfare of the workforces. It has been shown that most of the grievances which hare not well looked at often precipitate to a form of dissident by the workforce which in most case comes as strike. A strike in an organization will not only have economic effect on the organization but it will also have effects on the image of the management of the organization. Therefore many organizations have come up with an effective procedure that can be used to handle complaints of het employees. In order to ensure that there is less participant of the workforce in mass movement of labor unions, many organization came up with human resource departments which are well positioned to handle the complains of the employees. Therefore it is the duty of the human resource department to come up with a well structured way that can be used to look at the welfare of the workforce. The human resource department is the one which is entrusted with the duty of handling all the complaints regarding the employees. Human resource department must come up with a grievance handling procedure. (Finegan 2004, p. 71) A grievance handling produced clearly defines a process which is used by the organization to look at the complaints that has been given by the employees. It presents a process of initial resolving of the complaints through arbitration. It is a process that is used to indentify and resolve the companies in a timely manner in order to promoted the prevail a constructive discussion between the management and the representatives of the employees. therefore the aim of the grievance procedure is to ensure that there is a proper mechanism in place that is used by the management to look at the issues that pertains to employees in order to ensure that there is constructive resolving of the complains at they arises. (Dana 2001, p. 231) Contemporary view of