Street Art is a style and an influence Essay Example | Topics and Well Written Essays - 2500 words

Street Art is a style and an influence - Essay Example The definition of street art, whether discussing the spray painted graffiti of Banksy or the chalk sidewalk drawings of Beever, changes depending upon who is providing the definition. Although often referred to as art, its artistic merits are frequently ignored or deemed unimportant, as is exemplified in the definition provided by the Dublin City Council in which only one of the five listed characteristics even mentions its artistic qualities: â€Å"Graffiti is illegal and an anti-social activity that creates a negative impression of an area and contributes to people’s fear of crime; †¦ is the most common type of property vandalism; †¦ is often the first element in a spiral of decline; †¦ Its artistic merits are irrelevant. It represents one group of people imposing themselves on everyone else and as such is a form of pollution, like people playing loud music †¦ is also a green issue as it is an attack on the environment.† Because chalk art washes aw ay with a good rain, this is not often considered to be as great a nuisance as the spray-paint-wielding wall painters and is thus not addressed in such specific terms by government agencies. Attempting to present a more objective view, Stowers (2005) says simply â€Å"Graffiti is art†, but then follows this with an argument against the establishment definitions with â€Å"The reasons, including aesthetic criteria, as to why it is an art form far outweigh the criticism of illegality, incoherence, and nonstandard presentation.† While both the work of Banksy in spray pain.

There Is a Fine Line Between Reality and Illusion Essay Example for Free

There Is a Fine Line Between Reality and Illusion Essay How can we distinguish between reality and illusion? Is reality an illusion, or is an illusion simply reality? Albert Einstein once stated that ‘reality is merely an illusion, albeit a very persistent one’. The statement suggests that what we interpret to be real may well be an illusion and this is evidenced mainly through dreams and aspirations. For example if someone has dreamt of one day being a doctor their reality, which is described as the state of things that actually exist, shifts or changes in order for that idea to become real. Reality is tangible while illusion is a faculty or activity of imagination. What may be reality for one person may be an illusion for another and this is clearly evidenced through many situations that we as individuals face. What is real is often clouded by the concept of illusion for example the idea of what is glamorous, the difference between what is beautiful and what is real is distort by the media and its false interpretations. However it is not only the media that can distort reality from illusion, the virtual world of computer games and Internet socializing has revolutionized the Nintendo 64 and the plain old phone call. We are now able to find solace inside the world of an Avatar or pet puppy that our parents never let us bring home, and instead of having real friends we can have as many as one thousand without even meeting them. Our emotions and mental state also contribute to the way in which we interpret our reality; it has proven to be a major impact of how we see things and importantly how we react to it. The reality of today is what Einstein most famously predicted, that we as individuals sometimes find it difficult to interpret the real world from illusion. It may often occur that an individual chooses to disregard what is real and accepts their illusions. This can be portrayed when we are faced with a really dismal time in our lives and in order to cope we convince ourselves that one-day it will change, as T. S Elliot suggested ‘humankind cannot bear too much reality’. Blanche DuBois from ‘A Streetcar Named Desire’ has a similar reaction to her reality. Her reality is that she has lost the love of her life to suicide, no longer remains a teacher and does not own any assets as she has lost the property known as Belle Reve. In order to endure her life Blanche rejects her reality and manipulates it with lies, makeup and lighting in order to hide from the truth. ‘I don’t want realism I want magic’, Blanche desires for a life of pure happiness and excitement, however her imagination is indistinguishable from her reality and the series of lies and dimmed lights soon begin to fade as she is met with Stanley Kowalski. Stanley Kowalski, a brutish and arrogant realist finds it difficult to understand Blanche’s reality. Unlike Blanche, Stanley needs reassurance that what he knows is perfectly real and reliable. In the play the two characters continuously disagree with each other and eventually Stanley’s animalistic behavior threatens Blanche’s safety. Blanche and Stanley are a great example of how one individual’s reality is different to another’s, these conflicting ideas and perceptions of life occur often between people and have been proven to cause disagreement. People around us have great influence of how we perceive things although there are other major influences that contribute to our perceptions for instance the media. The media has brought forward many deceiving images of models and famous Hollywood stars. These images of super skinny models with perfectly shaped bodies and teeth are portrayed to convince the audience that what we see is not only real, but also normal. We are lead to believe that if we wear special stockings that our fat will magically disappear, but who said that fat was ever ugly? No one just decided one day that a little cellulite was atrocious; it is the media that guides and influences our perception over what is socially acceptable. The Hollywood stars of today seem almost out of this world if you like, for example Lindsay Lohan who appears to have a ‘perfect’ and glamorous life is forced to steal a necklace, so how perfect is her life? Each time a magazine reports Charley Sean drunk and causing a public nuisance the world is captivated by his actions. Why is it that we find other peoples realities so fascinating? And why is it that we enjoy the escapism of entering the life of another? The twenty-first century has allowed Internet gaming to create fictional characters such as an Avatar to represent the virtual life of an individual gamer. Amy Taylor, 28, whose online avatar alter ego is named Laura Skye, divorced her husband because of his betrayal to her in the online game known as Second Life. She claims ‘it may have started online, but it existed entirely in the real world and it hurts just as much’, the online virtual world of gaming caused such an influence over Amy Taylor and her husband’s life that real life and the game were clouded. Reality and illusion in this case seems bewildered. Our emotions are a major influence over the way we interpret life, when one is in a state of depression, your reality is surrounded by negative energy and therefore it is influenced by our state of mind at that present time. In my personal experience I have witnessed the life of depression through a family member and often their reality is surrounded by the boundaries of fear and anxiety, and nothing can develop beyond those walls, happiness seems a mile away. Similarly Stella Kowalski’s love for Stanley has a major influence over her life and what she perceives to be real. It appears that she is blinded by their lustful relationship and can see no faults in his brutish behavior. Stella undoubtedly chooses Stanley’s reality over Blanche’s and this is evidenced in the ending scene of the play where she allows her sister to be taken away even after the suspicion of Stanley abusing her. Behavior like this is also conveyed in everyday situations where woman who have been viciously abused and beaten remain with their partners because of fear that they will be alone. Stella finds Stanley to be a safe haven; she ran away from her life in the South to a life in a one-bedroom apartment in New Orleans and despite the diversity between the different lifestyles, she much prefers her life with Stanley. It is clear that her love for Stanley is great, and that regardless of his behavior she finds solace within his presence. The difference between reality and illusion can sometimes be unclear due to factors such as the media, our emotions and also our state of mind. Reality is not a fixed idea and in the end is controlled by the individual; there are aspects that manipulate reality however it is solely in the individuals view to separate the conflicting worlds of reality and illusion.

Discussing Neumans System Model and its Application

Discussing Neumans System Model and its Application One of the most important contributions in the field of nursing is the publication of the Neumans System Model. Betty Neuman, a nursing theorist believes on a comprehensive wholistic and systematic perspective on learning. She aims to develop a system that will help introductory nursing students to learn the course and develop their over-all being. She assumes the existence of certain stressors where in certain preventions must also be formulated. This paper will present a brief background on the life and published works of Neuman. This will also include a detailed discussion on her systems model and the factors to consider when applying the model to certain situations. Lastly, given this model, how would a nursing student apply this to her current practice. 1. Introduction/Background a. Life/ school Betty Neuman, born in Ohio US has obtained her diploma as Registered Nurse in People Hospital School of Nursing (Ohio) in the year 1947. She worked in California as a head nurse and hospital staff, industrial nurse and school nurse. She has also engaged in clinical teaching in the following areas: communicable disease, medical- surgical and critical care. b. work/academic achievement/experiences She finished her baccalaureate degree with distinction in nursing in the year 1957. And in the year 1966, she received her masters degree in Mental Health, Public Health Consultation, from UCLA. In the year 1985, he received her doctoral degree in Clinical Psychology ffrom Pacific Western University. With this she started to incorporate and become pioneer in incorporating nursing involvement in mental health. She developed a model from in response to the needs of graduate nursing students who wished to have a course or a program that will expose them to an in-depth breadth of nursing problems. With this, she created a conceptual framework or model for nursing that has been initially published in the year 1972 entitled: Model for Teaching Total Person Approach to Patient Problems in Nursing Research. Along with this model, she refined and reviewed some aspects in for her published book entitled: The Neuman Systems Model: Application to Nursing Education and Practice. Neumans model has been reviewed as holistic, comprehensive, flexible and system based perspective for nursing. It primary attention has been focused on client response system towards the potential and actual environmental stressors. And she used all steps from primary to tertiary nursing prevention, intervention for retention, maintenance and attainment for a holistic wellness of clients. c. List of few works that is published. The Neuman Systems Model This work was published in the Nursing Research in 1872. She developed this model as a way to teach introductory nursing course to beginning nursing students. This aims to provide wholistic overview to the four aspects of a person. These four aspects are psychological, physiological, developmental and sociocultural. DESCRIPTION OF THE MODEL The Neuman Systems Model presents a systems-based framework for viewing individuals, families or communities. It is based on general systems theory with the client viewed as an open system, which reacts and adapts to both internal and external stressors.   NSM is based on numerous concepts and sub concepts, some of which are: stress, adaptation, homeostasis, levels of prevention, intra, inter and extra personal factors, optimal wellness and basic structure. The following description of the model is a brief summary of the description found in the original publication (Neuman Young 1972) with examples added by the authors. In this explanation of the model the client will be considered to be an individual. The client system is represented by a series of solid and broken circles. The central circle is the basic structure or energy source, which includes basic survival factors common to the species. Some examples are genetic response patterns, strengths or weaknesses of body organs and normal temperature range. The basic structure also consists of characteristics which are unique   to a given individual or client such as innate musical talent. The outer most solid circle is referred to as the   normal line of defense and represents the individuals normal state of wellness or the usual state of adaptation, which the person has maintained over time.   The broken line outside the normal line of defense is the flexible line of defense. It acts as a buffer or protection to the normal line of defense. Ideally it will prevent stressors from invading the client system by blocking or defusing stressors before they are able to attack the normal line of defense. The flexible line of defense is accordion like in its function. When it is expanded greater protection is provided. When it is narrowed and therefore closer to the normal line of defense, its ability to protect is diminished. The NSM also includes the concept of prevention at the primary, secondary and tertiary levels. This concept is of particular importance to those who work in the helping professions. Interventions can occur at a primary level to strengthen the flexible line of defense, at a secondary level to help restore the client system to equilibrium by treating symptoms that occur after penetration of the line of defense by a stressor or a at the tertiary level to prevent farther damage and maintain stability after reconstitution has occurred. INTERDISCIPLINARY FIT Although use of interdisciplinary teams is not new to health care industries, it has gained increasing favor in the environment   of health care reform as evidenced by governmental recommendations and guidelines (U S Bureau of Health Professions, 1995) and position statements from professional organizations (American Association of Colleges of Nursing, 1995). The trend in nursing is to collaborate with other health care disciplines as well as with clients. Use of   interdisciplinary health care (IHC) teams can facilitate the emergence of holistic client care goals from teams of diverse health care specialists. Upheaval in the health care industry is affecting   all health professions. In the movement for health care reform, emphasis is being placed on such things as the need for health promotion, coordinated care, and reduction in cost. Some of the watchwords are prevention, wellness and healthy lifestyles. Concepts in the NSM are parallels to those watch words. Therefore, it is not surprising that use of the N.S.M. as a framework for interdisciplinary health care practice is increasing, not only in the United States but also around the world. In Neuman (1995), Lowry, Walker and Mirenda state the following:   The Neuman Systems Model is clearly poised and ready for the challenges of the future. Sometimes characterized in the past as too broad, complex and comprehensive, the model is coming in to its own with the challenges of the 21st century. The complexities of the global society, of crises in health care delivery, and of changing patterns and dangers from the environment provide stimulus for new applications of the Neuman Systems Model. The model is not   only broad and comprehensive enough to provide structure for nursing interventions, but also for other disciplines interested in focusing on wellness and holistic care for patients and clients . . . . The ongoing use and scholarly development of the Neuman Systems Model in practice, education, FACTORS TO CONSIDER WHEN INCORPORATING THE NSM Understanding the Model Understanding the model is the first step to incorporation of the NSM in any   practice setting. There is much   flexibility in how this can take place, such as providing classes with an expert lecturing on the model, sending staff to NSM symposiums, holding a series of classes in which lecture and discussion focus on various aspects of the N.S.M. or taking the approach used by the authors   in which team members used the model to develop treatment protocols for actual cases. During the practice sessions, cases from team members lived experience quickly and effectively brought the NSM from the level of theory to that of application and allowed the team to experience the fit of the model to their institution and individual philosophies. Learning the Language of the Model Learning the language of the model is not a significant problem for most health   care professionals. As stated earlier, the model promotes synthesis of knowledge from areas of study which form the matrix for nursing education. That matrix has elements common to the educational foundations of other health care professions. Each of the five variables, i.e. physiological, psychological, socio-cultural, developmental and spiritual, is associated with a field of knowledge that forms the base for practice in some health care related profession. For example, medicine, psychology, physical therapy, social work, and marriage and family counseling, share portions of the educational matrix associated with nursing. Thus they are able, for the most part, to speak the language of the NSM, and make major contributions to an interdisciplinary health care team which uses the model. However, because of the breadth of   the NSM, other theories, some of which are profession specific, can and must b e related to the assessment and intervention processes. All team members must be sensitive to the particular language of their discipline (Morrissey, 1989) and must clarify to other members where appropriate. A common language will assist in development of unity among team participants.   It is helpful to establish as a group norm the expectation that each member is responsible to ask for and expect to receive clarification of all unfamiliar terminology used by any other team member. It is not unusual for clergy to have an educational background dissimilar to that of the health care professions. The spiritual expert on our team, a professor of religion who is also a lay minister, was the team member least familiar with terminology used in the NSM. Conversely, other members of the team were at times unfamiliar with certain religious terminology. In those instances when team members have dissimilar backgrounds, extra time and effort may be required for the team to learn to speak a common language. In summary, the primary reason the NSM adapts well to interdisciplinary use is because it was developed on the premise that the practice of holistic health care must be built on a foundation   of synthesized knowledge and interdisciplinary cooperation based in a common language and dynamic systems concepts (Neuman Young 1972). APPLICATION IN EDUCATION The team member, who represented expertise in human development, has developed and taught an interdisciplinary undergraduate course in general systems theory using the NSM as the main example for application of general systems theory in the clinical setting. Using the NSM, a case study and the Interdisciplinary Assessment Form, students assess the clients needs and determine which member of an interdisciplinary health care team would be the most appropriate care coordinator for the client. The team has developed a proposal for an honors course which would be open to any honors student interested in the health care professions or behavioral sciences. The course will be built on the   NSM and emphasize use of an interdisciplinary team for assessing and intervening in   client problems. A case study approach will be used. All members on the team will   participate in teaching with each member presenting information related to his/her major area of expertise. At the administrative and faculty level, interest in this course is generated by a desire for increased interdisciplinary activity on the Brigham Young University campus. INCORPORATING THE MODEL WITH MY DAILY PRACTICE Given this Neuman Systems Model and as a sub-acute practice nurse, I can apply this by following these steps: 1. Understand that my patients are unique and different from one another. One may respond to one stressor in a heavy manner and another may not. 2. Since I am a sub-acute nurse, and I am dealing with patients that are recovering from previous illnesses, I will assume that all stressors, light or heavy will contribute   a big factor on the recovery of my patient. This conjecture will help me not to be complacent with handling my patient. 3. Improve my communication with my patient by asking him or her about the stressor he or she experiences. Identify and evaluate the situations or events that contributes to this stressor. 4. Make an effort in researching and working on the proper preventions for the stressors my patient is exposed to. 5. Bear in mind that every little thing I do affect the wellness or illness of my patient. The theory emphases the wholistic care for better welfare and wellness to the patient as well to the health provider (doctors, nurse and sabacute nurse), just like other interventions it would brings enrichment to the patient and to its provider leading to areas that would increase the specialization. In this case as a sabacute nurse it is a better opportunity to enhance my daily work because it will support and develop my skills. SUMMARY This interdisciplinary health care team experience has enhanced the level of our professional expertise and has enriched both our professional and personal lives. The experience of coming together for the good of the client has its own intrinsic value. We believe that, with a history of increasing health care specialization and compartmentalization, the work of interdisciplinary health care teams using a wholistic model of care is one of the few health care options leading toward increased levels of wellness for all people in all countries.

Act Database :: essays research papers

â€Å"In today’s competitive world, business professionals are increasingly aware of the value of managing relationships and communicating effectively, both within the workgroup and with their customers,† said Christopher Calisi, vice president of Symantec’s Remote Productivity Solutions Group. â€Å"ACT! 4.0 is an invaluable tool for building and maintaining relationships with customers and potential customers.† ACT! 4.9 is a fully customizable contact manager. As business demands rise, it is imperative that software applications provide users with useful solutions for managing all aspects of their business. ACT! 4.0 extends customer databases with the world of Internet information, delivers superior integration with communication tools, and provides the power users are looking for in a familiar and easy-to-use interface. My current company currently uses ACT! 4.0. This is very useful to have up-to-date information on our customers and automotive part numbers they are currently using. My office currently exists of 16 salesmen with one office manager. My company has reviewed numerous databases and has chosen ACT! 4.0 for the use of:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Tracking names  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Tracking numbers  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Addresses  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Correspondence (i.e., memos, faxes, emails) The need for keeping tack of budgets and dollar figures was not necessary for our business. My company uses ACT! 4.0 for many reasons:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Customers names, numbers, addresses  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Database of letters, memo’s, faxes, and emails sent out.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Tracking of notes, phone conversations, and meeting minutes.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Personal reminders.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Meeting times and locations Keeping up-to-date address and number information on our customers is vital in this line of business. ACT! 4.0 is easy to input customers names and address. Once that information is in the database you can simply click on the buttons that says; letter or memo, and a letter or memo comes up with all the information on it, all you have to do is type the body of the letter. You can also click on fax and you can send a fax cover page with attachments through your computer. One feature that has been very useful in the past few years is email addresses. If you need to send an email just click on the email button and it goes directly to Microsoft Outlook. All the information you send to a customer (memo, fax, email, letter) is kept in that customer’s database. This allows you to keep track of information you sent without having to go through all your software to locate what you sent and where it is saved in your computer. There is also a field to keep track of notes, phone conversations, and meeting minutes.

Child Development

Abstract Preschool students who are entering kindergarten are often expected to attend a screening session. My research focused on the qualities of a successful screening tool and how the tool is used to assist educators. I was curious to know if a screening tool provided enough information for educators to adequately balance classes during the process of placing incoming kindergarteners. Placing students based on their academic and social needs gives teachers more time and opportunities to successfully teach to their students' strengths, challenges, and personalities. Finally, I was interested in researching which screening tools educators chose to use. Throughout my research I wanted to determine which areas of development were typically part of the preferred screening tools and to determine which areas were better predictors of academic achievement. Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 3Statement of IssueKindergarten screening is used to determine which students are at risk for developmental, behavioral, or academic difficulties. A kindergarten screening tool is designed to identify potential learning or behavioral difficulties before they increase in frequency, intensity, or duration after the student enters school. Students who are identified can receive support from their school and families in a more timely and effective manner. The screening data also provides information that assists in the process of student placement into kindergarten classrooms.Literature ReviewSchool readiness, defined as social, emotional, and behavioral readiness to learn is a fundamental aspect of school success. Screening students who are entering kindergarten can be beneficial in identifying which students are demonstrating school readiness and which students would benefit from additional support once they begin kindergarten. Determining whether or not to require incoming kindergarteners to participate in a screening session is a discussion between the kindergarten teachers, administration of the elementary school, guidance counselor, and curriculum coordinator. The purpose may extend beyond the placement of students to include comparative data gathered to use in future discussions related to the students' progress.It is necessary to recognize the difference between the terms assessment and screening. While many people use these terms interchangeably, they have different purposes. Given the growth in the use of screening and assessment practices to identify students at increased levels of risk, it is important to emphasize important distinctions between screening and assessment. Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 4Specifically, screening and assessment procedures differ in their purposes, features, and the types of tools used. School readiness screening measures would be administered to every child entering kindergarten. Stormant (2016) suggests that a true screening system should be brief, simple, and rely on easy to administer tools. The purpose of assessment is to conduct a lengthy, in-depth, and thorough investigation. Invernizzi (2010) discusses the criteria for early literacy assessment in preschoolers assessment decisions. They must be broad-based, easy and efficient to administer and interpret, and provide immediate instructional benefits to teachers. Along with deciding whether or not to participate, educators must choose which tool to use and what developmental areas to focus on. Educators can then create balanced classrooms and prepare supports for the students who showed a lack of school readiness based on the outcomes. Steps can be taken to prepare these students for their entrance into kindergarten by providing summer programs and planning for ways of implementing instruction that offers extra support at the start of the school year for students who need it. RTI is a method of providing Tiered support for struggling students. Kindergarten screening results can provide educators with a starting point of data. Interestingly, Seethaler (2010) advises that screening students who haven't been exposed to math concepts prior to attending school may give false information. She questioned that waiting until students have more time to be exposed to common math experiences might allow the students without prior exposure to number concepts time to ‘catch up' to their peers. In her research she also examined the single skill screener versus multiple skills screeners to determine potential mathematics difficulty in kindergarten students. Phonological Awareness is known to be a predictor of academic success in Literacy where Number Sense is a predictor of math success.   Bridges and Catts (2011) report that specifically, Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 5dynamic screening may be able to reduce the false positives associated with universal screening in the early school grades. Although preschool opportunities provide many children with literacy experience and instruction, a large number of children continue to enter kindergarten with limited literacy knowledge. A lack of literacy knowledge at the beginning of kindergarten can affect performance on measures of phonological awareness and lead to children being identified as at risk for reading difficulties.The kindergarten screening process is a way to gauge a child's current functioning and growth. It is a brief evaluation of several developmental domains of functioning in young children that typically takes place prior to the beginning of kindergarten. It can be an important prevention or early intervention tool to determine which young children are at risk for developmental, behavioral, or academic difficulties. The areas of development that are most commonly evaluated during a screening are; Gross Motor, Fine Motor, Language, Concepts (Math, Phonological Awareness), Self-help Development, Social/Emotional Development, and Behavior.Conoyer (2016) advises when selecting screening tools, educational professionals must balance efficiency relative to predictive utility and diagnostic feedback. While some may opt for a multi-skill measure with a longer administration time, others may prefer a brief screener that has sufficient predictive utility, and then administer diagnostic assessments to the smaller group of students identified in the initial screen.PALS-PreK is a scientifically-based phonological awareness and literacy screening that measures preschoolers' developing knowledge of important literacy fundamentals. The assessment reflects skills that are predictive of future reading success. It measures name writing, Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 6beginning sound awareness, print and word awareness, rhyme and nursery rhyme awareness, and alphabet knowledge. Phonological awareness refers to the ability to pay attention to, identify, and manipulate sound units within spoken words.As stated by McWayne (2011), the K-ABR is a teacher rating screener that includes three items to screen children in need of academic and/or behavior support. The specific items comprising the K-ABR include (1) â€Å"Compared to other students in this school, how was this child's readiness for the behavioral expectations of kindergarten,† (2) â€Å"Compared to other students in this school, how was this child's academic readiness for kindergarten,† and (3) â€Å"Compared to other students in this school, how was this child's overall readiness for kindergarten. â€Å"Kokkalia (2017) explains that the DIAL–4 is an appropriate screening tool for children ages 2.6 years to 5.11 years. The tool is individually administered but is appropriate for use in environments where large kindergarten screenings occur, taking approximately 25-35 minutes per child to administer. Each of five performance areas is scored on a behavior (psychological and social) rating scale. Behaviors are observed during the screening process to help determine if further assessment is needed. This tool offers comprehensive information in five performance areas; Gross Motor, Fine Motor, Language, Concepts, Self-help Development, Social Development. This is the tool that my school district has chosen to implement this year for the first time.Hamm (2014) describes a program called KidSkills whose goal is to meet the principles of RTI and illustrate the effectiveness of elementary teachers and specialists teaming up to systematically examine student needs. Collaborative models such as this one aim to support Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 7student achievement. Multiple perspectives from various areas of expertise offer strategies that collectively support the whole child. Early screening, systematic data collection, collaboration, and a strong home- school partnership are key components of this program that can be replicated in a variety of settings and possibly generalized to other academic areas. The program provides kindergarten students with targeted small-group instruction once a week focusing on phonemic awareness, language and vocabulary development, literacy skills, and fine motor and perceptual skills.ConclusionThe methods used to perform kindergarten screenings are often in question. Educators discuss if preschool students are capable of accurately sharing what they know with individuals they have just met in a school setting that may cause anxiety in some children. Early Childhood educators may disagree with some of the developmental areas on the screening tools. Teachers may assume that children come to kindergarten with the prerequisite fine motor and perceptual skills to practice letter formation. Kindergarten screening tools may not pick up on the subtle needs experienced by some children that will make letter formation difficult. Assessing and addressing visual–motor skills is an essential predictor of academic achievement. As stated by Conoyer (2016), early identification of students at risk in mathematics is limited in value if educators are unable to evaluate and adjust their instructional programs to effect improved mathematics achievement.Further research to explore how the information gathered during kindergarten screeners should be examined and compared to future student assessments. Academic predictors could be evaluated in more detail and more data should be gathered in order to follow student progress Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 8throughout the elementary years. Continuing to check in with classroom teachers to find out if the classes ended up being successfully ‘balanced' would be of interest to my research of kindergarten screening usefulness. Each year students enter kindergarten with varying levels of maturity, attention, and exposure to academic concepts. Acknowledging this and proceeding without biases when examining the data collected is essential to the child's future school career. Child Development There are many different aspects that Influence and shape human development. One major factor that Influences personal development Is the social environment. A lot of people don't realize how many different aspects go Into shaping how a person develops while growing up. According to Rule Frontbencher, there are 5 mall systems that Influence human development: the Microsystems, Microsystems, ecosystem, Microsystems and chronometers. One system that influences the person directly is the Microsystems. According to Earnest (20111 â€Å"The Microsystems isBrotherliness's term for the immediate environment, the settings where people experience their daily lives † (p. 23). The Microsystems includes: family, school, peers, neighborhood, church group and health services. My family has one of the largest impacts on my development. When I was six years old, my parents got a divorce. Even though I was only six, it profoundly affected me, even to this day. While growing up, it took an emot ional toll on me, from not being able to celebrate holidays together, to switching from house to house on the weekends.My dad moved on very fast and married when I was 8 years old; to this day I resent my stepmother for that very reason, therefore, becoming much closer to my mother. My mom Is a very Independent person and has never relied on a guy for anything. I look up to her for everything, and since she is my role model, I am now a very independent person by not relying on other people, being able to get stuff done on my own and being strong in difficult situations. The peers I grew up with also had a vast impact on my life and decisions.When I was in elementary school, some of the boys would make fun of my SSE by sticking pencils at the end of their nose and saying it looked like mine. I would cry myself to sleep and started to hate my nose. When I was in Junior high, I still got negative comments regarding my nose. I became embarrassed to meet new people, thinking they would J udge me and think I was ugly so I didn't go out as much. Just last year, I got a royalists procedure done to reduce the size of my nose. If I had never gotten correlated for the nose I was given, I don't think I would have gotten the procedure done.Another system In Frontbenchers ecological theory Is the crossest. Unlike the Microsystems, the Microsystems influences the person indirectly. According to Earnest (2011 â€Å"The Microsystems is the broad system of cultural beliefs and values, and the economic and governmental systems that are built on those beliefs and values† (p. 23). The Microsystems is the largest system and includes: the government, cultural values, customs, religion, and the economy. One aspect of the Microsystems, which influenced my development significantly, was the socio-economic status of my family.I was raised by two parents who each went to allege and got a bachelors degree. My mother completed her associates degree, had her first child and then went to night school to complete her bachelor's degree. That showed me how crucial getting an education was. The socio-economic status of my family Instilled In me a great respect for education, which Is why I am striving to get a masters degree In psychology. After my mother achieved her bachelor's degree, she advanced in her job to become a human resources manager earning over grow up, therefore, leading me to pursue the field of psychology.The culture of the Unites States has an enormous impact on me as I grew up. Ever since I was a young girl, the United States has given me a strong exposure to the value of independence. Personal freedom, independence, and responsibility are what our society strives for in individuals. Since that was instilled in me as a child, growing up, I always took the initiative to try and figure out answers before asking someone, getting all of my work done promptly and on time, and leading a life deciding on what my future was going to be.Kids are constantly asked what they want to be when they grow up; that shows he value of independence and how anyone can choose what life they want to live. It is then up to the child, to obtain that goal by having responsibilities and going for what they believe in. Since children are raised to have responsibilities, if a 6th grader came home with a poor report card, actions would be taken place. My family would set up tutoring in the subject they are struggling in, since academics are so important for succeeding in life. If the 6th graders academics never improved, he might flunk out of school, therefore, not being able to get a degree.If he never got a degree he would not get a well paying Job, therefore, not being able to support himself/family. Since culture has such a big impact on development, depending on where one lives, there would be traditions and practices around the birth of a baby. If I were to have a child, my family would throw me a baby shower and give me gifts to help me raise the ba by. On the day I go into labor, my family would also come to the hospital to help support me and be there to witness the birth of my baby. I would have my husband and mother in the room to support me and share the experience with me. Child Development Child development is the process of how your child is able to do complex things as he gets older. Development involves learning skills such as tying shoes, skipping, kicking a ball and walking. Children develop their skills in five main areas: * Physical Development * Intellectual/Cognitive Development * Language Development * Emotional Development * Social Development Physical Development Physical development is the way in which children's bodies increase in skills. The acquisition of skills such as sitting, throwing and running, picking up objects and feeding describes the physical development of your child.Developmental norms are patterns of growth that a child is expected to follow when growing. (Bruce T. Meggitt, C 2004) Physical development is grouped in two main areas: Gross Motor Skill are his/her ability to use their large muscles, Gross Motor Skills starts with head control and works down their body such as learning to sit, crawl, pull up and walk. They use their large musc les to acquire these skills. Fine Motor Skills are his/her ability to use their small muscles. During the first year of your child’s life, he/she will start to practice handling and manipulating small objects.This develops their ability to use their small muscles, specifically their hands and fingers to pick up and hold objects such as pencil and spoon. (Bruce T. Meggitt, C 2004) Intellectual/cognitive development Cognitive development is the way in which your child manages their thinking, and talent to create sense of the world and what is occurring around them. When your child is able to deal with difficulties, telling about it in advance are examples of skills associated with cognitive child development. (Robinson, M et al, 1998) Language development:Children's language develops through using visual and sound stimuli, especially in the acquisition of language, also in the exchange of thoughts and feelings. There are two identifiable stages; the first stage of development i n the process of children learning to use language is the pre-linguistic stage. Babies use this stage to learn how to communicate with others. During the first stage of life, babies rapidly learn how to communicate with their carers, so that by the age of 12 months, most babies understand what is being said to them and are starting to communicate their needs by pointing or by showing their carer objects.Then there is the Linguistic Stage – 15 Months to 8 Years, Children starts to use words around twelve months and by fifteen months they have developed their own word for an object or person and use it consistently. They then go on to use holophrases – using a single word to express several meanings by changing the sound and using gestures. As they grow children gradually put two words together to form a mini-sentence if your child is exposed to a rich language environment, this will be reflected in his speech development. (Robinson, M et al, 1998) Emotional development: Emotional development is the growth of a child's ability to feel and express an increasing range of emotions appropriately. Children's emotional capabilities expand, allowing them to develop a variety of skills that they will need in their adult lives. Emotional development encompasses the feelings that we have about ourselves and others, as well as our capabilities to function well in the world from a social standpoint. (Robinson, M et al, 1998) Social development: Social development is the growth of a child's ability to relate to others and become independent.As they develop and perceive their own individuality within their community, they also gain skills to communicate with other people and process their actions. Social development most often refers to how a child develops friendships and other relationships, also how well a child handles conflict with peers. (Bruce T. Meggitt, C 2004) This is not fixed or written in stone it is simply a guide to child development, It is dangero us to assume that children are abnormal if they do not all progress in exactly the same manner. Variations will always exist, since each child is an individual developing in their own unique way. (Bruce T.Meggitt, C 2004) The significance of social and emotional development is seen in every area of a child's life. A child will have a strong foundation for later development if he/she can manage personal feelings, understand others’ feelings and needs, and interact positively with others. Differences in social and emotional development result from a child’s inborn temperament, cultural influences, disabilities, behaviours modelled by adults, the level of security felt in a child’s relationships with adults, and the opportunities provided for social interaction. (raisingchildren. net. u/preschoolers/preschoolers, 2006) Social and emotional development for a four year old: Your four-year-old should be able to learn lots about the world and how it works, about peopl e and relationships, makes friends (often short-term) and plays group games. They are now more likely to, share toys, taking turns with assistance and initiate or join in play with other children and make up games. (/raisingchildren. net. au/preschoolers/preschoolers, 2006) At this age, children are more aware of themselves as individuals. They should show some understanding of moral reasoning (exploring ideas about fairness and good or bad behaviour).Children become more interested in relationships with other children and start to compare themselves with others. Children should start to develop friendships, express more awareness of other people's feelings, show interest in exploring sex differences and most children enjoy imaginative play with other children, like dress up or house, they bring dramatic play closer to reality by paying attention to detail, time, and space. (raisingchildren. net. au/preschoolers/preschoolers, 2006) Children know a bit more about the idea of sharing. But they might not be keen to put the idea of sharing into action, it would be great if children always played nicely together and never had fights over toys or over whose turn it is to lick the bowl after the cake has been baked. If a child is not sharing you can encourage them to share with other children, by reminding them how bad they would feel if someone took their toy. Talking to children about other children’s feelings, helps build their sense of empathy. Children need structures and routines to feel safe, and  when their behaviour is ‘over the top’, they need you to set limits and bring them back to earth without making them feel bad. Raising children. net. au/preschoolers/preschoolers, 2006). Factors affecting child development There are various factors that may impact upon the development of the child, learning difficulties such as Autism, ADD/ ADHD disorder are a condition where children have difficulty concentrating and paying attention and may cau se slowness in development in many areas. Children with learning difficulties or special needs will require additional help such as extra support at school/home, to resolve development problem and may or may not catch up. These children may even go through a process called statementing before they receive help.Some children with learning problems do not get statemented as the parents may not want to admit that their child has a problem as they feel ashamed. Children with special needs can benefit greatly if attending a mainstream school that has the resources and funding to help them. (Browne. K. 2008. P. 360) Factors such as extreme poverty and emotional stress can have a devastating effect on children’s development. Poverty can have a profound effect on a child’s development; children who come from poor backgrounds will lack resources, live in over-crowded houses with lack of study space.Their poor diet and ill health can lead to tiredness, absences and missed lesson s. Low income or unemployment may mean lack of educational resources or a home computer is not available. This could affect the child’s educational progress. It could also mean the hidden costs of education such as calculators, sports equipment, and school trips are out of reach of many poorer families. Although many government places are available many low income families in lesser paid jobs cannot afford to send their children to pre-school or nursery. Such starts to education are proven to aid a child’s development and can help with social skills.It can be argued that Material Deprivation also affects the working class. (Browne. K. 2008. P. 360) It can also be argued that although children lack educational resources at home such as computers and calculators they can still achieve developmental levels as many school are well equipped with these materials, also many schools now have breakfast/afterschool clubs and do lots of extra curriculum studies to help children. It can be said children will only benefit from these clubs and extra studies if parent are willing to encourage children to attend them.Many things can cause emotional trauma in children such as death, illness, unstable home life, abuse, neglect, bullying and accidents. Children suffering from emotional trauma can exhibit displays of aggression, withdrawal, show signs of anxiety and have complaints of aches, pains and tiredness. Emotional trauma can leave children feeling frightened and even ashamed or guilty. All these signs and symptoms can cause developmental problems and impact upon their emotional ability which is important to a Childs personal and social growth, a child suffering from trauma may also revert to bed wetting or baby talk.Children who are affected by extreme trauma can benefit greatly with the help of the Schools mentors/councilors who are trained to deal with traumatized children, a teacher with a heightened sense of awareness maybe able to pick up on any problem s. (Marcus, M. Ducklin, A 1998) An inside school factor that can cause developmental progress is labeling, teachers’ judge and label pupils based on a number of different factors such as social class, gender, race, and behaviour rather than on ability and intelligence.Pupils who have reputations and labels because of their behaviour and attitudes are unlikely to be innocent victims; they may have been in trouble before. It can be argued that it is often the case pupils will contest their label and work doubly hard to prove that they can do what they are told they cannot, therefore rendering the label useless, (McNeill, Blundell et al, 2003 Methods to manage behaviour In the classroom environment a teacher who is applying a behaviourist view would typically stand at the front of the class and direct how the lesson takes place and how the class responds to the stimulus provided.It can be argued that the behaviourist approach does not allow for individuality or for spontaneity, it ignores people’s ability to have complex thought processes. It could be argued that the reward giver would need to know the learner to know what the correct reinforcement would be to ensure effective reinforcement. A negative factor would be too much adult involvement. (McNeill, Blundell et al, 2003) A positive classroom environment is one where the teacher adopts the cognitive style of learning.The teacher allows more class involvement and often sits amongst the class rather than standing at the front. The lessons would have a more adaptable framework which allows students to be more independent, the student would be able to set their own targets /goals thus creating independent learning and thinking. The lessons would include role play, presentation discussions, group work, research and working in pairs. The teacher would empower her students to self learn so rather than being a role model would become a facilitator. McNeill, Blundell et al, 2003) Other methods of managi ng behaviour are rewards and sanctions, teacher can rewards children for good behaviour or finishing their work with verbal praise, stars, certificates or table points. Teachers may also give children sanction such as a time out or losing five minutes of playtime. When dishing out sanctions/reward the teacher must be consistent and they have to be relevant and meaningful to the child, it could be argued that to ensure the effectiveness of reinforcers the teacher would need to know the learner. Word Count 1998 BibliographyBROWNE, K. (2008). Sociology. 3rd Ed, Cambridge: polity press. BRUCE, T, MEGGITT, C (2006) Childcare and Education, 3rd Ed, London: Hodder ; Stoughton. MARCUS, M, DUCKLIN, A. (1998) Success in Sociology London John Murray MCNEILL, P. BLUNDELL, J. GRIFFITHS, J. (2003). Sociology. The complete companion. 3rd Ed, Cheltenham: Nelson Thorne. ROBINSON, M. BEITH, K. PULLIN, L. (1998) Early Years Care and Education, 2nd Ed, Oxford: Heinemann. www. childdevelopmentinfo. com/ – updated 26th June 2007-accessed 5th June 2010 http://raisingchildren. net. au/preschoolers/preschoolers. html | Child Development Child development is the process of how your child is able to do complex things as he gets older. Development involves learning skills such as tying shoes, skipping, kicking a ball and walking. Children develop their skills in five main areas: * Physical Development * Intellectual/Cognitive Development * Language Development * Emotional Development * Social Development Physical Development Physical development is the way in which children's bodies increase in skills. The acquisition of skills such as sitting, throwing and running, picking up objects and feeding describes the physical development of your child.Developmental norms are patterns of growth that a child is expected to follow when growing. (Bruce T. Meggitt, C 2004) Physical development is grouped in two main areas: Gross Motor Skill are his/her ability to use their large muscles, Gross Motor Skills starts with head control and works down their body such as learning to sit, crawl, pull up and walk. They use their large musc les to acquire these skills. Fine Motor Skills are his/her ability to use their small muscles. During the first year of your child’s life, he/she will start to practice handling and manipulating small objects.This develops their ability to use their small muscles, specifically their hands and fingers to pick up and hold objects such as pencil and spoon. (Bruce T. Meggitt, C 2004) Intellectual/cognitive development Cognitive development is the way in which your child manages their thinking, and talent to create sense of the world and what is occurring around them. When your child is able to deal with difficulties, telling about it in advance are examples of skills associated with cognitive child development. (Robinson, M et al, 1998) Language development:Children's language develops through using visual and sound stimuli, especially in the acquisition of language, also in the exchange of thoughts and feelings. There are two identifiable stages; the first stage of development i n the process of children learning to use language is the pre-linguistic stage. Babies use this stage to learn how to communicate with others. During the first stage of life, babies rapidly learn how to communicate with their carers, so that by the age of 12 months, most babies understand what is being said to them and are starting to communicate their needs by pointing or by showing their carer objects.Then there is the Linguistic Stage – 15 Months to 8 Years, Children starts to use words around twelve months and by fifteen months they have developed their own word for an object or person and use it consistently. They then go on to use holophrases – using a single word to express several meanings by changing the sound and using gestures. As they grow children gradually put two words together to form a mini-sentence if your child is exposed to a rich language environment, this will be reflected in his speech development. (Robinson, M et al, 1998) Emotional development: Emotional development is the growth of a child's ability to feel and express an increasing range of emotions appropriately. Children's emotional capabilities expand, allowing them to develop a variety of skills that they will need in their adult lives. Emotional development encompasses the feelings that we have about ourselves and others, as well as our capabilities to function well in the world from a social standpoint. (Robinson, M et al, 1998) Social development: Social development is the growth of a child's ability to relate to others and become independent.As they develop and perceive their own individuality within their community, they also gain skills to communicate with other people and process their actions. Social development most often refers to how a child develops friendships and other relationships, also how well a child handles conflict with peers. (Bruce T. Meggitt, C 2004) This is not fixed or written in stone it is simply a guide to child development, It is dangero us to assume that children are abnormal if they do not all progress in exactly the same manner. Variations will always exist, since each child is an individual developing in their own unique way. (Bruce T.Meggitt, C 2004) The significance of social and emotional development is seen in every area of a child's life. A child will have a strong foundation for later development if he/she can manage personal feelings, understand others’ feelings and needs, and interact positively with others. Differences in social and emotional development result from a child’s inborn temperament, cultural influences, disabilities, behaviours modelled by adults, the level of security felt in a child’s relationships with adults, and the opportunities provided for social interaction. (raisingchildren. net. u/preschoolers/preschoolers, 2006) Social and emotional development for a four year old: Your four-year-old should be able to learn lots about the world and how it works, about peopl e and relationships, makes friends (often short-term) and plays group games. They are now more likely to, share toys, taking turns with assistance and initiate or join in play with other children and make up games. (/raisingchildren. net. au/preschoolers/preschoolers, 2006) At this age, children are more aware of themselves as individuals. They should show some understanding of moral reasoning (exploring ideas about fairness and good or bad behaviour).Children become more interested in relationships with other children and start to compare themselves with others. Children should start to develop friendships, express more awareness of other people's feelings, show interest in exploring sex differences and most children enjoy imaginative play with other children, like dress up or house, they bring dramatic play closer to reality by paying attention to detail, time, and space. (raisingchildren. net. au/preschoolers/preschoolers, 2006) Children know a bit more about the idea of sharing. But they might not be keen to put the idea of sharing into action, it would be great if children always played nicely together and never had fights over toys or over whose turn it is to lick the bowl after the cake has been baked. If a child is not sharing you can encourage them to share with other children, by reminding them how bad they would feel if someone took their toy. Talking to children about other children’s feelings, helps build their sense of empathy. Children need structures and routines to feel safe, and  when their behaviour is ‘over the top’, they need you to set limits and bring them back to earth without making them feel bad. Raising children. net. au/preschoolers/preschoolers, 2006). Factors affecting child development There are various factors that may impact upon the development of the child, learning difficulties such as Autism, ADD/ ADHD disorder are a condition where children have difficulty concentrating and paying attention and may cau se slowness in development in many areas. Children with learning difficulties or special needs will require additional help such as extra support at school/home, to resolve development problem and may or may not catch up. These children may even go through a process called statementing before they receive help.Some children with learning problems do not get statemented as the parents may not want to admit that their child has a problem as they feel ashamed. Children with special needs can benefit greatly if attending a mainstream school that has the resources and funding to help them. (Browne. K. 2008. P. 360) Factors such as extreme poverty and emotional stress can have a devastating effect on children’s development. Poverty can have a profound effect on a child’s development; children who come from poor backgrounds will lack resources, live in over-crowded houses with lack of study space.Their poor diet and ill health can lead to tiredness, absences and missed lesson s. Low income or unemployment may mean lack of educational resources or a home computer is not available. This could affect the child’s educational progress. It could also mean the hidden costs of education such as calculators, sports equipment, and school trips are out of reach of many poorer families. Although many government places are available many low income families in lesser paid jobs cannot afford to send their children to pre-school or nursery. Such starts to education are proven to aid a child’s development and can help with social skills.It can be argued that Material Deprivation also affects the working class. (Browne. K. 2008. P. 360) It can also be argued that although children lack educational resources at home such as computers and calculators they can still achieve developmental levels as many school are well equipped with these materials, also many schools now have breakfast/afterschool clubs and do lots of extra curriculum studies to help children. It can be said children will only benefit from these clubs and extra studies if parent are willing to encourage children to attend them.Many things can cause emotional trauma in children such as death, illness, unstable home life, abuse, neglect, bullying and accidents. Children suffering from emotional trauma can exhibit displays of aggression, withdrawal, show signs of anxiety and have complaints of aches, pains and tiredness. Emotional trauma can leave children feeling frightened and even ashamed or guilty. All these signs and symptoms can cause developmental problems and impact upon their emotional ability which is important to a Childs personal and social growth, a child suffering from trauma may also revert to bed wetting or baby talk.Children who are affected by extreme trauma can benefit greatly with the help of the Schools mentors/councilors who are trained to deal with traumatized children, a teacher with a heightened sense of awareness maybe able to pick up on any problem s. (Marcus, M. Ducklin, A 1998) An inside school factor that can cause developmental progress is labeling, teachers’ judge and label pupils based on a number of different factors such as social class, gender, race, and behaviour rather than on ability and intelligence.Pupils who have reputations and labels because of their behaviour and attitudes are unlikely to be innocent victims; they may have been in trouble before. It can be argued that it is often the case pupils will contest their label and work doubly hard to prove that they can do what they are told they cannot, therefore rendering the label useless, (McNeill, Blundell et al, 2003 Methods to manage behaviour In the classroom environment a teacher who is applying a behaviourist view would typically stand at the front of the class and direct how the lesson takes place and how the class responds to the stimulus provided.It can be argued that the behaviourist approach does not allow for individuality or for spontaneity, it ignores people’s ability to have complex thought processes. It could be argued that the reward giver would need to know the learner to know what the correct reinforcement would be to ensure effective reinforcement. A negative factor would be too much adult involvement. (McNeill, Blundell et al, 2003) A positive classroom environment is one where the teacher adopts the cognitive style of learning.The teacher allows more class involvement and often sits amongst the class rather than standing at the front. The lessons would have a more adaptable framework which allows students to be more independent, the student would be able to set their own targets /goals thus creating independent learning and thinking. The lessons would include role play, presentation discussions, group work, research and working in pairs. The teacher would empower her students to self learn so rather than being a role model would become a facilitator. McNeill, Blundell et al, 2003) Other methods of managi ng behaviour are rewards and sanctions, teacher can rewards children for good behaviour or finishing their work with verbal praise, stars, certificates or table points. Teachers may also give children sanction such as a time out or losing five minutes of playtime. When dishing out sanctions/reward the teacher must be consistent and they have to be relevant and meaningful to the child, it could be argued that to ensure the effectiveness of reinforcers the teacher would need to know the learner. Word Count 1998 BibliographyBROWNE, K. (2008). Sociology. 3rd Ed, Cambridge: polity press. BRUCE, T, MEGGITT, C (2006) Childcare and Education, 3rd Ed, London: Hodder ; Stoughton. MARCUS, M, DUCKLIN, A. (1998) Success in Sociology London John Murray MCNEILL, P. BLUNDELL, J. GRIFFITHS, J. (2003). Sociology. The complete companion. 3rd Ed, Cheltenham: Nelson Thorne. ROBINSON, M. BEITH, K. PULLIN, L. (1998) Early Years Care and Education, 2nd Ed, Oxford: Heinemann. www. childdevelopmentinfo. com/ – updated 26th June 2007-accessed 5th June 2010 http://raisingchildren. net. au/preschoolers/preschoolers. html |

French Expressions Using Chose

French Expressions Using Chose The French word une chose literally means thing and is also used in many idiomatic expressions. Learn how to say above all, at best, to take bad news well, and more with this list of expressions with chose. French Expressions with Chose la chose en questionthe matter at hand la chose imprimà ©eprinted word la chose jugà ©e (law)final decision, res judicata la chose publique (politics)nation, state avant toute choseabove all else peu de chosenot much, very little toutes choses à ©galesall things being equal, all things considered Cest bien peu de chose.Its nothing really. Cest une chose admise que...Its a known/accepted fact that... Cest la chose ne pas faire.Thats the one thing not to do. Cest chose faite.Its done. Ce nest pas chose aisà ©e de...Its not easy to... Ce nest pas chose facile de...Its not easy to... Chose curieuse, il...Curiously enough, he... La chose est dimportance.Its a matter of some importance. Chose à ©trange, il...Strangely, he... Chose promise, chose due. (proverb)Promises are made to be kept. De deux choses lune : soit ..., soit ....There are two possibilities: either ..., or .... (Infinitive) est une chose, (infinitive) en est une autre.(Doing something) is one thing, (doing something) is another. Il ny a pas une seule chose vraie l-dedans.There isnt a single word of truth in it. Il va vous expliquer la chose.Hell tell you all about it, Hell explain it to you. Je viens de penser une chose.I just thought of something. Tu lui diras / Vous lui direz bien des choses de ma part.Give him my regards. Voil une bonne chose de faite.Thats one thing done / out of the way. à ªtre la chose de quelquunto be someones plaything à ªtre portà © sur la chose (informal)to have a one-track mind à ªtre tout choseto feel a little strange, out of sorts, under the weather prendre bien la choseto take it (e.g., bad news) well se sentir tout choseto feel a little strange, out of sorts, under the weather les chosesthings Au point oà ¹ en sont les chosesThe way things are at the moment. Ce sont des choses qui arrivent.Its just one of those things, These things happen. Cest dans lordre des choses.Its in the nature/order of things. Les choses se sont passà ©es ainsi.It happened like this. Les choses vont mal.Things are going badly. Dans là ©tat actuel des chosesAs matters/things stand right now En mettant les choses au mieux.At best. En mettant les choses au pire.At worst. Mettons les choses au point.Lets get things straight/clear. par la force des chosesby force of circumstance, inevitably avoir un tas de choses faireto have a ton/bunch of things to do faire bien les chosesto do things well/properly faire de grandes chosesto do great things ne pas faire les choses demi/moitià ©to do things well, (UK) to not do things by halves parler de choses et dautresto talk about this and that prendre les choses cÅ“urto take things to heart regarder les choses en faceto face up to things le chose (informal)thingie, contraption quelque chosesomething quelque chose de (bizarre, intà ©ressant...)something (strange, interesting...) Monsieur ChoseMr. Whats-his-name Eh! Chose!Hey, you! Pauvre chose!Poor thing! le petit choseyoung whats-his-name grand-choseThis indefinite pronoun is always used in the negative pas grand-chosenot much, nothing much sans changer grand-chosewithout changing much