Sat and Adj

sat vocabulary words The 5000 words below, with brief definitions, are free for individual and classroom use. These words are also downloadable from Texas Instruments in a format for some Texas Instruments calculators. A small-print, PDF version (Free) is good for printing and annotating. Alphabetical list shows definitions, differences (aggravate, aggregate) and similarities (bibliography, bibliophile) at-a-glance for easy review. Sound Smarter and Be Smarter Understand more words to improve reading comprehension & grades. Speak and write more accurately, persuasively, and impressively. This site is a by-product of my SAT test prep teaching in Montgomery County, Maryland. In Montgomery County, MD? Click here for help. Free at the bottom of this page: my SAT Test Math Notes (scroll down) (below vocabulary)  © 2010 EEENI Inc. Nonprofit. Steve Baba, Ph. D. â€Å"I went from a 500 to a 750 thanks to your online list. † SAT test student Recommended and used by hundreds of teachers and schools #1   More Vocabulary Words than other vocabulary lists |[pic]All You Have To Do Is Listen 5,000 Vocabulary Words on 7 audio CDs Upgrade Your Vocabulary and Math to Upgrade Your School, Career and Life Listen To: MP3 Sample  Ã‚   or Real Player Sample 1,   2,   3 7 one-hour CDs + two-hour DVD   $49. 95 + Digital Copy. First-Class Mail $5. Same-day Shipping Sale $29. 95   Order Now! Professionally-read, audio CD edition of the 5000 words. Learn 5000 definitions and correct pronunciations by listening, the natural and effective way. Listen while exercising, driving, doing chores, online†¦ No book or printed text lets you hear. Digital Copy: MP3/MPEG2,  sold with CDs to ensure easy use   Not Copy Protected. Download After CDs/DVD Purchase   22MB, compressed RAR files: Vocab CD1, 2, 3, 4, 5, 6, 7   SAT math 87MB hour 1, 2, may need free VLC Media Player |+   SAT TEST MATH Seminar complete edition of $120 live class 1. Watch Math Problems Solved   Step-By-Step 2. Practice, Prep 3. Ace SAT math Seminar Math Problems PDF – Free Learn 2 or 3 ways to solve: shortcut+backup 2-hour TV DVD Uses my below SAT math notes, my best tips from 10-years teaching | |abase v. To lower in position, estimation, or the like; degrade. abbey n. The group of buildings which collectively form the dwelling-place of a society of monks or nuns. Free SAT prep math notes below vocabulary v abbot n. The superior of a community of monks. abdicate v. To give up (royal power or the like). abdomen n. In mammals, the visceral cavity between the diaphragm and the pelvic floor; the belly. abdominal n. Of, pertaining to, or situated on the abdomen. abduction n. A carrying away of a person against his will, or illegally. abed adv. In bed; on a bed. aberration n. Deviation from a right, customary, or prescribed course. abet v. To aid, promote, or encourage the commission of (an offense). abeyance n. A state of suspension or temporary inaction. abhorrence n. The act of detesting extremely. bhorrent adj. Very repugnant; hateful. abidance n. An abiding. abject adj. Sunk to a low condition. abjure v. To recant, renounce, repudiate under oath. able-bodied adj. Competent for physical service. ablution n. A washing or cleansing, especially of the body. abnegate v. To renounce (a right or privilege). abnormal adj. Not conformed to the ordinary rule or standard. abominable adj. Very hateful. abominate v. To hate violently. abomination n. A very detestable act or practice. aboriginal adj. Primitive; unsophisticated. aborigines n. The original of earliest known inhabitants of a country. aboveboard adv. & adj. Without concealment, fraud, or trickery. abrade v. To wear away the surface or some part of by friction. abrasion n. That which is rubbed off. abridge v. To make shorter in words, keeping the essential features, leaning out minor particles. abridgment n. A condensed form as of a book or play. abrogate v. To abolish, repeal. abrupt adj. Beginning, ending, or changing suddenly or with a break. abscess n. A Collection of pus in a cavity formed within some tissue of the body. abscission n. The act of cutting off, as in a surgical operation. abscond v. To depart suddenly and secretly, as for the purpose of escaping arrest. absence n. The fact of not being present or available. absent-minded adj. Lacking in attention to immediate surroundings or business. absolution n. Forgiveness, or passing over of offenses. absolve v. To free from sin or its penalties. absorb v. To drink in or suck up, as a sponge absorbs water. absorption n. The act or process of absorbing. abstain v. To keep oneself back (from doing or using something). abstemious adj. Characterized by self denial or abstinence, as in the use of drink, food. abstinence n. Self denial. abstruse adj. Dealing with matters difficult to be understood. absurd adj. Inconsistent with reason or common sense. bundant adj. Plentiful. abusive adj. Employing harsh words or ill treatment. abut v. To touch at the end or boundary line. abyss n. Bottomless gulf. academic adj. Of or pertaining to an academy, college, or university. academician n. A member of an academy of literature, art, or science. academy n. Any institution where the higher branches of learning are taught. accede v. To agree. accelerate v. To move faster. accept v. To take when offered. access n. A way of approach or entrance; passage. accessible adj. Approachable. accession n. Induction or elevation, as to dignity, office, or government. ccessory n. A person or thing that aids the principal agent. acclaim v. To utter with a shout. accommodate v. To furnish something as a kindness or favor. accompaniment n. A subordinate part or parts, enriching or supporting the leading part. accompanist n. One who or that which accompanies. accompany v. To go with, or be associated with, as a companion. accomplice n. An associate in wrong-doing. accomplish v. To bring to pass. accordion n. A portable free-reed musical instrument. accost v. To speak to. account n. A record or statement of receipts and expenditures, or of business transactions. accouter v. To dress. accredit v. To give credit or authority to. accumulate v. To become greater in quantity or number. accuracy n. Exactness. accurate adj. Conforming exactly to truth or to a standard. accursed adj. Doomed to evil, misery, or misfortune. accusation n. A charge of crime, misdemeanor, or error. accusatory adj. Of, pertaining to, or involving an accusation. accuse v. To charge with wrong doing, misconduct, or error. accustom v. To make familiar by use. acerbity n. Sourness, with bitterness and astringency. acetate n. A salt of acetic acid. acetic adj. Of, pertaining to, or of the nature of vinegar. che v. To be in pain or distress. Achillean adj. Invulnerable. achromatic adj. Colorless, acid n. A sour substance. acidify v. To change into acid. acknowledge v. To recognize; to admit the genuineness or validity of. acknowledgment n. Recognition. acme n. The highest point, or summit. acoustic adj. Pertaining to the act or sense of hearing. acquaint v. To make familiar or conversant. acquiesce v. To comply; submit. acquiescence n. Passive consent. acquire v. To get as one's own. acquisition n. Anything gained, or made one's own, usually by effort or labor. acquit v. To free or clear, as from accusation. cquittal n. A discharge from accusation by judicial action. acquittance n. Release or discharge from indebtedness, obligation, or responsibility. acreage n. Quantity or extent of land, especially of cultivated land. acrid adj. Harshly pungent or bitter. acrimonious adj. Full of bitterness. acrimony n. Sharpness or bitterness of speech or temper. actionable adj. Affording cause for instituting an action, as trespass, slanderous words. actuality n. Any reality. actuary n. An officer, as of an insurance company, who calculates and states the risks and premiums. actuate v. To move or incite to action. acumen n. Quickness of intellectual insight, or discernment; keenness of discrimination. acute adj. Having fine and penetrating discernment. adamant n. Any substance of exceeding hardness or impenetrability. addendum n. Something added, or to be added. addle v. To make inefficient or worthless; muddle. adduce v. To bring forward or name for consideration. adhere v. To stick fast or together. adherence n. Attachment. adherent adj. Clinging or sticking fast. adhesion n. The state of being attached or joined. adieu inter. Good-by; farewell. adjacency n. The state of being adjacent. adjacent n. That which is near or bordering upon. djudge v. To award or bestow by formal decision. adjunct n. Something joined to or connected with another thing, but holding a subordinate place. adjuration n. A vehement appeal. adjutant adj. Auxiliary. administrator n. One who manages affairs of any kind. admissible adj. Having the right or privilege of entry. admittance n. Entrance, or the right or permission to ente r. admonish v. To warn of a fault. admonition n. Gentle reproof. ado n. unnecessary activity or ceremony. adoration n. Profound devotion. adroit adj. Having skill in the use of the bodily or mental powers. adulterant n. An adulterating substance. dulterate v. To make impure by the admixture of other or baser ingredients. adumbrate v. To represent beforehand in outline or by emblem. advent n. The coming or arrival, as of any important change, event, state, or personage. adverse adj. Opposing or opposed. adversity n. Misfortune. advert v. To refer incidentally. advertiser n. One who advertises, especially in newspapers. advisory adj. Not mandatory. advocacy n. The act of pleading a cause. advocate n. One who pleads the cause of another, as in a legal or ecclesiastical court. aerial adj. Of, pertaining to, or like the air. aeronaut n. One who navigates the air, a balloonist. aeronautics n. the art or practice of flying aircraft aerostat n. A balloon or other apparatus floating in or sustained by the air. aerostatics n. The branch of pneumatics that treats of the equilibrium, pressure, and mechanical properties. affable adj. Easy to approach. affect v. To act upon affectation n. A studied or ostentatious pretense or attempt. affiliate n. Some auxiliary person or thing. affirmative adj. Answering yes; to a question at issue. affix v. To fasten. affluence n. A profuse or abundant supply of riches. affront n. An open insult or indignity. fire adv. & adj. On fire, literally or figuratively. afoot adv. In progress. aforesaid adj. Said in a preceding part or before. afresh adv. Once more, after rest or interval. afterthought n. A thought that comes later than its appropriate or expected time. agglomerate v. To pile or heap together. aggrandize v. To cause to appear greatly. aggravate v. To make heavier, worse, or more bu rdensome. aggravation n. The fact of being made heavier or more heinous, as a crime , offense, misfortune, etc. aggregate n. The entire number, sum, mass, or quantity of something. aggress v. To make the first attack. aggression n. An unprovoked attack. aggrieve v. To give grief or sorrow to. aghast adj. Struck with terror and amazement. agile adj. Able to move or act quickly, physically, or mentally. agitate v. To move or excite (the feelings or thoughts). agrarian adj. Pertaining to land, especially agricultural land. aide-de-camp n. An officer who receives and transmits the orders of the general. ailment n. Slight sickness. airy adj. Delicate, ethereal. akin adj. Of similar nature or qualities. alabaster n. A white or delicately tinted fine-grained gypsum. alacrity n. Cheerful willingness. albeit conj. Even though. albino n. A person with milky white skin and hair, and eyes with bright red pupil and usually pink iris. album n. A book whose leaves are so made to form paper frames for holding photographs or the like. alchemy n. Chemistry of the middle ages, characterized by the pursuit of changing base metals to gold. alcohol n. A volatile, inflammable, colorless liquid of a penetrating odor and burning taste. alcoholism n. A condition resulting from the inordinate or persistent use of alcoholic beverages. alcove n. A covered recess connected with or at the side of a larger room. alder n. Any shrub or small tree of the genus Alumnus, of the oak family. alderman n. A member of a municipal legislative body, who usually exercises also certain judicial functions. aldermanship n. The dignity, condition, office, or term of office of an alderman. alias n. An assumed name. alien n. One who owes allegiance to a foreign government. alienable adj. Capable of being aliened or alienated, as lands. alienate v. To cause to turn away. alienation n. Estrangement. aliment n. That which nourishes. alkali n. Anything that will neutralize an acid, as lime, magnesia, etc. allay v. To calm the violence or reduce the intensity of; mitigate. allege v. To assert to be true, especially in a formal manner, as in court. llegory n. The setting forth of a subject under the guise of another subject of aptly suggestive likeness. alleviate v. To make less burdensome or less hard to bear. alley n. A narrow street, garden path, walk, or the like. alliance n. Any combination or union for some common purpose. allot v. To assign a definite thing or part to a certain person. allotme nt n. Portion. allude v. To refer incidentally, or by suggestion. allusion n. An indirect and incidental reference to something without definite mention of it. alluvion n. Flood. ally n. A person or thing connected with another, usually in some relation of helpfulness. lmanac n. A series of tables giving the days of the week together with certain astronomical information. aloof adv. Not in sympathy with or desiring to associate with others. altar n. Any raised place or structure on which sacrifices may be offered or incense burned. alter v. To make change in. alteration n. Change or modification. altercate v. To contend angrily or zealously in words. alternate n. One chosen to act in place of another, in case of the absence or incapacity of that other. alternative n. Something that may or must exist, be taken or chosen, or done instead of something else. altitude n. Vertical distance or elevation above any point or base-level, as the sea. alto n. The lowest or deepest female voice or part. altruism n. Benevolence to others on subordination to self-interest. altruist n. One who advocates or practices altruism. amalgam n. An alloy or union of mercury with another metal. amalgamate v. To mix or blend together in a homogeneous body. amateur adj. Practicing an art or occupation for the love of it, but not as a profession. amatory adj. Designed to excite love. ambidextrous adj. Having the ability of using both hands with equal skill or ease. ambiguous adj. Having a double meaning. ambitious adj. Eagerly desirous and aspiring. ambrosial adj. Divinely sweet, fragrant, or delicious. ambulance n. A vehicle fitted for conveying the sick and wounded. ambulate v. To walk about ambush n. The act or state of lying concealed for the purpose of surprising or attacking the enemy. ameliorate v. To relieve, as from pain or hardship amenable adj. Willing and ready to submit. Americanism n. A peculiar sense in which an English word or phrase is used in the United States. amicable adj. Done in a friendly spirit. amity n. Friendship. amorous adj. Having a propensity for falling in love. amorphous adj. Without determinate shape. mour n. A love-affair, especially one of an illicit nature. ampere n. The practical unit of electric-current strength. ampersand n. The character &; and. amphibious adj. Living both on land and in water. amphitheater n. An edifice of elliptical shape, constructed about a central open space or arena. amplitude n. Largeness. amply adv. Sufficiently. amputate v. To remove by cutting, as a limb or some portion of the body. amusement n. Diversion. anachronism n. Anything occurring or existing out of its proper time. anagram n. The letters of a word or phrase so transposed as to make a different word or phrase. nalogous adj. Corresponding (to some other) in certain respects, as in form, proportion, relations. analogy n. Reasoning in which from certain and known relations or resemblance others are formed. analyst n. One who analyzes or makes use of the analytical method. analyze v. To examine minutely or critically. anarchy n. Absence or utter disregard of government. anathema n. Anything forbidden, as by social usage. anatomy n. That branch of morphology which treats of the structure of organisms. ancestry n. One's ancestors collectively. anecdote n. A brief account of some interesting event or incident. anemia n. Deficiency of blood or red corpuscles. anemic adj. Affected with anemia. anemometer n. An instrument for measuring the force or velocity of wind. anesthetic adj. Pertaining to or producing loss of sensation. anew adv. Once more. angelic adj. Saintly. Anglophobia n. Hatred or dread of England or of what is English. Anglo-Saxon n. The entire English race wherever found, as in Europe, the United States, or India. angular adj. Sharp-cornered. anhydrous adj. Withered. animadversion n. The utterance of criticism or censure. animadvert v. To pass criticism or censure. animalcule n. An animal of microscopic smallness. animate v. To make alive. animosity n. Hatred. annalist n. Historian. annals n. A record of events in their chronological order, year by year. annex v. To add or affix at the end. annihilate v. To destroy absolutely. annotate v. To make explanatory or critical notes on or upon. annual adj. Occurring every year. annuity n. An annual allowance, payment, or income. annunciation n. Proclamation. anode n. The point where or path by which a voltaic current enters an electrolyte or the like. anonymous adj. Of unknown authorship. antagonism n. Mutual opposition or resistance of counteracting forces, principles, or persons. Antarctic adj. Pertaining to the south pole or the regions near it. ante v. In the game of poker, to put up a stake before the cards are dealt. antecede v. To precede. antecedent n. One who or that which precedes or goes before, as in time, place, rank, order, or causality. antechamber n. A waiting room for those who seek audience. antedate v. To assign or affix a date to earlier than the actual one. antediluvian adj. Of or pertaining to the times, things, events before the great flood in the days of Noah. antemeridian adj. Before noon. antemundane adj. Pertaining to time before the world's creation. antenatal adj. Occurring or existing before birth. nterior adj. Prior. anteroom n. A room situated before and opening into another, usually larger. anthology n. A collection of extracts from the writings of various authors. anthracite n. Hard coal. anthropology n. The science of man in general. anthropomorphous adj. Having or resembling human form. antic n. A grotesque, ludicrous, or fantastic action. Antichrist n. Any opponent or enemy of Christ, whether a person or a power. anticlimax n. A gradual or sudden decrease in the importance or impressiveness of what is said. anticyclone n. An atmospheric condition of high central pressure, with currents flowing outward. ntidote n. Anything that will counteract or remove the effects of poison, disease, or the like. antilogy n. Inconsistency or contradiction in terms or ideas. antipathize v. To show or feel a feeling of antagonism, aversion, or dislike. antiphon n. A response or alteration of responses, generally musical. antiphony n. An anthem or other composition sung responsively. antipodes n. A place or region on the opposite side of the earth. antiquary n. One who collects and examines old things, as coins, books, medals, weapons, etc. antiquate v. To make old or out of date. antique adj. Pertaining to ancient times. ntiseptic n. Anything that destroys or restrains the growth of putrefactive micro-organisms. antislavery adj. Oppose d to human slavery. antispasmodic adj. Tending to prevent or relieve non-inflammatory spasmodic affections. antistrophe n. The inversion of terms in successive classes, as in â€Å"the home of joy and the joy of home†. antitoxin n. A substance which neutralizes the poisonous products of micro-organisms. antonym n. A word directly opposed to another in meaning. anxious adj. Distressed in mind respecting some uncertain matter. apathy n. Insensibility to emotion or passionate feeling. aperture n. Hole. apex n. The highest point, as of a mountain. aphorism n. Proverb. apiary n. A place where bees are kept. apogee n. The climax. apology n. A disclaimer of intentional error or offense. apostasy n. A total departure from one's faith or religion. apostate adj. False. apostle n. Any messenger commissioned by or as by divine authority. apothecary n. One who keeps drugs for sale and puts up prescriptions. apotheosis n. Deification. appall v. To fill with dismay or horror. apparent adj. Easily understood. apparition n. Ghost. appease v. To soothe by quieting anger or indignation. appellate adj. Capable of being appealed to. ppellation n. The name or title by which a particular person, class, or thing is called. append v. To add or attach, as something accessory, subordinate, or supplementary. appertain v. To belong, as by right, fitness, association, classification, possession, or natural relation. apposite adj. Appropriate. apposition n. The act of placing side by side, together, or in contact. ap praise v. To estimate the money value of. appreciable adj. Capable of being discerned by the senses or intellect. apprehend v. To make a prisoner of (a person) in the name of the law. apprehensible adj. Capable of being conceived. approbation n. Sanction. appropriate adj. Suitable for the purpose and circumstances. aqueduct n. A water-conduit, particularly one for supplying a community from a distance. aqueous adj. Of, pertaining to, or containing water. arbiter n. One chosen or appointed, by mutual consent of parties in dispute, to decide matters. arbitrary adj. Fixed or done capriciously. arbitrate v. To act or give judgment as umpire. arbor n. A tree. arboreal adj. Of or pertaining to a tree or trees. arborescent adj. Having the nature of a tree. arboretum n. A botanical garden or place devoted to the cultivation of trees or shrubs. arboriculture n. The cultivation of trees or shrubs. arcade n. A vaulted passageway or street; a roofed passageway having shops, etc. , opening from it. archaic adj. Antiquated archaism n. Obsolescence. archangel n. An angel of high rank. archbishop n. The chief of the bishops of an ecclesiastical province in the Greek, Roman, and Anglican church. archdeacon n. A high official administrator of the affairs of a diocese. archaeology n. The branch of anthropology concerned with the systematic investigation of the relics of man. archetype n. A prototype. archipelago n. Any large body of water studded with islands, or the islands collectively themselves. rdent adj. Burning with passion. ardor n. Intensity of passion or affection. arid adj. Very dry. aristocracy n. A hereditary nobility aristocrat n. A hereditary noble or one nearly connected with nobility. armada n. A fleet of war-vessels. armful n. As much as can be held in the arm or arms. armory n. An arsenal. aroma n. An agreeable odor. arraign v. To call into court, as a person indicted for crime, and demand whether he pleads guilty or not. arrange v. To put in definite or proper order. arrangement n. The act of putting in proper order, or the state of being put in order. arrant adj. Notoriously bad. arrear n. Something overdue and unpaid. arrival n. A coming to stopping-place or destination. arrogant adj. Unduly or excessively proud, as of wealth, station, learning, etc. arrogate v. To take, demand, or claim, especially presumptuously or without reasons or grounds. Artesian well n. A very deep bored well. water rises due to underground pressure artful adj. Characterized by craft or cunning. Arthurian adj. Pertaining to King Arthur, the real or legendary hero of British poetic story. artifice n. Trickery. artless adj. Ingenuous. ascendant adj. Dominant. ascension n. The act of rising. ascent n. A rising, soaring, or climbing. ascetic adj. Given to severe self-denial and practicing excessive abstinence and devotion. ascribe v. To assign as a quality or attribute. asexual adj. Having no distinct sexual organs. ashen adj. Pale. askance adv. With a side or indirect glance or meaning. asperity n. Harshness or roughness of temper. aspirant n. One who seeks earnestly, as for advancement, honors, place. aspiration n. An earnest wish for that which is above one's present reach. aspire v. To have an earnest desire, wish, or longing, as for something high and good, not yet attained. assailant n. One who attacks. assassin n. One who kills, or tries to kill, treacherously or secretly. ssassinate v. To kill, as by surprise or secret assault, especially the killing of some eminent person. assassination n. Murderer, as by secret assault or treachery. assay n. The chemical analysis or testing of an alloy ore. assent v. To express agreement with a statement or matter of opinion. assess v. To determine the amount of (a tax or other sum to be paid). assessor n. An officer whose duty it is to assess taxes. assets n. pl. Property in general, regarded as applicable to the payment of debts. assiduous adj. Diligent. assignee n. One who is appointed to act for another in the management of certain property and interests. ssimilate v. To adapt. assonance n. Resemblance or correspondence in sound. assonant adj. Having resemblance of sound. assonate v. To accord in sound, especially vowel sound. assuage v. To cause to be less harsh, violent, or severe, as excitement, appetite, pain, or disease. astringent adj. Harsh in disposition or character. astute adj. Keen in discernment. atheism n. The denial of the existence of God. athirst adj. Wanting water. athwart adv. From side to side. atomizer n. An apparatus for reducing a liquid to a fine spray, as for disinfection, inhalation, etc. atone v. To make amends for. atonement n. Amends, reparation, or expiation made from wrong or injury. atrocious adj. Outrageously or wantonly wicked, criminal, vile, or cruel. atrocity n. Great cruelty or reckless wickedness. attache n. A subordinate member of a diplomatic embassy. attest v. To certify as accurate, genuine, or true. attorney-general n. The chief law-officer of a government. auburn adj. Reddish-brown, said usually of the hair. audacious adj. Fearless. audible adj. Loud enough to be heard. audition n. The act or sensation of hearing. auditory adj. Of or pertaining to hearing or the organs or sense of hearing. augment v. To make bigger. augur v. To predict. Augustinian adj. Pertaining to St. Augustine, his doctrines, or the religious orders called after him. aura n. Pervasive psychic influence supposed to emanate from persons aural adj. Of or pertaining to the ear. auricle n. One of the two chambers of the heart which receives the blood from the veins. auricular adj. Of or pertaining to the ear, its auricle, or the sense of hearing. auriferous adj. Containing gold. aurora n. A luminous phenomenon in the upper regions of the atmosphere. auspice n. favoring, protecting, or propitious influence or guidance. austere adj. Severely simple; unadorned. autarchy n. Unrestricted power. authentic adj. Of undisputed origin. authenticity n. The state or quality of being genuine, or of the origin and authorship claimed. autobiography n. The story of one's life written by himself. autocracy n. Absolute government. autocrat n. Any one who claims or wields unrestricted or undisputed authority or influence. automaton n. Any living being whose actions are or appear to be involuntary or mechanical. autonomous adj. Self-governing. autonomy n. Self-government. autopsy n. The examination of a dead body by dissection to ascertain the cause of death. autumnal adj. Of or pertaining to autumn. auxiliary n. One who or that which aids or helps, especially when regarded as subsidiary or accessory. avalanche n. The fall or sliding of a mass of snow or ice down a mountain-slope, often bearing with it rock. avarice n. Passion for getting and keeping riches. aver v. To assert as a fact. averse adj. Reluctant. aversion n. A mental condition of fixed opposition to or dislike of some particular thing. avert v. To turn away or aside. aviary n. A spacious cage or enclosure in which live birds are kept. avidity n. Greediness. avocation n. Diversion. avow v. To declare openly. awaken v. To arouse, as emotion, interest, or the like. awry adv. & adj. Out of the proper form, direction, or position. aye adv. An expression of assent. azalea n. A flowering shrub. azure n. The color of the sky. Baconian adj. Of or pertaining to Lord Bacon or his system of philosophy. bacterium n. A microbe. badger v. To pester. baffle v. To foil or frustrate. bailiff n. An officer of court having custody of prisoners under arraignment. baize n. A single-colored napped woolen fabric used for table-covers, curtains, etc. bale n. A large package prepared for transportation or storage. baleful adj. Malignant. ballad n. Any popular narrative poem, often with epic subject and usually in lyric form. balsam n. A medical preparation, aromatic and oily, used for healing. banal adj. Commonplace. barcarole n. A boat-song of Venetian gondoliers. barograph n. An instrument that registers graphically and continuously the atmospheric pressure. barometer n. An instrument for indicating the atmospheric pressure per unit of surface. barring prep. Apart from. baritone adj. Having a register higher than bass and lower than tenor. bask v. To make warm by genial heat. bass adj. Low in tone or compass. baste v. To cover with melted fat, gravy, while cooking. baton n. An official staff borne either as a weapon or as an emblem of authority or privilege. attalion n. A body of infantry composed of two or more companies, forming a part of a regiment. batten n. A narrow strip of wood. batter n. A thick liquid mixture of two or more materials beaten together, to be used in cookery. bauble n. A trinket. bawl v. To proclaim by outcry. beatify v. To make supremely happy. beatitude n. Any state of great happiness. b eau n. An escort or lover. becalm v. To make quiet. beck v. To give a signal to, by nod or gesture. bedaub v. To smear over, as with something oily or sticky. bedeck v. To cover with ornament. bedlam n. Madhouse. befog v. To confuse. befriend v. To be a friend to, especially when in need. beget v. To produce by sexual generation. begrudge v. To envy one of the possession of. belate v. To delay past the proper hour. belay v. To make fast, as a rope, by winding round a cleat. belie v. To misrepresent. believe v. To accept as true on the testimony or authority of others. belittle v. To disparage. belle n. A woman who is a center of attraction because of her beauty, accomplishments, etc. bellicose adj. Warlike. belligerent adj. Manifesting a warlike spirit. bemoan v. To lament benediction n. a solemn invocation of the divine blessing. benefactor n. A doer of kindly and charitable acts. benefice n. A church office endowed with funds or property for the maintenance of divine service. beneficent adj. Characterized by charity and kindness. beneficial adj. Helpful. beneficiary n. One who is lawfully entitled to the profits and proceeds of an estate or property. benefit n. Helpful result. benevolence n. Any act of kindness or well-doing. benevolent adj. Loving others and actively desirous of their well-being. benign adj. Good and kind of heart. benignant adj. Benevolent in feeling, character, or aspect. benignity n. Kindness of feeling, disposition, or manner. benison n. Blessing. bequeath v. To give by will. bereave v. To make desolate with loneliness and grief. berth n. A bunk or bed in a vessel, sleeping-car, etc. beseech v. To implore. beset v. To attack on all sides. besmear v. To smear over, as with any oily or sticky substance. bestial adj. Animal. bestrew v. To sprinkle or cover with things strewn. bestride v. To get or sit upon astride, as a horse. bethink v. To remind oneself. betide v. To happen to or befall. betimes adv. In good season or time. betroth v. To engage to marry. betrothal n. Engagement to marry. bevel n. Any inclination of two surfaces other than 90 degrees. ewilder v. To confuse the perceptions or judgment of. bibliomania n. The passion for collecting books. bibliography n. A list of the words of an author, or the literature bearing on a particular subject. bibliophile n. One who loves books. bibulous adj. Fond of drinking. bide v. To await. biennial n. A plant that produces leaves and roots the first year and flowers and fr uit the second. bier n. A horizontal framework with two handles at each end for carrying a corpse to the grave. bigamist n. One who has two spouses at the same time. bigamy n. The crime of marrying any other person while having a legal spouse living. ight n. A slightly receding bay between headlands, formed by a long curve of a coast-line. bilateral adj. Two-sided. bilingual adj. Speaking two languages. biograph n. A bibliographical sketch or notice. biography n. A written account of one's life, actions, and character. biology n. The science of life or living organisms. biped n. An animal having two feet. birthright n. A privilege or possession into which one is born. bitterness n. Acridity, as to the taste. blase adj. Sated with pleasure. blaspheme v. To indulge in profane oaths. blatant adj. Noisily or offensively loud or clamorous. blaze n. A vivid glowing flame. lazon v. To make widely or generally known. bleak adj. Desolate. blemish n. A mark that mars beauty. blithe adj. Joyou s. blithesome adj. Cheerful. blockade n. The shutting up of a town, a frontier, or a line of coast by hostile forces. boatswain n. A subordinate officer of a vessel, who has general charge of the rigging, anchors, etc. bodice n. A women's ornamental corset-shaped laced waist. bodily adj. Corporeal. boisterous adj. Unchecked merriment or animal spirits. bole n. The trunk or body of a tree. bolero n. A Spanish dance, illustrative of the passion of love, accompanied by caste nets and singing. boll n. A round pod or seed-capsule, as a flax or cotton. bolster v. To support, as something wrong. bomb n. A hollow projectile containing an explosive material. bombard v. To assail with any missile or with abusive speech. bombardier n. A person who has charge of mortars, bombs, and shells. bombast n. Inflated or extravagant language, especially on unimportant subjects. boorish adj. Rude. bore v. To weary by tediousness or dullness. borough n. An incorporated village or town. bosom n. The breast or the upper front of the thorax of a human being, especially of a woman. botanical adj. Connected with the study or cultivation of plants. botanize v. To study plant-life. botany n. The science that treats of plants. bountiful adj. Showing abundance. Bowdlerize v. To expurgate in editing (a literary composition) by omitting words or passages. bowler n. In cricket, the player who delivers the ball. boycott v. To place the products or merchandise of under a ban. brae n. Hillside. braggart n. A vain boaster. brandish v. To wave, shake, or flourish triumphantly or defiantly, as a sword or spear. bravado n. An aggressive display of boldness. bravo interj. Well done. bray n. A loud harsh sound, as the cry of an ass or the blast of a horn. braze v. To make of or ornament with brass. razier n. An open pan or basin for holding live coals. breach n. The violation of official duty, lawful right, or a legal obligation. breaker n. One who trains horses, dogs, etc. breech n. The buttocks. brethren n. pl. Members of a brotherhood, gild, profession, association, or the like. brevity n. Shortness of duration. bric-a-brac n. Objects of curiosity or for decoration. bridle n. The head-harness of a horse consisting of a head-stall, a bit, and the reins. brigade n. A body of troops consisting of two or more regiments. brigadier n. General officer who commands a brigade, ranking between a colonel and a major-general. rigand n. One who lives by robbery and plunder. brimstone n. Sulfur. brine n. Water saturated with salt. bristle n. One of the coarse, stiff hairs of swine: used in brush-making, etc. Britannia n. The United Kingdom of Great Britain. Briticism n. A word, idiom, or phrase characteristic of Great Britain or the British. brittle adj. Fragile. broach v. To mention, for the first time. broadcast adj. Disseminated far and wide. brogan n. A coarse, heavy shoe. brogue n. Any dialectic pronunciation of English, especially that of the Irish people. brokerage n. The business of making sales and purchases for a commission; a broker. romine n. A dark reddish-brown, non-metallic liquid element with a suffocating odor. bronchitis n. Inflammation of the bronchial tubes. bronchus n. Either of the two subdivisions of the trachea conveying air into the lungs. brooch n. An article of jewelry fastened by a hinged pin and hook on the underside. brotherhood n. Spiritual or social fellowship or solidarity. browbeat v. To overwhelm, or attempt to do so, by stern, haughty, or rude address or manner. brusque adj. Somewhat rough or rude in manner or speech. buffoon n. A clown. buffoonery n. Low drollery, coarse jokes, etc. bulbous adj. Of, or pertaining to, or like a bulb. ullock n. An ox. bulrush n. Any one of various tall rush-like plants growing in damp ground or water. bulwark n. Anything that gives security or defense. bumper n. A cup or glass filled to the brim, especially one to be drunk as a toast or health. bumptious adj. Full of offensive and aggressive self-conceit. bungle v. To execute clumsily. buoyancy n. Power or tendency to float on or in a liquid or gas. buoyant adj. Having the power or tendency to float or keep afloat. bureau n. A chest of drawers for clothing, etc. bureaucracy n. Government by departments of men transacting particular branches of public business. urgess n. In colonial times, a member of the lower house of the legislature of Maryland or Virginia. burgher n. An inhabitant, citizen or freeman of a borough burgh, or corporate town. burnish v. To make brilliant or shining. bursar n. A treasurer. bustle v. To hurry. butt v. To strike with or as with the head, or horns. butte n. A conspicuous hill, low mountain, or natural turret, generally isolated. buttress n. Any support or prop. by-law n. A rule or law adopted by an association, a corporation, or the like. cabal n. A number of persons secretly united for effecting by intrigue some private purpose. cabalism n. Superstitious devotion to one's religion. cabinet n. The body of men constituting the official advisors of the executive head of a nation. cacophony n. A disagreeable, harsh, or discordant sound or combination of sounds or tones. cadaverous adj. Resembling a corpse. cadence n. Rhythmical or measured flow or movement, as in poetry or the time and pace of marching troops. cadenza n. An embellishment or flourish, prepared or improvised, for a solo voice or instrument. caitiff adj. Cowardly. cajole v. To impose on or dupe by flattering speech. cajolery n. Delusive speech. calculable adj. That may be estimated by reckoning. alculus n. A concretion formed in various parts of the body resembling a pebble in hardness. callosity n. The state of being hard and insensible. callow adj. Without experience of the world. calorie n. Amount of heat needed to raise the temperature of 1 kilogram of water 1 degree centigrade. calumny n. Slander. Calvary n. The place where Christ was crucified. Calvinism n. The system of doctrine taught by John Calvin. Calvinize v. To teach or imbue with the doctrines of Calvinism. came n. A leaden sash-bar or grooved strip for fastening panes in stained-glass windows. cameo n. Any small engraved or carved work in relief. ampaign n. A complete series of connected military operations. Canaanite n. A member of one of the three tribes that dwelt in the land of Canaan, or western Palestine. canary adj. Of a bright but delicate yellow. candid adj. Straightforward. candor n. The quality of frankness or outspokenness. canine adj. Characteristic of a dog. canon n. Any rule or law. cant v. To talk in a singsong, preaching tone with affected solemnity. cantata n. A choral composition. canto n. One of the divisions of an extended poem. cantonment n. The part of the town or district in which the troops are quartered. capacious adj. Roomy. apillary n. A minute vessel having walls composed of a single layer of cells. capitulate v. To surrender or stipulate terms . caprice n. A whim. caption n. A heading, as of a chapter, section, document, etc. captious adj. Hypercritical. captivate v. To fascinate, as by excellence. eloquence, or beauty. carcass n. The dead body of an animal. cardiac adj. Pertaining to the heart. cardinal adj. Of prime or special importance. caret n. A sign (^) placed below a line, indicating where omitted words, etc. , should be inserted. caricature n. a picture or description in which natural characteristics are exaggerated or distorted. arnage n. Massacre. carnal adj. Sensual. carnivorous adj. Eating or living on flesh. carouse v. To drink deeply and in boisterous or jovial manner. carrion n. Dead and putrefying flesh. cartilage n. An elastic animal tissue of firm consistence. cartridge n. A charge for a firearm, or for blasting. caste n. The division of society on artificial grounds. castigate v. To punish. casual adj. Accidental, by chance. casualty n. A fatal or serious accident or disaster. cataclysm n. Any overwhel ming flood of water. cataract n. Opacity of the lens of the eye resulting in complete or partial blindness. catastrophe n. Any great and sudden misfortune or calamity. cathode n. The negative pole or electrode of a galvanic battery. Catholicism n. The system, doctrine, and practice of the Roman Catholic Church. catholicity n. Universal prevalence or acceptance. cat-o-nine-tails n. An instrument consisting of nine pieces of cord, formerly used for flogging in the army and navy. caucus n. A private meeting of members of a political party to select candidates. causal adj. Indicating or expressing a cause. caustic adj. Sarcastic and severe. cauterize v. To burn or sear as with a heated iron. cede v. To pass title to. censor n. An official examiner of manuscripts empowered to prohibit their publication. censorious adj. Judging severely or harshly. census n. An official numbering of the people of a country or district. centenary adj. Pertaining to a hundred years or a period of a hundred years. centiliter n. A hundredth of a liter. centimeter n. A length of one hundredth of a meter. centurion n. A captain of a company of one hundred infantry in the ancient Roman army. cereal adj. Pertaining to edible grain or farinaceous seeds. ceremonial adj. Characterized by outward form or ceremony. ceremonious adj. Observant of ritual. cessation n. Discontinuance, as of action or motion. cession n. Surrender, as of possessions or rights. chagrin n. Keen vexation, annoyance, or mortification, as at one's failures or errors. chameleon adj. Changeable in appearance. chancery n. A court of equity, as distinguished from a common-law court. chaos n. Any condition of which the elements or parts are in utter disorder and confusion. characteristic n. A distinctive feature. characterize v. To describe by distinctive marks or peculiarities. charlatan n. A quack. chasm n. A yawning hollow, as in the earth's surface. chasten v. To purify by affliction. chastise v. To subject to punitive measures. chastity n. Sexual or moral purity. chateau n. A castle or manor-house. chattel n. Any article of personal property. check v. To hold back. chiffon n. A very thin gauze used for trimmings, evening dress, etc. chivalry n. The knightly system of feudal times with its code, usages and practices. cholera n. An acute epidemic disease. choleric adj. Easily provoked to anger. choral adj. Pertaining to, intended for, or performed by a chorus or choir. Christ n. A title of Jesus christen v. To name in baptism. Christendom n. That part of the world where Christianity is generally professed. chromatic adj. Belonging, relating to, or abounding in color. chronology n. The science that treats of computation of time or of investigation and arrangement of events. chronometer n. A portable timekeeper of the highest attainable precision. cipher v. To calculate arithmetically. (also a noun meaning zero or nothing) circulate v. To disseminate. circumference n. The boundary-line of a circle. circumlocution n. Indirect or roundabout expression. circumnavigate v. To sail quite around. circumscribe v. To confine within bounds. circumspect adj. Showing watchfulness, caution, or careful consideration. citadel n. Any strong fortress. ite v. To refer to specifically. claimant n. One who makes a claim or demand, as of right. clairvoyance n. Intuitive sagacity or perception. clamorous adj. Urgent in complaint or demand. clan n. A tribe. clandestine adj. Surreptitious. clangor n. Clanking or a ringing, as of arms, chains, or bells; clamor. clarify v. To render intelligible. clarion n. A small shrill trump et or bugle. classify v. To arrange in a class or classes on the basis of observed resemblance’s and differences. clearance n. A certificate from the proper authorities that a vessel has complied with the law and may sail. clemency n. Mercy. clement adj. Compassionate. close-hauled adj. Having the sails set for sailing as close to the wind as possible. clothier n. One who makes or sells cloth or clothing. clumsy adj. Awkward of movement. coagulate v. To change into a clot or a jelly, as by heat, by chemical action, or by a ferment. coagulant adj. Producing coagulation. coalescence n. The act or process of coming together so as to form one body, combination, or product. coalition n. Combination in a body or mass. coddle v. To treat as a baby or an invalid. codicil n. A supplement adding to, revoking, or explaining in the body of a will. coerce v. To force. coercion n. Forcible constraint or restraint, moral or physical. coercive adj. Serving or tending to force. cogent adj. Appealing strongly to the reason or conscience. cognate adj. Akin. cognizant adj. Taking notice. cohere v. To stick together. cohesion n. Consistency. cohesive adj. Having the property of consistency. coincide v. To correspond. coincidence n. A circumstance so agreeing with another: often implying accident. coincident adj. Taking place at the same time. collaborate v. To labor or cooperate with another or others, especially in literary or scientific pursuits. collapse v. To cause to shrink, fall in, or fail. ollapsible adj. That may or can collapse. colleague n. An associate in professional employment. collective adj. Consisting of a number of persons or objects considered as gathered into a mass, or sum. collector n. One who makes a collection, as of objects of art, books, or the like. collegian n. A college student. collide v. To meet and strike violently. collier n. One who works in a coal-mine. collision n. Violent contact. colloquial adj. Pertaining or peculiar to common speech as distinguished from literary. colloquialism n. Form of speech used only or chiefly in conversation. colloquy n. Conversation. collusion n. A secret agreement for a wrongful purpose. colossus n. Any strikingly great person or object. comely adj. Handsome. comestible adj. Fit to be eaten. comical adj. Funny. commemorate v. To serve as a remembrance of. commentary n. A series of illustrative or explanatory notes on any important work. commingle v. To blend. commissariat n. The department of an army charged with the provision of its food and water and daily needs. commission v. To empower. commitment n. The act or process of entrusting or consigning for safe-keeping. committal n. The act, fact, or result of committing, or the state of being commodity n. Something that is bought and sold. commotion n. A disturbance or violent agitation. commute v. To put something, especially something less severe, in place of. comparable adj. Fit to be compared. comparative adj. Relative. comparison n. Examination of two or more objects with reference to their likeness or unlikeness. compensate v. To remunerate. competence n. Adequate qualification or capacity. competent adj. Qualified. competitive adj. characterized by rivalry. competitor n. A rival. complacence n. Satisfaction with one's acts or surroundings. complacent adj. Pleased or satisfied with oneself. complaisance n. Politeness. omplaisant adj. Agreeable. complement v. To make complete. complex adj. Complicated. compliant adj. Yielding. complicate v. To make complex, difficult, or hard to deal with. complication n. An intermingling or combination of things or parts, especially in a perplexing manner. complicity n. Participation or partnership, as in wrong-doing or with a wrong-doer. compli ment v. To address or gratify with expressions of delicate praise. component n. A constituent element or part. comport v. To conduct or behave (oneself). composure n. Calmness. comprehensible adj. Intelligible. comprehension n. Ability to know. comprehensive adj. Large in scope or content. compress v. To press together or into smaller space. compressible adj. Capable of being pressed into smaller compass. compression n. Constraint, as by force or authority. comprise v. To consist of. compulsion n. Coercion. compulsory adj. Forced. compunction n. Remorseful feeling. compute v. To ascertain by mathematical calculation. concede v. To surrender. conceit n. Self-flattering opinion. conceive v. To form an idea, mental image or thought of. concerto n. A musical composition. concession n. Anything granted or yielded, or admitted in response to a demand, petition, or claim. conciliate v. To obtain the friendship of. conciliatory adj. Tending to reconcile. conclusive adj. Sufficient to convince or decide. concord n. Harmony. concordance n. Harmony. concur v. To agree. concurrence n. Agreement. concurrent adj. Occurring or acting together. concussion n. A violent shock to some organ by a fall or a sudden blow. condensation n. The act or process of making dense or denser. condense v. To abridge. condescend v. To come down voluntarily to equal terms with inferiors. condolence n. Expression of sympathy with a person in pain, sorrow, or misfortune. conduce v. To bring about. conducive adj. Contributing to an end. onductible adj. Capable of being conducted or transmitted. conduit n. A means for conducting something, particularly a tube, pipe, or passageway for a fluid. confectionery n. The candy collectively that a confectioner makes or sells, as candy. confederacy n. A number of states or persons in compact or league with each other, as for mutual aid. confederate n. One w ho is united with others in a league, compact, or agreement. confer v. To bestow. conferee n. A person with whom another confers. confessor n. A spiritual advisor. confidant n. One to whom secrets are entrusted. confide v. To reveal in trust or confidence. confidence n. The state or feeling of trust in or reliance upon another. confident adj. Assured. confinement n. Restriction within limits or boundaries. confiscate v. To appropriate (private property) as forfeited to the public use or treasury. conflagration n. A great fire, as of many buildings, a forest, or the like. confluence n. The place where streams meet. confluent n. A stream that unites with another. conformance n. The act or state or conforming. conformable adj. Harmonious. conformation n. General structure, form, or outline. conformity n. Correspondence in form, manner, or use. confront v. To encounter, as difficulties or obstacles. ongeal v. To coagulate. congenial adj. Having kindred character or tastes. congest v. To collect into a mass. congregate v. To bring together into a crowd. coniferous adj. Cone-bearing trees. conjecture n. A guess. conjoin v. To unite. conjugal adj. Pertaining to marriage, marital rights, or married persons. conjugate adj. Joined together in pairs. conjugati on n. The state or condition of being joined together. conjunction n. The state of being joined together, or the things so joined. connive v. To be in collusion. connoisseur n. A critical judge of art, especially one with thorough knowledge and sound judgment of art. onnote v. To mean; signify. connubial adj. Pertaining to marriage or matrimony. conquer v. To overcome by force. consanguineous adj. Descended from the same parent or ancestor. conscience n. The faculty in man by which he distinguishes between right and wrong in character and conduct. conscientious adj. Governed by moral standard. conscious adj. Aware that one lives, feels, and thinks. conscript v. To force into military service. consecrate v. To set apart as sacred. consecutive adj. Following in uninterrupted succession. consensus n. A collective unanimous opinion of a number of persons. conservatism n. Tendency to adhere to the existing order of things. conservative adj. Adhering to the existing order of things. conservatory n. An institution for instruction and training in music and declamation. consign v. To entrust. consignee n. A person to whom goods or other property has been entrusted. consignor n. One who entrusts. consistency n. A state of permanence. console v. To comfort. consolidate v. To combine into one body or system. consonance n. The state or quality of being in accord with. consonant adj. Being in agreement or harmony with. consort n. A companion or associate. conspicuous adj. Clearly visible. conspirator n. One who agrees with others to cooperate in accomplishing some unlawful purpose. conspire v. To plot. constable n. An officer whose duty is to maintain the peace. constellation n. An arbitrary assemblage or group of stars. consternation n. Panic. constituency n. The inhabitants or voters in a district represented in a legislative body. constituent n. One who has the right to vote at an election. constrict v. To bind. consul n. An officer appointed to reside in a foreign city, chiefly to represent his country. consulate n. The place in which a consul transacts official business. consummate v. To bring to completion. onsumption n. Gradual destruction, as by burning, eating, etc. , or by using up, wearing out, etc. consumptive adj. Designed for gradual destruction. contagion n. The communication of disease from person to person. contagious adj. Transmitting disease. contaminate v. To pollute. contemplate v. To consider thoughtfully. contemporaneous adj. Living, occurring, or existing at the same time. contemporary adj. Living or existing at the same time. contemptible adj. Worthy of scorn or disdain. contemptuous adj. Disdainful. contender n. One who exerts oneself in opposition or rivalry. contiguity n. Proximity. contiguous adj. Touching or joining at the edge or boundary. continence n. Self-restraint with respect to desires, appetites, and passion. contingency n. Possibility of happening. contingent adj. Not predictable. continuance n. Permanence. continuation n. Prolongation. continuity n. Uninterrupted connection in space, time, operation, or development. continuous adj. Connected, extended, or prolonged without separation or interruption of sequence. contort v. To twist into a misshapen form. contraband n. Trade forbidden by law or treaty. contradiction n. The assertion of the opposite of that which has been said. contradictory adj. Inconsistent with itself. contraposition n. A placing opposite. contravene v. To prevent or obstruct the operation of. contribution n. The act of giving for a common purpose. contributor n. One who gives or furnishes, in common with others, for a common purpose. contrite adj. Broken in spirit because of a sense of sin. contrivance n. The act planning, devising, inventing, or adapting something to or for a special purpose. contrive v. To manage or carry through by some device or scheme. control v. To exercise a directing, restraining, or governing influence over. controller n. One who or that which regulates or directs. ontumacious adj. Rebellious. contumacy n. Contemptuous disregard of the requirements of rightful authority. contuse v. To bruise by a blow, either with or without the breaking of the skin. contusion n. A bruise. convalesce v. To recover after a sickness. convalescence n. The state of progressive restoration to health and strength after the cessation of disease. convale scent adj. Recovering health after sickness. convene v. To summon or cause to assemble. convenience n. Fitness, as of time or place. converge v. To cause to incline and approach nearer together. convergent adj. Tending to one point. conversant adj. Thoroughly informed. conversion n. Change from one state or position to another, or from one form to another. convertible adj. Interchangeable. convex adj. Curving like the segment of the globe or of the surface of a circle. conveyance n. That by which anything is transported. convivial adj. Devoted to feasting, or to good-fellowship in eating or drinking. convolution n. A winding motion. convolve v. To move with a circling or winding motion. convoy n. A protecting force accompanying property in course of transportation. convulse v. To cause spasms in. convulsion n. A violent and abnormal muscular contraction of the body. opious adj. Plenteous. coquette n. A flirt. cornice n. An ornamental molding running round the walls of a room close to the ceiling. cornucopia n. The horn of plenty, symbolizing peace and prosperity. corollary n. A proposition following so obviously from another that it requires little demonstration. coronation n. The act or ceremony of crowning a monarch. coronet n. Inferior crown denoting, according to its form, various degrees of noble rank less than sovereign. corporal adj. Belonging or relating to the body as opposed to the mind. corporate adj. Belonging to a corporation. corporeal adj. Of a material nature; physical. orps n. A number or body of persons in some way associated or acting together. corpse n. A dead body. corpulent adj. Obese. corpuscle n. A minute particle of matter. correlate v. To put in some relation of connection or correspondence. correlative adj. Mutually involving or implying one another. corrigible adj. Capable of reformation. corroborate v. To strengthen, as proof or conviction. corroboration n. Confirmation. corrode v. To ruin or destroy little by little. corrosion n. Gradual decay by crumbling or surface disintegration. corrosive n. That which causes gradual decay by crumbling or surface disintegration. orruptible adj. Open to bribery. corruption n. Loss of purity or integrity. cosmetic adj. Pertaining to the art of beautifying, especially the complexion. cosmic adj. Pertaining to the universe. cosmogony n. A doctrine of creation or of the origin of the universe. cosmography n. The science that describes the universe, including astronomy, geography, and geology. cosmology n. The general science of the universe. cosmopolitan adj. Common to all the world. cosmopolitanism n. A cosmopolitan character. cosmos n. The world or universe considered as a system, perfect in order and arrangement. counter-claim n. A cross-demand alleged by a defendant in his favor against the plaintiff. counteract v. To act in opposition to. counterbalance v. To oppose with an equal force. countercharge v. To accuse in return. counterfeit adj. Made to resemble something else. counterpart n. Something taken with another for the completion of either. countervail v. To offset. counting-house n. A house or office used for transacting business, bookkeeping, correspondence, etc. countryman n. A rustic. courageous adj. Brave. course n. Line of motion or direction. courser n. A fleet and spirited horse. courtesy n. Politeness originating in kindness and exercised habitually. ovenant n. An agreement entered into by two or more persons or parties. covert adj. Concealed, especially for an evil purpose. covey n. A flock of quails or partridges. cower v. To crouch down tremblingly, as through fear or shame. coxswain n. One who steers a rowboat, or one who has charge of a ship's boat and its crew under an officer. crag n. A rugged, rocky projection on a cliff or ledge. cranium n. The skull of an animal, especially that part enclosing the brain. crass adj. Coarse or thick in nature or structure, as opposed to thin or fine. craving n. A vehement desire. creak n. A sharp, harsh, squeaking sound. creamery n. A butter-making establishment. creamy adj. Resembling or containing cream. credence n. Belief. credible adj. Believable. credulous adj. Easily deceived. creed n. A formal summary of fundamental points of religious belief. crematory adj. A place for cremating dead bodies. crevasse n. A deep crack or fissure in the ice of a glacier. crevice n. A small fissure, as between two contiguous surfaces. criterion n. A standard by which to determine the correctness of a judgment or conclusion. critique n. A criticism or critical review. crockery n. Earthenware made from baked clay. crucible n. A trying and purifying test or agency. rusade n. Any concerted movement, vigorously prosecuted, in behalf of an idea or principle. crustacean adj. Pertaining to a division of arthropods, containing lobsters, crabs, crawfish, etc. crustaceous adj. Having a crust-like shell. cryptogram n. Anything written in characters that are secret or so arranged as to have hidden meaning. crystallize v. To bring togethe r or give fixed shape to. cudgel n. A short thick stick used as a club. culinary adj. Of or pertaining to cooking or the kitchen. cull v. To pick or sort out from the rest. culpable adj. Guilty. culprit n. A guilty person. culvert n. Any artificial covered channel for the passage of water through a bank or under a road, canal. cupidity n. Avarice. curable adj. Capable of being remedied or corrected. curator n. A person having charge as of a library or museum. curio n. A piece of bric-a-brac. cursive adj. Writing in which the letters are joined together. cursory adj. Rapid and superficial. curt adj. Concise, compressed, and abrupt in act or expression. curtail v. To cut off or cut short. curtsy n. A downward movement of the body by bending the knees. cycloid adj. Like a circle. cygnet n. A young swan. cynical adj. Exhibiting moral skepticism. cynicism n. Contempt for the opinions of others and of what others value. cynosure n. That to which general interest or attention is directed. daring adj. Brave. darkling adv. Blindly. Darwinism n. The doctrine that natural selection has been the prime cause of evolution of higher forms. dastard n. A base coward. datum n. A premise, starting-point, or given fact. dauntless adj. Fearless. day-man n. A day-laborer. dead-heat n. A race in which two or more competitors come out even, and there is no winner. dearth n. Scarcity, as of something customary, essential ,or desirable. death's-head n. A human skull as a symbol of death. ebase v. To lower in character or virtue. debatable adj. Subject to contention or dispute. debonair adj. Having gentle or courteous bearing or manner. debut n. A first appearance in society or on the stage. decagon n. A figure with ten sides and ten angles. decagram n. A weight of 10 grams. decaliter n. A liquid and dry measure of 10 liters. decalogue n. The ten commandments . Decameron n. A volume consisting of ten parts or books. decameter n. A length of ten meters. decamp v. To leave suddenly or unexpectedly. decapitate v. To behead. decapod adj. Ten-footed or ten-armed. decasyllable n. A line of ten syllables. eceit n. Falsehood. deceitful adj. Fraudulent. deceive v. To mislead by or as by falsehood. decency n. Moral fitness. decent adj. Characterized by propriety of conduct, speech, manners, or dress. deciduous adj. Falling off at maturity as petals after flowering, fruit when ripe, etc. decimal adj. Founded on the number 10. decimate v. To destroy a measurable or large proportion of. decipher v. To find out the true words or meaning of, as something hardly legible. decisive ad. Conclusive. declamation n. A speech recited or intended for recitation from memory in public. declamatory adj. A full and formal style of utterance. eclarative adj. Containing a formal, positive, or explicit statement or affirmation. declension n. The change of endings in n ouns and adj. to express their different relations of gender. decorate v. To embellish. decorous adj. Suitable for the occasion or circumstances. decoy n. Anything that allures, or is intended to allures into danger or temptation. decrepit adj. Enfeebled, as by old age or some chronic infirmity. dedication n. The voluntary consecration or relinquishment of something to an end or cause. deduce v. To derive or draw as a conclusion by reasoning from given premises or principles. deface v. To mar or disfigure the face or external surface of. defalcate v. To cut off or take away, as a part of something. defamation n. Malicious and groundless injury done to the reputation or good name of another. defame v. To slander. default n. The neglect or omission of a

My Ambition For Science And Mathematics Essay - 1375 Words

We moved often to various counties in the Saint Louis area because my knew quality education was based on place. I was now in my junior year and this was my sixth high school that I attended. This school was unlike the others. I was surrounded by middle and upper class families that looked like me. This was a new experience. My obsession for science and mathematics took hold. I immersed myself in this new community, taking part in various clubs, learning, inventing and experimenting. I walked into my guidance counselor’s office as I did numerous times that year. But this time it was different since a visitor was waiting for me. This towering man introduced himself as Dr. Keener Tippin and he explained he was there to recruit me for a summer program to live on campus, take college courses and engage in scientific research. I never considered college as an option. A door opened. I became a teacher to honor my mother with her determined spirit and commitment for all her children to have a quality education no matter the financial burden of as a single parent of five. I became a teacher because of luck, someone I never knew, opened a door. Access to career opportunities should not be based on place or the roll of a die. I moved to Boston with a sense of urgency for the reason that, at that time, Boston Public Schools were considered one of the best urban school districts in the United States. I had the opportunity to work at Young Achievers Science and MathShow MoreRelatedThe Impact Of Finance On Real Estate Assets And The Economic Outlook Of The Entire World Economy946 Words   |  4 Pages From my previous work experience within real estate private equity, accounting and debt strategies, I knew what they all had in common and what I really enjoyed doing. I realized that what fascinated me was the influence of finance on real estate assets and the economic outlook of the entire world economy. Studying modules such as, Financial Markets, Multinational Financial Management, Financial Statistics, Mathematics and Economics at university level was the revelation that perfectly matchedRead MoreThe Dream Act Essay1209 Words   |  5 Pagesthough some U.S Citizens are against this law because they fea r that this law will cause more people to come here illegally, but these kids could fill in the missing gaps that Friedman says, like the numbers gap, the education gap at the top, and the ambition gap. Not only will these Dreamers be helped, but they will also help fill the gaps in this economy. This bill is to give undocumented students the opportunity to further their education and become U.S Citizens, but some U.S Citizens fear that thisRead MoreStatement of Purpose962 Words   |  4 Pages Right from childhood, I was fond of mathematics and how it had the ability to convey a lot of information with so little illustrations. This, together with my consistent good performance in mathematics throughout high school, was responsible for the nurturing of a special interest in it. This childhood zeal in the subject gradually crystallized into a more mature form as I stepped into higher studies. The most significant influence on my life has been my parents. They have encouraged me to learnRead MoreSample Statement of Purpose1009 Words   |  5 Pagesin Computer  Science and Engineering at CVR College of Engineering affiliated to Jawaharlal Nehru Technological University (Hyderabad). I use this opportunity to elucidate my career  objectives and give in quintessence of my educational background. My Educational Background and academic achievements: Since my school days, I have been interested in Mathematics and physical sciences. My scholastic record has been meritorious right through school and higher  secondary education. With my propensity towardsRead MoreGraduation Speech : Education From An Ordinary Institute1344 Words   |  6 PagesAs per my concerns, I would rate Education as the first and the preeminent reason. But having education from an ordinary institute is very much contrasting from having it in a University which own excellent standards. For having such education from such institutions, apart from money a person should have diligence and should be curious towards learning new things. Curiosity is the first and the foremost quality which drives a person towards learning new things. 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Therefore, I joined Bachelor of Science degree (B.Sc.) course with major in Physics, Chemistry, and Mathematics. In the second year of graduation, I decided to take admission in Master degree course in Computer Science (MCA). MCA is aRead MoreEducation Is A Progressive Discovery Of Our Own Ignorance1490 Words   |  6 Pagesinspiration by nature that initiates the process of learning. It is through learning that knowledge is acquired. Implementation of this knowledge that fulfills the human ambitions. These words have been strongly rooted in me ever since my school days. And with such a strong foundation laid in my schooling, my desire to quench my thirst for knowledge is only been increasing ever since. As a great American historian Will Durant quoted, Education is a progressive discovery of our own ignorance. ThusRead MorePersonal Narrative : Social Network Analysis1323 Words   |  6 Pagesto in the assignment description, it is useful to first define what my own personal idea of success entails. I view success as maximizing my achievement and that of my close friends and family, while defining achievement as the accomplishment of difficult and rewarding goals. Moreover, my personal ambition is to contribute to the implementation of knowledge from statistics and mathematics into the biological and biomedical sciences – either through a career in academia or industry. Maintaining a strongRead MoreThe Importance Of Individualized Learning Activities For Students773 Words   |  4 PagesI originally started my college career wanting to be a social worker. After a practicum I quickly decided I did not want to be a social worker, but I knew I wanted to work with children and I wanted to make a difference, so I decided teaching was the best option for me. I am currently teaching third grade Mathematics, however next year I will be adding Science and Social Studies to my schedule. I have a strong moral commitment to educating young people and believe initiative should be taken

Juvenile Delinquency Should Be Punished Or Rehabilitated...

For centuries Earth has had many problems that seek to corrupt the good things that every person strives to have in his or her life. As the twenty-first century is nearing two decades old many have been solved, yet so many remain or are being discovered. Juvenile delinquency is one of the many conflicts that occur in the world. How can it be put to an end? To solve a problem knowledge must first be obtained and data analyzed for conclusions. There are specific traits that juveniles have that help determine the risk of delinquency in a child. These can be caused by a vast number of environmental factors ranging from simple peer pressure to as grave as relying on deviant acts for survival due to parental neglect or abuse. A big problem with†¦show more content†¦Therefore, if the personal traits of a child, such as relationship with family members, are unstable, he or she has a better chance at becoming anti-social or aggressive which have an increased probability of delinquenc y in the future. Delinquency is not always the result of an unhappy relationship with legal guardians that are responsible for the child’s well-being. Influences of delinquent behavior are also present within the environment [e.g. neighborhood, school, etc.] a child lives in. It is capable of influencing delinquency, but nothing guarantees one-hundred percent that a child will become delinquent. Fabio et al (2011) performed neighborhood-level studies that proved disadvantaged neighborhoods contain a larger generality of violence. Further research led to this conclusion â€Å"Boys residing in disadvantaged neighborhoods were more likely to have lower socioeconomic status [SES], poorly educated mothers, unemployed parents, poor housing, and a small house† (Fabio et al, 2011, p. 327). Also, more boys residing in disadvantaged communities had longer participation in violent acts than those in advantaged communities where violence is relatively stable (Fabio et al, 2011, p. 327). Hence, the type of neighborhood a child lives in contributes to the risk factors of him or her becoming a delinquent. One of the main arguments that varies in opinion is whether juvenile delinquents should be punished or rehabilitated for their crimes.Show MoreRelatedWhen Most People View The Majority Of Juveniles As Rebellious1174 Words   |  5 PagesWhen most people view the majority of juveniles as rebellious kids who are searching for their place in the world, they do not realize that some of these â€Å"rebellious kids† could turn out to be dangerous criminals in the future. Yes, they are searching for their place in the world, but the thing that most people do not realize is that they think have found it through juvenile deviancy, even if they know it is illegal. The definition of a juvenile is someone under age 18. The brain does not fully developRead MoreEssay on History of the Juvenile Justice System1477 Words   |  6 PagesRUNNING HEAD: HISTORY OF THE JUVENILE JUSTICE SYSTEM Juvenile Delinquency: The History of the Juvenile Justice System Shandi Lillard Kaplan University CJ 150 – 02 Professor Raymond Keefauvor June 14, 2011 The History of the Juvenile Justice System The Juvenile Justice System is seen by many as being ineffective in treating the youth of this country, the programs are outdated and there seems to be little, if any hope that these youth will stay on the right path once released backRead MoreIntroduction: There are many theories that attempt to explain the phenomenon of juvenile1000 Words   |  4 PagesIntroduction: There are many theories that attempt to explain the phenomenon of juvenile delinquency and the factors that cause it. There is, and has been, a great amount of young people who engage in delinquent behavior throughout the nation and worldwide. What exactly is the catalyst that incites these young people to commit crime and stray from the ethical norm established in society? Are all youth susceptible to the temptation of deviant behavior or is it just some? Theories suggest differentRead MoreSocial Outcasts and Juvenile Deliquency Essay909 Words   |  4 Pagesstatus. Social outcast are also hated, discriminated and persecuted by the society and as a result they may result into being depressed and lonely. Juvenile Delinquency refers some illegal and antisocial behaviors by persons who are under the age of 18 thus are minors. This means behaviors that would be regarded as crime if done by an adult. Juvenile delinquent refers to those children or adolescent who behave in the said antisocial manner. Some of such behaviors are associated with mental disordersRead MoreJuvenile Delinquency Treatment : Description And Fundamental Principles1452 Words   |  6 PagesJuvenile Delinquency Treatment: Description and Fundamental Principles When treating juvenile delinquency the goal is to punish or rehabilitate the problem children after they have offended and been caught. To punish is to induce pain or payment for misconduct, while rehabilitation revolves around productive work pertaining to a program of education, along with counseling of some nature (Musick, 1995, pg. 233). It is typically assumed that adolescents deserve and require distinct management becauseRead MoreJuvenile vs Adult Justice System Essay989 Words   |  4 PagesAdult Justice v Juvenile Justice System There is no question that if a person is involved in any type of crime they will at some time make their way through the justice system. However, when that person is an adolescent they will go through the juvenile justice system, as an adult would go through the adult justice system. Even though the crimes of each can be of the same manner or hold the same severity the punishment results can differ. The main reason for having the two different justiceRead MoreYoung Kids, Hard Time1290 Words   |  6 PagesIn the justice system today there are many problems such as juveniles facing jail time as adults. Crime and the fear that it creates is a rising epidemic that is not slowly decreasing in any way. Young Kids, Hard time is a documentary about a correctional facility in Southwestern Indiana that holds 2100 prisoners behind bars for everything from rape to murder. This correctional facility is called home for 53 juveniles sentenced as adults. The documentary Young Kids, Hard Time demonstrates that theseRead More Juveniles Essay1263 Words   |  6 Pages As I entered the juvenile detention facility on 150th, I began to wonder about the female detainee I was going to interview regarding placement. I am sitting in a locked room with a desk, two (2) chairs and a large plexie glass window. As the staff arrived she was accompanied with Farouka (the name has been changed to protect conf identiality). Farouka is a 14-year-old Caucasian/Hispanic female small in stature, wearing county quot;bluesquot; (issued clothing). She appeared fearful and teary eyedRead MoreH.R.1501 - Violent And Repeat Juvenile Offender Accountability1205 Words   |  5 PagesH.R.1501 - Violent and Repeat Juvenile Offender Accountability and Rehabilitation Act of 1999. H.R. 1809 focuses more on non-violent offenders, H.R. 1501 focuses towards violent and repeat offenders. Legislation Option 1: H.R. 1501 was introduced to the House on 04/21/1999 and passed through both the House and the Senate, the main focus of this Bill was â€Å"to provide quality prevention programs and accountability programs relating to juvenile delinquency† (H.R. 1501). This bill helps to solve someRead MoreThe Effectiveness of the Juvenile Justice System Essay1123 Words   |  5 PagesThe Effectiveness of the Juvenile Justice System The American juvenile justice system was designed over 100 years ago to reform kids who were found guilty of minor crimes such as petty theft and truancy. Today, the system is becoming overwhelmed by crimes of violence. Stealing and skipping school have been replaced by rape and murder. The juvenile justice system was never meant to deal with these kinds of problems. Juvenile delinquency describes the antisocial behavior of many different

The Lie in Ibsens A Dolls House Essay - 1837 Words

The Lie in Ibsens A Dolls House An action or statement that may be considered a lie to some may, in fact, not be considered, a lie to others: it might simply be considered, omitted information. The lie might seem to have an evil intent when first heard, but the true intention behind it may have been for helpful purposes or for protection. In Henrik Ibsens A Dolls House, a lie was created to help and protect a loved one - yet it resulted in a catastrophic act. The character Nora lives her life, in one sense, as a complete lie. She never thought for herself or had her own opinions. Noras father would tell her what he thought about everything leaving her no opinion but his (Ibsen 428). If she did have an opinion†¦show more content†¦Nora is also involved in so-called lies that affect Torvald. She plays ...larks and squirrels for the benefit of her insufferable husband (Hurt 436). She pretends as though she enjoys being called these degrading names by her husband, all to please him. By not taking the issue upon herself to tell him the names make her feel like a doll, she may be considered a liar. Torvald, in a sense, lies or omits the truth from Nora in the same way. He does not know if Nora likes these names. He could be referring to her by these words because he believes she likes the attention. They may believe they are making each other happy, like Shakespeare says in Sonnet 138, O, loves best habit is in seeming trust,... /Therefore I lie with her, and she with me,/And in our faults by lies we flatterd be (Shakespeare 343). If someone sees the name calling as a harmful game, then Nora and Torvald would both be omitting the truth. Both of them would be lying through the eyes of someone who viewed the name-calling as a sense of happiness for one another. By referring to Nora as these names, it seems as though he never really gave her credit for doing anything important. She was just another doll in his doll house. The names that Torvald used were poking fun at Nora in a nice way. Torvald thought Nora really did not get the meanings behind the names, which again made her feel as though she was not important. With Nora feelingShow MoreRelatedSymbolism and Sexism in Ibsen’s â€Å"a Doll’s House† Essays949 Words   |  4 Pages Symbolism and Sexism in Ibsen’s â€Å"A Doll’s House† Henrik Ibsen, the author of the controversial play â€Å"A Doll’s House† said, â€Å"There are two kinds of moral laws, two kinds of conscience, one for men and one, quite different, for women. They don’t understand each other; but in practical life, woman is judged by masculine law, as though she weren’t a woman but a man†¦A woman cannot be herself in modern society.† Isben created the plot of â€Å"A Doll’s House† from those ideas. Ibsen was viewedRead MoreA Dolls House -H.Ibsen ,Critical Analysis1554 Words   |  7 Pagesï » ¿Subject : Drama B Writer : Henrik Johan Ibsen Genre : Realistic Modern Drama Name of the Work / Play : A Doll’s House ( 1897 ) in three acts Characters : Major Characters / Minor Characters Nora Helmer ( wife of Torvald Helmer ,mother of three children ) Torvald Helmer( husband of Nora Helmer , a lawyer ,father of three children ) Dr. Rank ( doctor ,friend of Nora Torvald Helmer, confidant ,commentator ) Mrs. Kristine Linde ( old friend of Nora Helmer ) Nils Krogstad ( barristerRead More A Dolls House: The Analysis of Nora and Her Case of Leaving Her Family.1074 Words   |  5 PagesIn Henrik Ibesens play A Doll House, Nora Helmer struggles with telling her husband, Torvald Helmer, the truth about a loan she receives for them to go to Italy when he was sick. Consequently, when Torvald learns of the news he instantly insults Nora and declares that she has ruined [his] happiness (Ibesen 93). However, when Torvald tries to dismiss his insults after receiving a note that her contract was revoked, she does not accept his apologizes and decides to leave Torvald and her childrenRead Morea dolls house1153 Words   |  5 Pagesï » ¿ A Doll’s House South University Ibsen’s a doll house centers around a time where men worked and women were the care givers of the home. In a Doll’s House there were some major points made that eventually led up to that one defining moment. The defining moment for me was when Nora decided that she no longer wants to live the lifestyle of being the â€Å"doll†. It starts with Torvalds reading the letter about her borrowing the money and Nora’s secret is finally exposedRead MoreRhetorical Analysis : Truth Is Mighty And Will Prevail 1331 Words   |  6 Pagesimportance of practicing and perfecting lying â€Å"A final word: begin your practice of this gracious and beautiful art early – begin now. If I had begun earlier, I could have learned how†. What Twain says is false, as no lie is designed to last forever, what he means is no one can ever learn to lie perfectly, the opposite is true. â€Å"Truth is mighty and will prevail†, a statement challenged by likening it to a majestic compound fracture, which is a gruesome break of bone. What is meant by using this metaphorRead MoreA Dolls House Critical Analysis1477 Words   |  6 PagesIn Henrik Ibsen’s controversial play, A Doll’s House, the audience witnesses Nora Helmer, a Norwegian housewife, struggle to hide a secret financial transaction from her husband, Torvald Helmer. At the conclusion of the play, Nora decides to leave Torvald and her children in order to find self-fulfillment. Throughout the play, Henrik Ibsen offers vivid criticism on the social expectations imposed upon women in Victorian-era society. Ibsen communicates this central message of the play by utilizingRead MoreHenrik Ibsen s A Doll s House Essay1408 Words   |  6 PagesHenrik Ibsen’s A Doll’s House is a play that makes tremendous contributions to the rise of international women’s liberation movements . Much significance of the play can be found in the characterization of its female protagonist Nora. In many aspects, Nora has become an iconic character, serving as a source of inspiration to various social and cultural movements. This essay aims to trace the development of Nora’s behavior from a â€Å"female doll† to a â€Å"woman rebel† by focusing on Ibsen’s use of linguisticRead MoreGender in a Dolls House1216 Words   |  5 PagesGender in A Doll’s House In Henrik Ibsen’s play, A Doll’s House, Nora is the wife and mother. This play was considered so extreme because of the problem of women’s rights outlined in this play, something that was not openly showcased in plays during the 19th century. Women were thought by most to be mothers and housewives. Nora chose to abandon her children at the end of the play to find out who she really was and to find freedom for herself. The play would be considered so extreme in the timesRead MoreHow do both The Stranger by Albert Camus and A Doll’s House by Henrik Ibsen explore free will?1631 Words   |  7 PagesFrom the very first line of Albert Camus’ The Stranger, â€Å"Maman died today,† (Camus 3) the quirky character of Meursault is shown to be different. The same holds true with Henrik Ibsen’s classic play, A Doll’s House, concerning Nora, a mother who abandons her family in order to pursue her own happiness. Both characters, while set i n opposing societies, exhibit similar characteristics: a courageous, if not reckless, pursuit of happiness, be it physical in the case of Meursault or mental for Nora, andRead MoreDegeneration Theory In Ibsens A Dolls House2035 Words   |  9 PagesIbsen’s A Doll’s House is a naturalistic play set in the late 1800’s that features the ideas of debt, humanism/feminism, social reproduction, sexism, and Degeneration theory. Degeneration theory is an idea that when you deviate from the moral values of society or from the norm you develop a physical deformity that can be passed to you children and your family. It was used to control people’s behaviour so they would not deviate from social norms. Which William M Greenslade agrees with in his book

Children and their Issues Parenting

Questions: 1. State the developmental needs of the children and appraise the extent to which these developmental needs have been met under their current home situation.What would be some concerns you might have regarding their development 2. Using the ecological perspective and/or ABCX model and the tools of the familys genogram, ecomap and timeline assess the family after making the home visit [10 marks]. In the process, demonstrate your understanding of issues around the protection of childrenfrom the evidence you have gathered in Question 13. From your assessment, set goals and propose implementation plans for thechildren and/or family. Evaluate the extent to which you would be ableto apply the strengths perspective in your intervention plans. Please also evaluate the extent to which you are able to safeguard the childrens wellbeing and any other vulnerable adults in the family in your implementationplans.4. As you work with the clients, discuss the extent of relevance of professional dutyt o safeguard and the clients right to privacy. Answers: 1. Different frameworks have defined various developmental needs of children which if achieved successfully will gift a life to a child that will not only be overwhelming but will also help the child to achieve a bright future. The first that can be described is the need for physical activity which ultimately helps in developing both small and also large muscles giving them a stature and also goofs for physical health and safe from different diseases like obesity and others (Keenan, Evans Crowley, 2016). However, Sam spent most of the time baby-sitting for his siblings getting less scope for physical activity. This increases chance of improper body development affecting his health physically. He practiced no proper movement skills which might affect his coordination and overall physical fitness. Secondly, the better social and emotional development of the child, better he will be able to communicate with his parents, relatives and also with other children (NICHD, 2016). He will be a ble to express himself more effectively. He will also be able to achieve experiences that will help them to understand and respond to emotions to others. In case of Sam, one can see that his immediate environment is absolutely not apt for his correct social skill development. The parents are the immediate guidance that the children look for. Sams father is abusive with not only his wife but also with Sam which leaves an impression on him that this is the right way to behave when angry. This led him to beat his friend at school when a tensed situation might have grown between them. Therefore a proper atmosphere with much happiness, proper behaviors among the family members, expression of strength among different relationships, sharing of commitment and dedication from each is very necessary for him to evolve as a better human being. These attributes will make him both socially and emotionally strong and help in correct paths of humanity (Cook et al., 2015). Approaches to learning new tasks, challenges and difficult problems need also to be handled carefully so that the child may develop curiosity, interest, and ability to stay on the task and evolve as a better human being ready to face challenges in lives. Other area is development of thinking ability and also the general knowledge that helps the child to understand how the world works (Bornstein Bradley, 2014). The condition of the family is not financially well and the abusive nature of the male head is an additional blow on the family. In such a crisis condition it becomes very difficult for the child to develop his learning skill. Moreover Mrs. Liam always remains unhappy and breaks down into tears which will result in a very negative aspect on Sam. It may make him learn beating makes a person weak which he can apply in future lives resulting in massacred future. On the other hand, it may make him emotionally weak for the future where he may never have the courage to express him or may not develop the fee ling of inferiority or insecurity complex affecting his future lives (Donohue et al., 2014). The other point is the communication, language and also literacy which can be achieved through important evidence based activities. The strenuous situation that prevailed in the house of Mr.Lim gave the family members very little scope to practice the different activities that would result in the development of proper literacy skills. This would affect his career in future life as well. 2. Reuben Hill has given forward a family stress adaption theory known famously as the Hills ABCX model that helps in identifying the different crisis that a family goes through along with the contributors that cause the stress. He had described that major stressful events often disrupt the equilibrium of the family and hence the family needs to re-establish the equilibrium with the help of the coping mechanism to handle stress. In the ABCX model, the A refers to the different incidents and the events that lead to disruption of the equilibrium such as serious illness, divorce, abuse of children and also spouse and others (Kennedy et al., 2016). The B factors mainly denote the protective factors that help in acting as buffer to against the negative consequences of the stress that had come upon the family suddenly. They mainly include different external as well as different internal as well as different external family resources and also denote the social support that the families can eek for from the community, or the church and similar charitable organizations. The concerned family of the case study had already fulfilled these criteria as they had been taking social helps but they also need to take help of counselors to help them cope with the adverse environment. C of the ABCX model usually denotes the perceptions that the family develops when they face the events and feel the stresses. Hill had stated that if the family perceives the stresses positively or constructively they are better able to cope with the situation. However when the family perceives and dwell on the negative impact of the situation for a long time,, they themselves get hyper and stressed out and depression engulfs them (Frsihman et al., 2017). Mrs. Lim had perceived the situation in the later way and therefore it resulted her to frequently break down while describing them and was not been able to take steps that would lead to the betterment of the family. The X of the ABCX model refers to family crisis which states that if the family fails to cope up with the process of regaining back the equilibrium, it ends in family crisis (Pozo, Saria Brioso, 2014). As the family member could not cope up with the stresses that were created due to the abusive nature of the male head, the entire equilibrium got disrupted resulting in arrival of crisis to which not only Mrs., Liam but also Sam became a victim of it. From preparation of genogram, provided by the case study, one can find out not only the relationship shared by the different individual mentioned in the case study but can also determine the emotional relationship shared by them (Gibson Taylor, 2016). Mr. Lim was previously married to a lady who was already pregnant with Lims first child named Siew Lee who is now 19 years old. Her mother ran away with her due to the abusive nature of her husband Mr. Liam. Now Siew Lees mother is dead due to cancer. His second wife married him when she was pregnant with their child named Sam. She did so to make her father recover from heart attack. However he is already dead now for 1.5 years. Sam has four siblings named Alex (6 years old), Lily (4 years old) and Cindy (18 months) who suffer a lot due to the poor financial condition of the family which has developed due to drinking habit of the Mr.Liam. Financial help is provided by Mr. Liams mother and also by Siam Lee to some extent. From the entir e study it can be seen that abusive nature and the drinking habits of Mr. Liam have destroyed the mental and emotional peace of the family along with physical harm not only one but twice in cases of both his marriage. Ecomap is especially helpful while during counseling that helps to recognize the causal factors of the family stress and also providing different solutions as a method of counseling to the entire family (Crawford, Grant Crews, 2016). The case however gives no reason for the development of the abusive habit of Mr. Lim that was having a huge impact on the family. Various supports that the family can have are support from church and clergy, counseling techniques from family counselors. Mr. Liam should be sent for rehabilitation. They can also seek for organizations that handle such crimes in order to help her family live well. They may join communities giving support to such families and can express their feelings. All these would help them to regain back the equilibrium. Time frame setting would help the counselor to understand the important interventions that she need to take for helping the family. After assessing the condition of the family with each of the tools provided, one can see that the children are at greater risk for developing adverse behaviors as most are in the cognitive phase of learning. They make take up wrong habits and develop poor principles which will not only harm them in the future but also make the people surrounding them vulnerable to threats from them in future (Boss, 2014). Ecomap providing services to Sam and his mother 3. Relationship counseling is advisable to a couple where both of them want to participate. It remains mainly based on shared respect for each other and also depends upon their perceptions of their responsibilities to each other and also to their family (Salloum et al., 2014). However in case of Mr. Liam it is seen that when he was asked for counseling, he did not deny it but also did not come to participate in the counseling. This proved of his lack of interest to make the condition of his family better. In such case the implementation plan should involve individual counseling. It will help the victim here like Mrs. Liam to understand the pattern of violence occurring to her and family and thereby advise her of the safety procedures she needed to follow. Different therapies would help her to minimize the negative feelings grown from the adverse incidents and develop strength in her to turn back and protest. Group therapy can be instructed for her who will help her to interact with s everal other such victims and share their feelings (Negar Prinz, 2015). This is seen to be helpful for them and provide them with a network of support. Mrs. Liam should attend such therapies to make her feel emotionally strong and not blame herself for the conditions she is facing. She can also attend art therapy and also music therapy that will give her creative outlet for her feelings. Once Mrs. Lim becomes mentally and emotionally strong she can be great backbone for her children and will be able to protect them with stern protests against such behavior from Mr. Lim. Children like Sam who have faced such trauma of abuse and had seen domestic violence on mother should be immediately allowed to flush out their feelings to a counselor so that his immediate feelings can be understood. A counselor would then try to make such feeling of the child mould in a better way so that they do not develop any sort of unhealthy feelings. Otherwise these same children may end up on relationships in future which may be troubled where they might become the abuser or the victim. Play therapy will help Sam to explore life events that are having an effect on current circumstances in a manner which will be conducted through play and also through language (Smith et al., 2014). This is often denoted by renowned counselors as the important and also effective treatment for developing appropriate mental health. Sand tray therapy should also be used for the children where Sam will be able to develop microcosm using toys and sand. This would allow Sam to help him resolve confl icts, remove obstacles and gain acceptance as he grows up. Parent child interaction therapy would have a great impact if Mrs. Liam can make Mr. Lim participate in this therapy as this therapy is known to provide best outcomes for families in crisis. The children are at a high level of threat from their father and interventions are to be taken for their emotional and physical development. 4. Concerned organization of the social workers like counselors and others have to follow the codes of the Singapore Association of Social Workers (SASW) which states that counselor should completely keep the information of a family private and maintain the familys privacy by not disclosing it to the any strangers or other distant relatives (Sorbo et al., 2014). As a human being, it would be a duty to protect Mrs. Liam and her children from any life threats that they are facing and would make arrangement like emergency help line numbers and monitoring their family so that they may remain safe in future. The Counselor would also try to provide her the address of different charitable organization where she can get support for better living. References: Bornstein, M. H., Bradley, R. H. (Eds.). (2014).Socioeconomic status, parenting, and child development. Routledge. Boss, P. (2014). Family stress. InEncyclopedia of quality of life and well-being research(pp. 2202-2208). Springer Netherlands. Cook, R. E., Klein, M. D., Chen, D. (2015).Adapting early childhood curricula for children with special needs. Pearson. Crawford, M. R., Grant, N. S., Crews, D. A. (2016). Relationships and rap: Using ecomaps to explore the stories of youth who rap.British Journal of Social Work,46(1), 239-256. Donohue, B., Azrin, N. H., Bradshaw, K., Van Hasselt, V. B., Cross, C. L., Urgelles, J., ... Allen, D. N. (2014). A controlled evaluation of family behavior therapy in concurrent child neglect and drug abuse.Journal of consulting and clinical psychology,82(4), 706. Frishman, N., Conway, K. C., Andrews, J., Oleson, J., Mathews, K., Ciafaloni, E., ... McKirgan, L. (2017). Perceived quality of life among caregivers of children with a childhood-onset dystrophinopathy: a double ABCX model of caregiver stressors and perceived resources.Health and Quality of Life Outcomes,15(1), 33. Gibson, D. M., Taylor, J. V. (2016). Using the Genogram for Career Assessment and Intervention With an Economically Disadvantaged Client.Postmodern Career Counseling: A Handbook of Culture, Context, and Cases, 163. Keenan, T., Evans, S., Crowley, K. (2016).An introduction to child development. Sage. Kennedy, S. C., Kim, J. S., Tripodi, S. J., Brown, S. M., Gowdy, G. (2016). Does ParentChild Interaction Therapy reduce future physical abuse? A meta-analysis.Research on social work practice,26(2), 147-156. Neger, E. N., Prinz, R. J. (2015). Interventions to address parenting and parental substance abuse: Conceptual and methodological considerations.Clinical psychology review,39, 71-82. NICHD Early Child Care Research Network. (2016). Child-care structure process outcome: Direct and indirect effects of child-care quality on young children's development.Psychological Science. Pozo, P., Sarri, E., Brioso, A. (2014). Family quality of life and psychological well?being in parents of children with autism spectrum disorders: a double ABCX model.Journal of Intellectual Disability Research,58(5), 442-458. Salloum, A., Scheeringa, M. S., Cohen, J. A., Storch, E. A. (2014). Development of stepped care trauma-focused cognitive-behavioral therapy for young c Smith, A. L., Cross, D., Winkler, J., Jovanovic, T., Bradley, B. (2014). Emotional dysregulation and negative affect mediate the relationship between maternal history of child maltreatment and maternal child abuse potential.Journal of Family Violence,29(5), 483-494. Srb, M. F., Grimstad, H., Bjrngaard, J. H., Lukasse, M., Schei, B. (2014). Adult physical, sexual, and emotional abuse and postpartum depression, a population based, prospective study of 53,065 women in the Norwegian Mother and Child Cohort Study.BMC pregnancy and childbirth,14(1), 316.

Ocr Health and Social Care free essay sample

You will take the following modules: Care practice and provision – meeting service user needs, multidisciplinary teams, promotion of quality assurance by services, legislation. Anatomy and physiology in practice – respiratory system, cardio-vascular system, digestive system, reproductive system, renal system and musculo – skeletal system. Child development – patterns of development, influencing factors, theories of play, how to plan and make a learning aid for a child. The anatomy and physiology module will be exam assessed. The others will be portfolio assessed. General Hints and Tips * Back up all coursework – do not rely on one computer/ memory stick to keep files on. * Put page numbers on coursework – they are needed for marking! * Refer to texts used throughout your writing. * Bring this booklet to all lessons where you are likely to work on coursework. * Hand in coursework on time and do not leave completion until the last minute. * Bring in coursework as you go along if you are unsure that you are working on the right lines. We will write a custom essay sample on Ocr Health and Social Care or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I have exemplar coursework (both excellent and very bad) which you are welcome to look at for ideas/ guidance. Care Practice and Provision During this module you will learn about: * Meeting the needs of service users at a local level. * How servicers and practitioners meet individual needs. * Ways in which practitioners within services work in multi-disciplinary teams. * How quality assurance is promoted by services. * Effects of national policy and legislation on care practice and provision. * Conducting a survey relating to quality assurance. This module is portfolio assessed. Coursework You need to produce an investigation to show how demographic factors influence the provision of health, social care and early years services in the local area, illustrating how two different local services meet the needs of one service user. AO1 Marks: 10 What do I need to do? Choose two demographic influences which have influenced the organisation and provision of services in the local area from the following: †¢ Health needs †¢ Disability †¢ Age of populations †¢ Unemployment †¢ Numbers of single parent families †¢ The number of older people in the population. Research your two chosen demographic influences using the internet, National Trends, local information sources. Write a factual account of the stages in local planning of services which includes information about: * How local plans are produced. * How demographic characteristics/trends are used to assess local needs * The ways in which services are commissioned * A description of the involvement of local stakeholders who contribute to the plan * The influence of national and local targets * How local services are organised (look at them nationally, locally and internally). The processes of monitoring and evaluating service provision. Describe ways in which national and local standards, targets and objectives may influence planning (you can include this when showing how plans are produced. Mark Scheme Extract (Top Band) * 4 marks Candidates select two demographic factors which have influenced the planning and provision of services; candidates use written expression which uses appropriate specialist vocabulary to comprehensively describe how relevant demographic characteristics/trends are used to assess local needs and inform the planning and provision of services. 3 marks they produce a comprehensive description of the planning of services. * 3 marks- they give a comprehensive explanation of the influence of national and local standards, targets and objectives on the planning and provision of services. AO2 Choose one national policy or piece of legislation on care practice which relates to the service user and services. Explain the impact that it has had. You must evaluate its effectiveness from the following: (i) The service user’s perspective (ii) The practitioners (iii) And/or the services. You must: * Identify the strengths and weaknesses * Make reasoned j udgments Draw valid conclusions of the effects. You do not have to relate the legislation to the service user in the case study, but may choose to. Mark Scheme Extract (Top Band) * 4 marks candidates accurately and independently apply in-depth knowledge and understanding to give a comprehensive explanation of the impact of one national policy or piece of legislation on care practice and provision; * 6 marks candidates give a comprehensive explanation of the impact from two different perspectives, e. g. from the viewpoint of the person who uses services, the practitioner and/or the service. Possible Coursework Layout * Basic outline of the legislation. * Implications on case study and whether the law has a positive or negative effect * Effect of the law on service providers AO3 You should pick two quality assurance mechanisms (they can be the same for each service) used by two services (ideally relevant to your case study). The following is a list of possible quality assurance mechanisms: improving information and consultation with service users, e. g. ‘Your Guide to the NHS; implementing quality-service standards, e. g. National Service Frameworks; using performance measures, e. g. Star Ratings’; improving registration and inspection procedures; evaluating the quality of services experienced by users, e. g. through surveys such as the Patient’s Survey; rewarding good practice, e. g. the Charter Mark; developing procedures for complaints and providing opportunities for suggestions from service users and staff; raising the training levels within the s ector. * Carry out research to investigate the quality assurance systems used by the services. Your research methods could include any from the following list, but you must use both primary and secondary sources: * Questioning practitioners Questioning service users * Interviews * Surveys * Observation of practice * Organisational documents * Publications * Textbooks * Internet. Give reasons for the research techniques you have chosen to use (either when discussing the information gathered or as an appendix). Step by Step Guide * Choose two quality assurance mechanisms (evaluating quality of services and improving information and consultation with service users are recommended). * Choose two services you would like to research. Choose methods of research – you must use some primary research e. g. questionnaire, interviews. Keep it simple. You do not have to gather the same research for each service but this may help you later on. Remember that you will need to justify your methods. * Carry out your research. * You should find out about the methods of quality assurance – which do they use and how useful do they find the different methods? How do they gather the information and how do they use this information? E. g. using patient comment cards might flag up an issue with reception layout which they can then alter. * Write a description of the quality assurance methods you have found out about. Analyse them using the information you have gathered. Justify why each mechanism is used. Are there any disadvantages with using these methods? Is one mechanism more suited to one of your care settings than another? * Justify your research methods. Why did you use each method? How useful and accurate are they? You can either justify these methods throughout your essay or as an appendix at the end. Mark Scheme Extract (Top Band) * 6 marks Candidates undertake research using a wide range of appropriate primary and secondary sources of information, e. g. andidates collected primary evidence through interviews, surveys or observation and secondary evidence via the internet, organisational documents and publications. * 9 marks candidates use the information gathered to carry out a comprehensive analysis of the quality assurance mechanisms used by two services; an in-depth analysis, with a range of appropriate examples, of a wide range of quality assurance mechanisms used by two services is evident. Possible Coursework Layout * Introduction. * Service one – 2 methods – advantages and disadvantages of each, why used etc. Service two – 2 methods – advantages and disadvantages of each, why used etc. * Why each research method was used. * Bibliography AO4 Prepare questions to use to gather information from practitioners who work in two different services which provide care for your chosen service user. Make sure you identify the needs of the service user and relate this to PIES. Visit the services to gather the information you need and/or research from books and the internet. Explain the approaches used by practitioners working in the two services from the following: * Preventative and treatment The holistic approach * The empowerment approach * The behavioral approach. Use the two approaches to explain and analyse how practitioners meet the needs of the service user. You should include information about the purpose of individual care assessments and plans used in meeting the needs of the service user. Explain how practitioners work in multi-disciplinary teams to meet the needs of the service user. Use examples to highlight the information provided. Evaluate how well working in a multi disciplinary team benefits the s ervice user. Mark Scheme Extract (Top Band) 5 marks- Candidates provide a comprehensive evaluation, making reasoned judgments and drawing valid conclusions about the approaches used by practitioners working in two different services; candidates use the approaches to give a comprehensive analysis of how practitioners meet the needs of the person who uses services; * 4 marks- a comprehensive analysis, using a range of appropriate examples, of how practitioners work in partnership is evident. * 6 marks- candidates apply in-depth knowledge, understanding and skills to comprehensively evaluate how working in partnership benefits people who use services. Case Study Adam is a 19 year old student. He has just finished his A levels and is going to start university. His family and friends have noticed that he has been fairly withdrawn recently and his personal hygiene is deteriorating. He spends long periods of time in his room and will not socialise with his friends. Initially his mother persuaded him to see his GP and he was given mild antidepressants but then the situation got much worse and Adam attempted to take his own life. He was sectioned under the Mental Health Act and admitted to a local mental health unit. He spent three weeks there after being diagnosed with schizophrenia. During his time at the unit he spent time sorting his medication out and coming to terms with his diagnosis. He has since been discharged and is now under the care of adult community care services for adults. In the town where Adam lives, the local NHS and Social Services have merged to form an NHS and Social Care Trust. AO1 Generic – requires candidates to look at two local demographic characteristics and show how these influence service provision (10. 2. 1). The 2 required could relate to your case study. Which organizations are involved in planning and delivering services in your area? How are service users’ needs identified and met? Identify the stages undertaken at local planning level, i. e. how plans are produced, the role of stakeholders. Who would be involved in the planning? How do they monitor and evaluate the planning process? AO2 Adam will need to have his needs identified (PIES), e. g. physical – schizophrenia medication, intellectual – getting him back into study, emotional – helping him to come to terms with his diagnosis, social – rebuilding relationships/friendships. Identify the two different services he will be using, i. e. community psychiatric nurse/consultant psychiatrist and a social worker. Describe how each practitioner meets Adam’s needs. What approaches does each utilise? For example, the merging of the two trusts gives a more holistic approach to Adam’s treatment and the social worker may look at the empowerment approach so that Adam feels that he is making decisions about his care, etc. How do the practitioners work in multi-disciplinary teams, e. g. care assessments, individual care plans, how often are these reviewed, how they link with the Inpatient unit Adam was in, etc. AO3 Candidates need to find out what quality assurance mechanisms each of the services use. For example, look on the NHS website for star rating of the NHS and Social Care trust or do day services have feedback mechanisms for service users and their families? They could ask care workers and service users (if appropriate) their opinions of the services, using the internet or organizational documents to look at actual quality assurance (note: primary and secondary methods required for mark band 3). AO4 Candidates need to pick one national policy or piece of legislation which relates to Adam and the services chosen. They need to say how it has affected the service user and service provider/practitioner (for mark band 3), providing an evaluation which draws valid conclusions of the overall effect of the legislation. For example, the NHS and Community Care Act 1990, the Mental Health Act 1993, the Health Act 1999 or the Care Standards Act 2000. If you want to look at a policy the NICE guidelines would be appropriate. Anatomy and Physiology in Practice This unit covers: * Respiratory system * Cardio-vascular system * Digestive system * Reproductive system * Musculo-skeletal system. This unit is exam assessed. The following web sites may help you: * www. howstuffworks. com * www. bbc. co. uk/health * www. ama-assn. org/ama/pub/category/7140. html * www. askann. co. uk * www. merck. com/mmhe/index. html * www. med. wayne. edu/diagRadiology/Anatomy_Modules/Page1. html On the following pages you will find a revision schedule which has been published by the exam board. Revision Schedule: Anatomy and Physiology in Practice Topic | Details | Completed | Respiratory System | Understand the overall structure of the respiratory system and be able to sketch and accurately label the gross structures. Understand the functions of the respiratory system and its homeostatic links with other systems. Understand at least one respiratory dysfunction in detail and the causes of the respiratory dysfunction(s). Understand the general principles and values of at least one respiratory diagnostic technique for the dysfunction(s) in detail. Understand the general principles and values of at least one form of treatment for the dysfunction(s) in detail. | | Cardio-vascular System | Understand the overall structure of the cardio-vascular system and be able to sketch and accurately label the gross structures. Understand the functions of the cardio-vascular system and its homeostatic links with other systems. Understand at least one cardio-vascular dysfunction in detail and the causes of the cardio-vascular dysfunction(s). Understand the general principles and values of at least one cardio-vascular diagnostic technique for the dysfunction(s) in detail. Understand the general principles and values of at least one form of treatment for the dysfunction(s) in detail. | | Digestive System | Understand the overall structure of the digestive system and be able to sketch and accurately label the gross structures. Understand the functions of the digestive system and its homeostatic links with other systems. Understand at least one digestive dysfunction in detail and the causes of the digestive dysfunction(s). Understand the general principles and values of at least one digestive diagnostic technique for the dysfunction(s) in detail. Understand the general principles and values of at least one form of treatment for the dysfunction(s) in detail. | | Reproductive System | Understand the overall structure of the reproductive system and be able to sketch and accurately label the gross structures. Understand the functions of the reproductive system and its homeostatic links with other systems. Understand at least one reproductive dysfunction in detail and the causes of the reproductive dysfunction(s). Understand the general principles and values of at least one reproductive diagnostic technique for the dysfunction(s) in detail. Understand the general principles and values of at least one form of treatment for the dysfunction(s) in detail. | | Renal System | Understand the overall structure of the renal system and be able to sketch and accurately label the gross structures. Understand the functions of the renal system and its homeostatic links with other systems. Understand at least one renal dysfunction in detail and the causes of the renal dysfunction(s). Understand the general principles and values of at least one renal diagnostic technique for the dysfunction(s) in detail. Understand the general principles and values of at least one form of treatment for the dysfunction(s) in detail. | | Musculo-skeletal and Neural Systems | Understand the overall structure of the musculo-skeletal system and be able to sketch and accurately label the gross structures. Know the structure of a joint. Understand the structure of the neural system and parts of the brain and understand their functions. Understand the functions of the various types of joint. Understand the functions of the musculo-skeletal and neural systems. Understand at least one musculo-skeletal dysfunction in detail and the causes of the musculo-skeletal dysfunction(s). Understand the general principles and values of at least one musculo-skeletal diagnostic technique for the dysfunction(s) in detail. Understand the general principles and values of at least one form of treatment for the dysfunction(s) in detail. | Lifestyle| Understand the effects (not only physiological and but also those related to PIES) of dysfunctions caused by lifestyle choices on each of the body systems studied to include: * smoking * drug misuse * exercise (overindulgence and lack of it) * poor diet * obesity * environmental factors (including living conditions, pollution, etc). | | Some Useful Websites Plea se remember that these web sites will not be designed for those taking the health and social care paper. They may therefore be a little more advanced than you need, or may lack detail (but have been included as they will give you a brief overview). http://lgfl. skoool. co. uk/ has some animations on enzymes and digestion under key stage 4 / biology. * http://www. biologyguide. net/ useful notes on the cardiac cycle * http://www. biology-innovation. co. uk/ useful notes on the digestive system * http://www. biologymad. com/ some excellent information on the cardiac cycle and a kidney animation. * http://www. biologyinmotion. com/ some great animations about kidneys and the heart. * http://www. kidneypatientguide. org. uk/site/HKWanim. php video showing how kidneys work. * http://health. howstuffworks. com/adam-200142. tm digestive system animation. * http://www. klbschool. org. uk/interactive/science/digestion2. htm interactive digestive system diagram to label. * http://www. klbschool. org. uk/interactive/science/heart. htm interactive diagram of the heart to label. * http://www. klbschool. org. uk/interactive/science/blood. htm quiz on blood. * http://www. klbschool. org. uk/interactive/science/adh. htm adh sentence to reorganise. * http://www. kscience. co. uk/revision/digestion/digestion_index. htm some basic revision on the digestive system. * http://www. vtaide. com/png/respiratoryF. tm respiratory system to label. * http://www. innerbody. com/htm/body. html covers all body systems. * http://www. nhlbi. nih. gov/health/dci/Diseases/hhw/hhw_pumping. html animation showing blood movement through the heart. * http://www. nhlbi. nih. gov/health/dci/Diseases/hhw/hhw_electrical. html animation showing how electrical impulses travel across the heart. * http://www. kett6. net/adulteducation/heartanimations. html heart cycle animation and activities. * http://www. curriculumbits. com/prodimages/details/biology/bio0018. html breathing process revi sion activity. Child Development We will cover: * Patterns of development * Factors that influence development and norms of development * Theories of play and how play can affect development * How to plan and make a learning aid/activity for a child (0-8). This unit is coursework assessed. AO1 Identify the key stages and describe in detail three patterns (milestones) of development for each of the following: * Physical development * Intellectual development * Language development * Social development * Emotional development. Your information will cover children’s development from 0 – 8 years. You ill also need to explain two methods used to monitor child development. Suggested Format Introduce a case study of a child of 8 years or above – you can base this study on yourself. Produce a table. For each key stage (infant, toddler, pre-school and school age) describe three patterns/milestones/norms for each area of development. Mark Scheme Extract (Top Band) * candidates will give a comprehensive description of two patterns for each area of development in children, from birth to eight years; there will be evidence of comprehensive knowledge and understanding of the patterns in the development of children (6 marks). candidates give a comprehensive explanation of two methods used to monitor the development of children, demonstrating an in-depth understanding of their importance (4 marks). AO2 Explain the factors which have affected the development of your chosen child. You must choose factors which have actually had an impact on the child’s development from: * The family * Environmental factors * Social and economic factors * Psychological factors * Behavioural problems. Explain the effect of factors on your chosen child’s development. Compare your child’s development with the norms for: * Physical development * Intellectual development Social development * Emotional development. Explain the variations from the norms. Suggested Format Produ ce a detailed comparison of your child’s development compared to the norms for each area of development (this could be started by adding to the table produced for AO1). In order to explain these differences/similarities you need to give a detailed explanation of the factors (at least two from above list) that have affected your child’s development. How do these help to explain any variations from the norms? Remember, the impact of these factors can be positive and negative. Mark Scheme Extract (Top Band) Working accurately and independently, candidates are required to provide detailed information about the factors that have affected the child’s development; influencing factors need to be considered and applied to the child studied. * They need to identify and describe in depth the effect of the factors on the child’s development. * Candidates will include a detailed comparison between the child’s development and the norm for each area of developmen t, showing a high level of understanding; they will explain any variations from the norms. AO3 You must use three different sources of information to research two theories of play. Research two theories of play. You could carry out your research by: * Visiting toy shops and analysing the toys available * Using catalogues to analyse toys available * Using books * Researching on the internet * Observing your chosen child playing. Analyse how two theories of play are reflected in your chosen child’s development. You must give two examples of each theory from the following list (although stages, types and benefits of play are all recommended by the exam board as they are easily applied to the child): * How play influences physical development. How play influences children’s cognitive development. * Benefits of play. * How play can be used as a theraputic process. * Types of play. * Categories of play. * Stages of play. You must keep a detailed record of all the sources you have used and record these in your bibliography. Mark Scheme Extract (Top Band) * Candidates’ evidence will show that that an appropriate and wide range of sources of informa tion have been used for research, e. g. books, articles, internet and primary sources; a comprehensive record of the resources used will be kept (3 marks). The information will be comprehensive, with a comprehensive analysis which highlights candidates’ ability to make reasoned judgments of how two roles of play can be reflected in the child’s development (9 marks). * A wide range of appropriate examples will be used for each role (3 marks). AO4 Plan and make a learning aid/activity that will benefit your chosen child. Your choice must be designed to help their development in a specific way (use PIES). Say which area you think it will impact and make sure you justify your plan. Your plan must include: * The aims of the learning aid/activity * The objectives of the learning aid/activity The outcomes to be achieved by the child using the aid/activity * The method of making the learning aid/activity * Resources used * Safety aspects considered * Timescales. Plan your data collection methods for evaluating the learning aid/activity. You could use: * Own observations – prepare an observation sheet * Parent teacher reflections – prepare questionnaires * Assessor records – prepare record sheet * Questionnaire * Interview. Use the learning aid/activity with the child and collect evaluation data. How did it benefit your child? Evaluate the learning aid/activity in terms of: * The child’s response Achievement of outcomes * Effectiveness of purpose * Benefits to the child * Recommendations for improvements – must be realistic. Discuss how you could introduce progression to your learning aid or activity. Mark Scheme Extract (Top Band) * Candidates will have chosen an activity to do with the child studied that shows some thought about the impact on the child’s development and that will be sufficiently challenging for the child studied; the plan will be detailed and outline the methods to be used, including resources needed, and will give timescales, which will be accurate; reasons will be given for the actions taken. The evaluation will show ability to reflect on performance and to analyse in detail the benefits to the child studied. * Candidates will demonstrate the ability to make realistic and informed recommendations for improvements. Exemplar Coursework Layout * Justification of product – ? page. * Research showing how learning aid helps development and what this means- ? page. * Aims, objectives and outcomes – 2/3 page. * Table showing method and resources needed – ? page. * Weekly plan and detailed method – 1 page. * Safety – 1/3 page. Sources of feedback- 1 page. * Ev aluation – 2 pages. * Improvements – 1 page. * Copy of questionnaire – 1 page. * Transcript of interview with parent – 1 page. Case Study Marie is seven years old. Marie lives with her mother who is her primary care giver and her twin sister. She has another brother and sister who are older than her but she does not know them well as she was not brought up with them. They were put into care when they were 3 and 4 years old as their mother could not handle them. Marie only occasionally sees her brother and sister. Marie never had her father as a permanent part in her life as when she was three years old her dad moved away, he lived with her until she was eighteen months old before he split with her mum. Marie went to playschool at three years of age she also moved at the age of three. She has been to a variety of different primary schools and houses. Marie mixed well with all her peers mainly females at every school. She has good health apart from a small case of asthma and a slight eye problem. Her asthma is kept under control with asthma pumps and her eye problem is kept under control with wearing glasses. Marie moved house again at the age of six which interfered with her upbringing as she was out of school for a while and when she went back she had to make new friends, which became harder to do as she became more self conscious about herself. Marie’s birth weight was 4 pounds 5. 25 ounces, which is below the ‘norm’ of 7-8 pounds. Marie’s height at birth was approximately 30cms, which again is below the average ‘norm’ of 48-50cms, because of this Marie had to go into an incubator, she was bought home after 10 days. Questionnaire 1. 1 Name: Marie 2. Age: 7 years old 3. Gender: Female 4. Length when born? Roughly 30cms 5. Weight when born? 4 pounds 5 and a quarter ounces 6. Was your child premature/on time or late? Premature 7. If they were premature or late by how much? 3 weeks early 8. Did your child have to go into an incubator? Yes 9. If so why? Weighed under the norm and born too early 10. Were there any birth defects or complications? No 11. If so what kind? 12. Have they had any illnesses? No 13. If so what kind? 14. Was it a natural birth or a caesarean? Caesarean 15. Do they have any siblings? 16. Yes 17. If so how old are they? 7, 13 and 15 years old 18. What gender are they? 1-male and 2-female 19. Do they live with you? No 20. Did your child grow up with them around? Not really/ saw them occasionally 21. Is there often any sibling rivalry from other siblings? Yes from older sister 22. If so why? Jealous of attention for younger sisters off mother 23. Did your child have good or bad temper tantrums when younger? Bad 24. Was there ever an arrival of a younger sibling? No 25. Did your child have to share a room with siblings or did your child have their own room? Shared a room 26. Who was the baby’s main caregiver? Mother 27. Were both parents together when the child went home? Yes, up to 18 months 28. If not did the child ever see the absent parent? Yes/ occasionally after 18 months up to 3 years old 29. Does your child still live in the house they were born in? No 30. If not, how often have they moved? Roughly 8 times 31. What sort of home do you live in? Flat 32. How many bedrooms do you have? 2 33. How many people live in your home? 3 34. Do they go to nursery/playschool or have a childminder? Playschool 35. How old was your child when they started school? 4 years and started in September 36. Is your child at the same school they started at? No 37. If not, how many schools have they been to? Roughly 8 38. Does your child tend to play with girls or boys? Girls 39. Does your child socialize well with others? Yes 40. If no why? 41. If yes why? 42. Brought up around a large family 43. Has your child ever been bullied? Yes 44. If yes what sort of bullying? Verbal and physical 45. Does your child go out to play around the area they live in? Yes 46. Has your child ever been in hospital? Yes 47. If yes why? Broken nose, drinking dettol and unfermented wine 48. How many times has your child been in hospital? 3 49. What sort of area do you live in? All right area 50. Do you work? No 51. Do you work part/ full time? 52. If you do how much do you earn? 53. Do both parents or one parent work? 4. Do you get benefits? Yes 55. If yes which? 56. Child benefit 57. Have there been any big changes in your Childs life? Moving around a lot 58. Have there been any traumas in your Childs life? Granddad died when 4 years old, another granddad died when 6 years old and an auntie died when 7 years old. Milestones Physical development | Development milestones | General age milestone is met | Age Marie met the milestones | Gross Motor Skills | Lifted head and chest when lying on stomach | 4 months | 3 months | Rolled over (stomach to back) | 4 months | 3 and a half months | Sat with support | 4 months | 3 months |