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Personal health insurance Personal health insurance AKA supplementary health insurance covers what your province doesn't. Group health insurance Group health insurance is what you get through your employer. When you do the Review of Etymology exercises, make sure to fill in the English word containing the prefix, root, or suffix required-use a chapter word, or any other word that comes to mind. Coin words if you like!
Pay special attention to the Chapter Reviews. Aie the words still fresh in your mind? Do you remember the meaning of each root studied in the previous sessions?
In these Reviews, you are not only testing your learning but also tightening up any areas in which you discover lacks, weaknesses, or lapses of memory. Every word taught is respelled to show its pronun- ciation, so pay close attention to how the phonetic symbols work. For example: "Linda spoke to her mother about a different idea she had. Read it again. Very quick-very short!
Phonetically respelled, these words are represented as: 1. Linda LIN'-da 2. The italicized words are rewritten as: 1. Say the five italicized words aloud and make sure you understand how the schwa a sounds. Look at word 5 above: conversational: kon'-var-SAY'-shan-al.
Note that there are two accent marks, one on kon', another on SAY'. Note also that kon' is in lower-case letters, SAY' in capitals. Both syllables are stressed, but the one in capitals SAY' sounds stronger or louder than the one in lower case kon'. Say con- versational aloud, noting the difference. Say these three words, taken from Chapter 3, aloud, noticing the variation in stress between the lower-case and the capitalized syllables: 1.
S ors is always hissed, as fo see, some, such. After an -n, you will be tempted to buzz or "voice" the -s, because final -ns is usually pronounced -nz, as in wins, tons, owns, etc. Say these three words aloud-hear the z at the end? Resist the temptation! S or s is always hissed in phonetic respellings! Say these words aloud: 1.
For example: 1. Except for G or g , which is always pronounced as in give, girl, get, go. E,e wet WET 3. I, i sit SIT 4. AH, ah martinet mahr'-t:i-NET' ; 7. EE, ee equal EE'-kwal ; clandestinely klan DES'-tan-lee lO. So, to be sexist for a moment, if the men at a party in Manhat- tan say, "Let's all make merry! This is done largely because I myself have lived in the Los Angeles area for some fourteen years, and have had to retrain my pronunciation having come from New York City, where I was born, and lived all my life until so that my friends and stu- dents would stop making fun of the way I speak.
Neither form of pronunciation is any better nor any more euphonious than the other. Throughout the country, pronun- ciation varies not only from region to region or state to state, but often from city to city! The changes are slight and subtle, but they do exist, and an expert can easily pinpoint the geographical source of a person's language patterns almost down to a few square miles in area.
If you are an Easterner, you will have no difficulty translating the pronunciations of words like sorority, incorrigible, disparage, and astronaut all words discussed in later chapters into your own comfortable language patterns.
Etymology et'-a-MOL'-a-jee deals with the origin or deriva- tion of words. When you know the meaning of a root for example, Latin ego, I or self , you can better understand, and more easily remember, all the words built on this root. Learn one root and you have the key that will unlock the mean- ings of up to ten or twenty words in which the root appears.
Learn ego and you can immediately get a handle on egocentric, egomaniac, egoist, egotist, and alter ego. Learn anthropos Greek, mankind , and you will. Meet any word with anthropo- in it, and you will have at least some idea of its meaning. Learn how to deal with etymology and you will feel comfortable with words-you will use new words with self-assurance-you will be able to figure out thousands of words you hear or read even if you have never heard or seen these words before.
That's why the best approach to new words is through etymol- ogy:j:-as you will discover for yourself as soon as you start to work on chapter 3! You probably know. But if you don't, you can master these parts of speech and ref- erence will be made to noun forms, verb forms, and adjective forms throughout the book within the next five minutes.
If you are not a Latin scholar, you need not bother to read this foot- note-if you've already done so, forget it! Let us equivocate verb -past tense: equivocated. Let us alternate verb -past tense: alternated. Let us philander verb -past tense: philandered. Verbs, you will discover, often end in conventional suffixes: -ate, -ize, -fy, etc.
You are very introverted adjective. You are very misogynous adjective. Adjectives, you will discover, often end in conventional suffixes:' -ic, -ed, -ous, -al, -ive, etc.
And adverbs, of course, are generally formed by adding -ly to an adjective: misogynous-misogynously,- educational-education- ally; etc. That's all there is to it! Did it take more than five minutes? Maybe ten at the most? Beginning with Chapter 3, every chapter will be divided into "sessions. I remind you to do this later in the book, since such a procedure is of crucial importance. Everyone learns at a different pace. Fast learners are no better than slow learners-it's the end result that counts, not the time it takes you to finish.
When you start a new session, go back to the last exercise of the previous session usually Can you recall the words? You are not aiming for a grade, or putting your worth on the. In learning, too, nothing succeeds like success! Use these three tests, as well as the abundant drill exercises, as aids to learning. No one is perfect, no one learns in the exact same way or at the same rate as anyone else.
Find the optimum tech- nique and speed for your unique learning patterns-and then give yourself every opportunity to exploit your actual, latent, and po- tential abilities.
But most important as I will remind you several times throughout the book --develop a routine and stick to it! He, him, and his are not intended as exclusively masculine pronouns-they may refer to either sex or to both sexes. Today, by comparison, you are a r:ank and bumbling amateur. Does this statement sound insulting? It may be-but if you are the average adult, it is a statement that is, unfortunately, only too true. In astonishing contrast, studies show that adults who are no longer attending school increase their vocabularies at a pace slower than twenty-five to fifty words annually.
How do you assess your own vocabulary? Is it quantitatively healthy? Rich in over-all range? Responsive to any situation in which you may find yourself?
Truly indicative of your intellectual potential? More important, is it still growing at the same rapid clip as when you were a child? And if so, do you now feel that your vocabulary is somewhat limited, your verbal skills not as sharp as you would like them to be?
Let us check it out. I challenge you to a series of tests that will measure your vocab- ulary range, as well as your verbal speed and responsiveness. The key will be found at the end of the test. In no more than three minutes time yourself, or have someone time you , decide whether the word in column B is the same or approximately the same in meaning as the word in column A; opposite or approximately opposite in meaning; or whether the two words are merely different.
Circle S for same, 0 for opposite, and D for different. Stand rise s 0 D In no more than three minutes again, time yourself or have someone time you , write down as many different words as you can think of that start with the letter D.
Do not use various forms of a word, such as do, doing, does, done, doer, etc. Space is provided for words. You are not expected to reach that number, but write as fast as you can and see how many blanks you can fill in before your time is up.
If you have correct answers, credit your score with 50 points. Example: look peer Warning: Every answer must start wiith the letter P. Example: stop go Warning: Every answer must start with the letter G. If you are in the below aver- age or average group, you must consider, seriously, whether an in- adequate vocabulary may be holding you back.
If you tested out on the above average, excellent, or superior level, you have doubt- less already discovered the unique and far-reaching value of a rich vocabulary, and you are eager to add still further to your knowl- edge of words. The Human Engineering Laboratory found that the only com- mon characteristic of successful people in this country is an unu- sual grasp of the meanings of words. Consider very thought- fully the explanation that the director of the Laboratory offered for the relationship between vocabulary and success: "Why do large vocabularies characterize executives and possi- bly outstanding inen and women in other fields?
The final answer seems to be that words are the instruments by. They are the tools of thought. At many universities, groups of freshmen were put into experi- mental classes for the sole purpose of increasing their knowledge of English words.
These groups did better in their sophomore, junior, and senior years than control groups of similarly endowed students who did not receive such training. The results of this test could be used, according to Professor William D. Templeman, to make an accurate prediction of future academic success--or lack of success-over the entire four year college course. Take a standard vocabulary test and then an intelligence test-the results in both will be substantially the same.
And you can increase your vocabulary-faster and easier than you may realize. You can, in fact, accomplish a tremendous gain in less than two to three months of concentrated effort, even if you do only one session a day-in less time if you do two or more sessions a day. Furthermore You can start improving your vocabulary immediately-and within a few days you can be cruising along at such a rapid rate that there will be an actual change in your thinking, in your ability to express your thoughts, and in your powers of understanding.
Does this sound as if I am promising you the whole world in a neat package with a pretty pink ribbon tied around it? And I am willing to make such an unqualified promise because I have seen what happens to those of my students at New York Univer- sity and at Rio Hondo ColJege in Whittier, California, who make sincere, methodical efforts to learn more, many ip. You can't be. If you honestly read every page, if you do every exercise, if you take every test, if you follow every principle, you will go through an intellectual experience that will effect a radical change in you.
For if you systematically increase your vocabulary, you will also sharpen and enrich youi: thinking; push back your intellectual ho- rizons; build your self-assurance; improve your facility in handling the English language and thereby your ability to express your thoughts effectively; and acquire a deeper understanding of the world in general and of yourself in particular.
Increasing your vocabulary does not mean merely learning the definitions of large numbers of obscure words; it does not mean memorizing scores of unrelated terms. What it means-what it can only mean-is becoming acquainted with the multitudinous and fascinating phenomena of human existence for which words are, obviously, only the verbal descriptions.. Increasing your vocabulary-properly, intelligently, and sys- tematically-means treating yourself to an all-round, liberal edu- cation.
You were once that typical child. You were once an accomplished virtuoso at vocabulary build- ing. What was your secret? Did you spend hours every day poring over a dictionary? Did you lull yourself to sleep at night with Webster's Un- abridged? Did you keep notebooks full of all the new words you ever heard or read? Did you immediately look up the meaning of any new word that your parents or older members of your family used?
Such procedures would have struck you as absurd then, as ab- surd as they would be for you today. You had a much better, much more effective, and considerably less self-conscious method. Eventually, therefore, you gradually lost your need to increase your vocabulary-your need to learn the words that could verbal- ize your new discoveries, your new understanding, your new knowledge.
Roland Gelatt, in a review of Caroline Pratt's book I Learn from Children, describes this phenomenon as follows: AU normal human beings are born with a powerful urge to learn. Almost all of them lose this urge, even before they 11ave reached maturity.
It is only the few. This is perhaps the most insidious of human tragedies. Children are wonders at increasing their vocabularies because of their "powerful urge to learn. If you are a parent, you perhaps remember that crucial and trying period in which your child constantly asked "Why?
How many adults that you know go about asking and thinking "Why? The adults who "lose this urge," who no longer feel that "lack of learning becomes a nuisance," stop building their vocabularies. They stop learning, they stop growing intellectually, they stop changing. When and if such a time comes, then, as Mr. Gelatt so truly says, "This is perhaps the most insidious of human trage- dies.
And thus you can start increasing your vocabulary at the same rate as when you were a child. I am not spouting airy theory. For over thirty-five years I have worked with thousands of adults in my college courses in vocabu- lary improvement, and ,I can state as a fact, and without qualifica- tion, that: If you can recapture the "powerful urge to learn" with which you were born, you can go on increasing your vocabulary at a pro- digious rate- No matter what your present age.
You may be laboring under a delusion common to many older people. You may think that after you pass your twenties you rapidly and inevitably lose your ability to learn.
That is simply not true. There is no doubt that the years up to eighteen or twenty are the best period for learning. Your own experience no doubt bears that out. And of course for most people more learning goes on faster up to the age of eighteen or twenty than ever after, even if they live to be older than Methuselah. That is wJly vocabulary increases so rapidly for the first twenty years of Jifel and compara- tively at a snail's pace thereafter.
But and follow me closely - The fact that most learning is accomplished before the age of twenty does not mean that very little learning can be achieved be- yond that age. What is done by most people and what can be done under proper guidance and motivation are two very, very different things -as scientific experiments have conclusively shown. Furthermore- The fact that your learning ability may be best up to age twenty does not mean that it is absolutely useless as soon as your twenti- eth birthday is passed.
Quite the contrary. After that, ability to learn according to Professor Thorndike drops very, very slowly up to the age of thirty-five, and drops a bit more but still slowly beyond that age. And- Right up to senility the total decrease in learning ability after age twenty is never more than 15 per cent! That does not sound, I submit, as if no one can ever learn any- thing new after the age of twenty.
So I repeat: no matter what your age, you can go on learning efficiently, or start learning once again if perhaps you have stopped. You can be thirty, or forty, or fifty, or sixty, or seventyor older. No matter what your age, you can once again increase your vo- cabulary at a prodigious rate-providing you recapture the "pow- erful urge to learn" that is the key to vocabulary improvement. Not the urge to learn "words"-words are only symbols of ideas.
But the urge to learn facts, theories, concepts, information, knowledge, understanding--call it what you will. Words are the symbols of knowledge, the keys to accurate thinking. Is it any wonder then that the most successful and intel- ligent people in this country have the biggest vocabularies?
It was not their large vocabularies that made these people suc- cessful and intelligent, but their knowledge. Knowledge, however, is gained largely through words. In the process of increasing their knowledge, these successful people increased their vocabularies. Knowledge is chiefly in the form of words, and from now on, in this book, you will be thinking about, and thinking with, new words and new ideas.
The organization of the book is based on two simple principles: 1 words are the verbal symbols of ideas, and 2 the more ideas you are familiar with, the more words you know.
So, chapter by chapter, we will start with some central idea- personality types, doctors, science, unusual occupations, liars, ac- tions, speech habits, insults, compliments, etc.
Then, using each word as a springboard, we will explore any others which are related to it in meaning or derivation, so that it is not unlikely that a single chapter may discuss, teach, and test close to one hundred important words. Always, however, the approach will be from the idea. First there will be a "teaser preview'.
In the etymology derivation of words section, you will learn what Greek or Latin root gives the word its unique meaning and what other words contain the same, or related, roots. You will thus be continually working in related fields, and there will never be any possibility of confusion from "too muchness," despite the great number of words taken up and tested in each chapter.
Successful people have superior vocabularies. And it is to readers whose goal is success- ful living in the broadest meaning of the word successful that this book is addressed. You will discover that each chapter is. For best results, do one or two sessions at a time-spaced study- ing, with time between sessions so that you can assimilate what you have learned, is far more efficient, far more productive, than gobbling up great amounts in indigestible chunks.
Come back to the book every day, or as close to every day as the circumstances of your life permit. Find a schedule that is comfortable for you, and then stick to it. Avoid interrupting your work until you have completed a full session, and always decide, before you stop, exactly when you will plan to pick up the book again.
Working at your own comfortable rate, you will likely finish the material in two to three months, give or take a few weeks either way.
However long you take, you will end with a solid feeling of ac- complishment, a new understanding of how English words work, and-most important-how to make words work for you. Everyone's personality is determined by a combination of ge- netic and environmental factors. Let us examine ten personality types one of which might by chance be your very own that result from the way culture, growth, family background, and environment interact with hered- ity. And, of course, we begin not with the words, but with the ideas.
IDEAS 1. Have you heard about all the money I'm mak- ing? Did I tell you about my latest amorous conquest? Let me give you my opinion-I know, because I'm an expert at practically ev- erything! An egotist 3. Never mind your- own inter- ests, how's the next fellow getting along?
An altruist 4. Probing, futile questions like "What do other people-think of me? You may seem unsocial, yet your greatest desire is to be Hked and accepted. You may be shy and quiet, you are often moody and unhappy, and you prefer solitude or at most the company of one person to a crowd. You have an aptitude for creative work and are uncomfortable engaging in activities that require co- operation with other people.
You may even be a genius, or even. An introvert 5. By jshipley. Most mental health clinicians utilize a format known as SOAP notes. In this post, I will also be sharing basic tips, an occupational therapy SOAP note example and template, and include key phrases for billing and reimbursement at the end.
This is post is an example of the content that is in the Learning Lab membership - helping you to have the resources Below is a fictional example of a progress note in the SOAP Subjective, Objective, Assessment, Plan format. By SOAPnote. Patient is aware that she will receive results in the mail at home. History of Present Condition: 5-year-old Caucasian female presenting for annual physical examination.
Negative kyphosis, lordosis, joint swelling o Motor: good muscle tone. Influenza vaccine yearly b. CC: Patient was sent from Endoscopy center today because she presented for her scheduled sigmoidoscopy with fever and cough. Indicates increasing marital discord related to his drug use. SOAP Note - 2. Traditionally, this statement is preferred to be recorded in the form of a direct quote. Pt to return in 2 weeks. If not, let's learn all about it. Include your name, the name of the individual, date of service and date of progress note.
Include developmental appropriate stages. We will send her a note with the results. The Soap note is broken up into four A SOAP subjective, objective, assessment, plan note is a method of documentation used specifically by healthcare providers.
Sample soap note for wellness visit The SOAP note for your initial encounter with a particular patient will usually be significantly longer than notes for follow-up visits, says McClelland. Welcome to a site devoted to sharing experience, knowledge and resources to make your job of being a great therapist a lot easier.
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