1001 Vocabulary Spelling Questions Essay Example

1001 Vocabulary Spelling Questions Essay Example 1001 Vocabulary Spelling Questions Paper 1001 Vocabulary Spelling Questions Paper or word root; the meaning of that word; and a sentence that demonstrates the meaning of that word. Refer to this section often to refresh your memory and improve your vocabulary. FA M I L I A R I T Y W I T H C O M M O N A xi –P R E F I X E S , S U F F I X E S , A N D C O M M O N W O R D R O O T S – P r e f i xe s Pre? xes are syllables added to the beginning of words to change or add to their meaning. This table lists some of the most common pre? xes in the English language. They are grouped together by similar meanings. Pre? x uni unify (v) De? nition to form into a single unit, to unite Sentence The new leader was able to unite the three factions into one strong political party. monobiduotriquadritetraquintpentmultipolyomni- one two two three four four ? ve ? ve many many all monologue (n) bisect (v) duality (n) triangle (n) quadruped (n) tetralogy (n) quintuplets (n) pentameter (n) multifaceted (adj) polyglot (n) a long speech by one person or performer to divide into two equal parts having two sides or parts a ? gure having three angles an animal with four feet series of four related artistic works, such as plays, operas, novels, etc. ?ve offspring born at one time a line of verse (poetry) with ? e metrical feet having many sides one who speaks or understands several languages I was very moved by the monologue in Scene III. If you bisect a square, you will get two rectangles of equal size. The novel explores the duality of good and evil in humans. In an isosceles triangle, two of the three angles are the same size. Some quadrupeds evolved into bipeds. â€Å"Time Zone† was the fourth and ? nal work in Classman’s tetralogy. Each quintuplet weighed less than four pounds at birth. Most of Shakespeare’s sonnets are written in iambic pentameter. This is a multifaceted issue, and we must examine each side carefully. It’s no wonder he’s a polyglot; he’s lived in eight different countries. My teacher must be omniscient; she always knows when I’m not paying attention. omniscient (adj) knowing all micro De? nition or main room Sentence The panel of jurors waited in the antechamber before entering the court room. The appetizers preceded the main course. His postscript was almost as long as his letter! Romeo, trying to make peace, intervened in the ? ght between Tybalt and Mercutio. antechamber (n) a smaller room leading into a larger prepostinter- before after between recede (v) postscript (n) intervene (v) to come before in time or order message added after the close of a letter to come between interintraintro- together within into, within interact (v) to act upon or in? uence each other The psychologist took notes as she watched the children interact. She could not eat and had to be fed intravenously for three days. Unlike his ? amboyant sister, quiet Zeke was a real int rovert. She was inducted into the honor society. The rebels expelled the invaders. She carefully circumscribed the space that would become her of? ce. His attempt to subvert my authority will cost him his job. Alex accepted the promotion to supervisor and was comfortable with the duties and responsibilities of the of? ce. intravenous (adj) within or into a vein introvert (n) a person whose attention is largely directed inward, toward himself or herself; a shy or withdrawn person inexcircumsubsuper- in, into out, from around under above, over induct (v) expel (v) to bring in (to a group) to drive out or away the limits of circumscribe (v) to draw a line around; to mark subvert (v) supervisor (n) to bring about the destruction of, overthrow; to undermine one who watches over con- with, together consensus (n) general agreement After hours of debate, the group ? nally reached a consensus and selected a candidate. non antipode (n) counterproductive (adj) dispel (v) De? nition exact or direct opposite working against production to drive away; not having order Sentence North is the antipode of south. Complaining is counterproductive. To dispel rumors that I was quitting, I scheduled a series of meetings for the next three months. disorderly (adj) messy, untidy, uncontrolled or unruly Two people were hurt when the disorderly crowd took control of the protest. mismal broaden (v) De? nition to make more broad, widen Sentence Traveling around the world will broaden your understanding of other cultures. electrify (v) alphabetize (v) practical (adj) commercial (adj) De? nition to charge with electricity to put in alphabetical order suitable for use; involving activity as distinct from study or theory of or engaged in commerce Sentence The singer electri? ed the audience with her performance. Please alphabetize these ? les for me. He has years of practical, on-the-job experience. Commercial vehicles must have special license plates. Though he was never rich or powerful, he has very aristocratic manners. aristocratic (adj) of or pertaining to the aristocracy -ly resembling, having the qualities of tenderly (adv) done with tenderness; gently, delicately, lovingly He held the newborn baby tenderly in his arms. Despite his fear, he stepped boldly onto the stage. When Robert walked into the room with Annette, she cast a meaningful glance to me. ly -ful in the manner of full of boldly (adv) in a bold manner meaningful (adj) signi? cant, full of meaning -ous/-ose full of humorous (adj) full of humor, funny His humorous speech received laughter and applause from the audience. -ive having the quality of descriptive (adj) giving a description The letter was so descriptive that I could picture every place he had been . -less -ish lacking, free of having the quality of painless (adj) childish (adj) without pain, not causing pain like a child; unsuitable for a grown person The doctor assured me that it is a painless procedure. He didn’t get the job because of his childish behavior during the interview. He has a high level of tolerance for rudeness. The indeterminacy of his statement made it impossible to tell which side he favored. The second siren signaled the completion of the ? re drill. A ? rst arboretum (n) sanctuary (n) De? nition a garden devoted primarily to trees and shrubs a sacred place, refuge Sentence They built a deck with an arboretum for their bonsai tree collection. With three noisy roommates, Ellen frequently sought the quiet sanctuary of the library. -cide -ism ill quality, state or condition of; doctrine of pesticide (n) optimism (n) substance for killing insects belief that things will turn out for the best; tendency to take a hopeful view of things This pesticide is also dangerous for humans. Her optimism makes people want to be around her. He argued that the basic morality of civilized societies hasn’t changed much over the centuries. -ity quality or state of morality ( n) state or quality of being moral -itis in? ammation tonsillitis (n) of in? ammation and infection of the tonsils Her tonsillitis was so severe that doctors had to remove her tonsils immediately. He exercised good judgment during the meeting and did not challenge his supervisor. Because of her strong interest in zoology, she took an unpaid summer job at the zoo. amorous (adj) De? nition readily showing or feeling love Sentence She told him to stop his amorous advances as she was already engaged. audire bellum to hear war audience (n) assembled group of listeners or spectators; people within hearing The audience listened intently to the riveting speaker. In American history, antebellum refers to the period before the Civil War. antebellum (adj) before the war xvi –P R E F I X E S , S U F F I X E S , A N D C O M M O N W O R D R O O T S – Root capere Meaning to take Example captivate (v) De? nition to capture the fancy of Sentence The story captivated me from the beginning; I couldn’t put the book down. dicere duco equus facere lucere manus to say, speak dictate (v) to lead equal to make or do to light hand lucid (adj) manicure (n) conduct (v) equilibrium (n) manufacture (v) to state or order; to say what needs to be written down to lead or guide (thorough) a state of balance to make or produce very clear cosmetic treatment of the ? ngernails She began to dictate her notes into the microphone. He conducted a detailed tour of the building. I have ? nally achieved equilibrium between work and leisure. The clothes are manufactured here in this factory. No one could possibly have misunderstood such a lucid explanation. A manicure is not only important hygiene, but clean and neat nails also tell a great deal about a person. medius middle median (n) middle point; middle in a set of numbers The median household income in this wealthy neighborhood is $89,000. The message was transmitted over the intercom. That top-40 song is omnipresent; everywhere I go, I hear it playing. His loan application was denied because of his poor credit history. Although he is only 22, he holds a very powerful position in the company. mittere omnis plicare ponere/ positum protare quarere scribere to send all, every to fold to place transmit (v) omnipresent (adj) application (n) position (n) to send across present everywhere putting one thing on another; making a formal request the place a person or thing occupies to carry to ask, question to write transport (v) inquiry (n) scribe (n) to carry across act of inquiry, investigation, or questioning person who makes copies of writings The goods will be transported by boat. The inquiry lasted several months but yielded no new information. The scribe had developed thick calluses on his ? ngers from years of writing. After reading the collection of letters, it was easy to tell the sentiments of the writer. sentire to feel sentiment (n) personal experience; one’s own feeling xvii –P R E F I X E S , S U F F I X E S , A N D C O M M O N W O R D R O O T S – Root specere Meaning to look at Example spectacle (n) De? nition striking or impressive sight Sentence The debate was quite a spectacle; the candidates made accusations about each other that were unexpected and slightly unprofessional. spirare tendere to breathe to stretch respiration (n) extend (v) he act of breathing to make longer, stretch out His respiration was steady, but he remained unconscious. Please extend the deadline by two weeks so we can complete the project properly. verbum word verbatim (adj) word for word The student failed because she had copied an article verbatim instead of writing her own essay. C o m m o n G r e e k Wo r d R o o t s Many English words have their origins in the ancient Greek language. The table below shows the Greek words that have been used to create various English words. The Greek words serve as roots, providing the core meaning of the words. Pre? xes, suf? xes, and other alterations give each word its distinct meaning. The word roots are listed in alphabetical order. Root bios chronos Meaning life time Example biology (n) chronological (adj) De? nition the science of living organisms arranged in the order in which things occurred branch of medical science dealing with the skin and its diseases Sentence He is majoring in biology and plans to go to medical school. The story is confusing because she did not put the events in chronological order. She has decided to study dermatology because she wants to ? nd a cure for skin cancer. Polygamy is illegal in the United States. The recent genocide in Bosnia has created a crisis in orphaned children. The geography of this region made it dif? cult for the different tribes to interact. She used calligraphy to address her wedding invitations. derma skin dermatology (n) gamos marriage, union polygamy (n) the practice or custom of having more than one spouse or mate at a time genos geo race, sex, kind earth genocide (n) geography (n) the deliberate extermination of one race of people the study of the Earth’s surface; the surface or topographical features of a place graphein to write calligraphy (n) eautiful or elegant handwriting xviii –P R E F I X E S , S U F F I X E S , A N D C O M M O N W O R D R O O T S – Root krates Meaning member of a group Example democrat (n) De? nition one who believes in or advocates democracy as a principle of government concealing meaning, puzzling Sentence I have always been a democrat, but I refuse to join the Democratic Party. He left such a cryptic message on my answering machine that I don’t know what he wanted. kryptos hidden, secret cryptic (adj) metron to measure metronome (n) device with a pendulum that beats at a determined rate to measure time/rhythm She used a metronome to help her keep the proper pace as she played the song. Most mythologies have a polymorphous ? gure, a â€Å"shape shifter† who can be both animal and human. morphe form polymorphous (adj) having many forms pathos philos phobos photos podos psuedein pyr suffering, feeling loving fear light foot to deceive ? re pathetic (adj) xenophile (n) xenophobe (n) arousing feelings of pity or sadness a person who is attracted to foreign peoples, cultures, or customs or strange cultures or customs Willy Loman is a complex character who is both pathetic and heroic. Alex is a xenophile; I doubt he’ll ever come back to the States. e’s a xenophobe. Plants are photobiotic and will die without light. toenail had become infected. George Eliot is a pseudonym for Mary Ann Evans. The warehouse ? re was not an accident; it was set by a pyromaniac. In a psychosomatic illness, physical symptoms are caused by emotional distress. person who fears or hates foreigners Do n’t expect Len to go on the trip; photobiotic (adj) living or thriving only in the presence of light podiatrist (n) pseudonym (n) pyromaniac (n) of ailments of the human foot false name one who has a compulsion to set things on ? re an expert in diagnosis and treatment The podiatrist saw that the ingrown oma body psychosomatic (adj) of or involving both the mind and body tele distant telescope (n) optical instrument for making distant While Galileo did not invent the objects appear larger and nearer when viewed through the lens telescope, he was the ? rst to use it to study the planets and stars. The thermos kept my coffee hot all afternoon. therme heat thermos (n) insulated jug or bottle that keeps liquids hot or cold xix 1001 VOCABULARY SPELLING QUESTIONS S E C T I O N 1 T Synonyms, Antonyms, Verbal Classi? cation, and Analogies of ? ve chapters of different types of vocabulary questions. Questions vary from ? nding similar words to ? nding dissimilar words, from identifying analogies, to identifying the three words that are similar within a group of four words. Most standardized tests use synonym and antonym questions to test verbal skills. The ? rst chapter in this section is on synonyms. A synonym is a word that means the same or nearly the same as another word. You will be asked to ? nd synonyms, or choose the word that has the same or nearly the same meaning. In Chapter 2, you will identify antonyms, or words that are most nearly the opposite of the word in italics. The questions in Chapter 3 ask you to identify the word that is most similar or dissimilar to another word, effectively testing your knowledge of two words. Chapter 4 tests your ability to identify groups of word as similar to one another. You do this by ? nding the word in the list of four that does not belong with the other three words. Finally, in Chapter 5 you are asked to identify word analogies. Analogies are comparisons. To answer an analogy question, look for a relationship between the ? rst set of words. Then, look for a similar relationship in the second set of words. Choose the answer that best completes the comparison. HIS SECTION CONSISTS 1 C H A P T E R 1 Synonyms Choose the synonym for each of the words in italics. 1. Which word means the same as erroneous? a. digressive b. confused c. impenetrable d. incorrect 2. Which word means the same as grotesque? a. extreme b. frenzied c. hideous d. typical 3. Which word means the same as garbled? a. lucid b. unintelligible c. devoured d. outrageous 4. Which word means the same as expose? a. relate b. develop c. reveal d. pretend 3 –S Y N O N Y M S – 5. Which word means the same as coerce? a. force b. permit c. waste d. deny 6. Which word means the same as abrupt? a. interrupt b. sudden c. xtended d. corrupt 7. Which word means the same as apathy? a. hostility b. depression c. indifference d. concern 8. Which word means the same as despair? a. mourning b. disregard c. hopelessness d. loneliness 9. Which word means the same as contemptuous? a. respectful b. unique c. scornful d. insecure 10. Which word means the same as tote? a. acquire b. ca rry c. tremble d. abandon 11. Which word means the same as distinct? a. satis? ed b. imprecise c. uneasy d. separate 12. Which word means the same as ? agrant? a. secret b. worthless c. noble d. glaring 13. Which word means the same as oration? a. nuisance b. ndependence c. address d. length 14. Which word means the same as libel? a. description b. praise c. destiny d. slander 15. Which word means the same as philanthropy? a. sel? shness b. fascination c. disrespect d. charity 16. Which word means the same as proximity? a. distance b. agreement c. nearness d. intelligence 4 –S Y N O N Y M S – 17. Which word means the same as negligible? a. insigni? cant b. delicate c. meaningful d. illegible 18. Which word means the same as vigilant? a. nonchalant b. watchful c. righteous d. strenuous 19. Which word means the same as astute? a. perceptive b. inattentive c. stubborn d. legant 20. Which word means the same as collaborate? a. cooperate b. convince c. entice d. elaborate 2 1. Which word means the same as insipid? a. overbearing b. tasteless c. exhilarating d. elaborate For each of the following words, choose the word that has the same or nearly the same meaning. 22. navigate a. search b. decide c. steer d. assist 23. tailor a. measure b. construct c. launder d. alter 24. yield a. merge b. relinquish c. destroy d. hinder 25. eternal a. timeless b. heavenly c. loving d. wealthy 26. stow a. pack b. curtsy c. fool d. trample 27. intimate a. frightening b. curious c. private d. characteristic 28. onsider a. promote b. require c. adjust d. ponder 5 –S Y N O N Y M S – 29. humidify a. moisten b. warm c. gather d. spray 30. arouse a. inform b. abuse c. waken d. deceive 31. harass a. trick b. confuse c. betray d. pester 32. forti? ed a. reinforced b. distorted c. disputed d. developed 33. delegate a. analyze b. respect c. criticize d. assign 34. accountable a. applauded b. compensated c. responsible d. approached 35. philosophy a. bias b. principl es c. evidence d. process 36. custom a. purpose b. habit c. buyer d. role 37. harbor a. halter b. statement c. refuge d. garment 38. muse a. tune b. ponder c. encourage d. ead 39. vessel a. container b. furniture c. garment d. branch 40. dispute a. debate b. release c. divide d. redeem 6 –S Y N O N Y M S – 41. site a. location b. formation c. speech d. view 42. compensate a. help b. challenge c. defeat d. pay 43. journal a. trip b. receipt c. diary d. list 44. opportunity a. sensitivity b. arrogance c. chance d. reference 45. invent a. insert b. discover c. apply d. allow 46. sphere a. air b. spread c. globe d. enclosure 47. re? ne a. condone b. provide c. change d. purify 48. pledge a. picture b. idea c. quote d. promise 49. gangly a. illegally b. closely c. ugly d. lanky 50. sage a. ise b. obnoxious c. conceited d. heartless 51. dormant a. hidden b. slumbering c. rigid d. misplaced 52. banish a. exile b. decorate c. succumb d. encourage 7 –S Y N O N Y M S â₠¬â€œ 53. croon a. swim b. sing c. stroke d. yell 54. hostel a. turnstile b. cot c. trek d. inn 55. mesa a. brain b. plateau c. wagon d. dwelling 56. ado a. idiom b. punishment c. cost d. fuss 57. obscure a. concealed b. obvious c. reckless d. subjective 58. malicious a. spiteful b. changeable c. murderous d. dangerous 59. obsolete a. current b. dedicated c. unnecessary d. outmoded 60. expansive a. talkative b. relaxed c. humorous d. grateful 61. elinquish a. abandon b. report c. commence d. abide 62. submissive a. raucous b. obedient c. virtuous d. sel? sh 63. ponderous a. heavy b. thoughtful c. hearty d. generous 64. stoical a. impassive b. loud c. curious d. intense 8 –S Y N O N Y M S – 65. haggard a. handsome b. honest c. gaunt d. intense 66. enigma a. laughter b. mystery c. enclosure d. shadow 67. jocular a. lenient b. strict c. powerful d. jolly 68. rebuke a. scold b. deny c. distract d. protect 69. renown a. attitude b. fame c. health d. strength 70. robust a. ea ger b. rough c. old-fashioned d. vigorous 71. mundane a. proper b. ordinary c. greedy d. urky 72. remiss a. recent b. false c. negligent d. broken 73. imminent a. sturdy b. actual c. soon d. later 74. inordinate a. excessive b. exclusive c. purpose d. hesitant 75. disheveled a. rumpled b. divorced c. marked d. dedicated 76. disillusioned a. disadvantageous b. distracted c. disenchanted d. disarming 9 –S Y N O N Y M S – 77. query a. inspect b. quote c. succeed d. inquire 78. clemency a. competency b. certainty c. destiny d. mercy 10 C H A P T E R 2 Antonyms Choose the antonym for each of the words in italics. 79. Which word is the opposite of alert? a. attentive b. inattentive c. careful d. trivial 80. Which word is the opposite of cautious? a. considerate b. noble c. proper d. reckless 81. Which word means the opposite of shameful? a. honorable b. animated c. ?ckle d. modest 82. Which word means the opposite of vague? a. hazy b. skilled c. de? nite d. tender 11 –A N T O N Y M S – 83. Which word means the opposite of vulnerable? a. frantic b. feeble c. secure d. complicated 84. Which word means the opposite of distress? a. comfort b. reward c. trouble d. compromise 85. Which word means the opposite of unity? a. discord b. stimulation c. consent d. neglect 86. Which word means the opposite of clarify? a. explain b. dismay c. bscure d. provide 87. Which word means the opposite of grant? a. deny b. consume c. allocate d. provoke 88. Which word means the opposite of impartial? a. complete b. prejudiced c. unbiased d. erudite 89. Which word means the opposite of prompt? a. punctual b. slack c. tardy d. regular 90. Which word is the opposite of delay? a. slow b. hasten c. p ause d. desist 91. Which word is the opposite of soothe? a. increase b. comfort c. aggravate d. delight 92. Which word means the opposite of moderate? a. original b. average c. ?nal d. excessive 93. Which word means the opposite of reveal? a. disclose b. achieve c. retreat d. onceal 94. Which word means the opposite of initial? a. ?rst b. crisis c. ?nal d. right 12 –A N T O N Y M S – 95. Which word means the opposite of brittle? a. ?exible b. breakable c. grating d. thin 96. Which word means the opposite of capable? a. unskilled b. absurd c. apt d. able 97. Which word means the opposite of stray? a. remain b. inhabit c. wander d. incline 98. Which word is the opposite of dainty? a. delicate b. coarse c. harsh d. delicious 99. Which word means the opposite of craving? a. desire b. repudiation c. motive d. revulsion 100. Which word means the opposite of ferocious? a. docile b. savage c. explosive d. oble 101. Which word means the opposite of grueling? a. effortless b. ca sual c. exhausting d. empty 102. Which word means the opposite of forsake? a. admit b. abandon c. submit d. cherish 103. Which word is the opposite of restrain? a. control b. liberate c. maintain d. distract 104. Which word is the opposite of bleak? a. desperate b. dreary c. bright d. fond 105. Which word is the opposite of unruly? a. controllable b. disorderly c. honest d. covered 106. Which word is the opposite of solidarity? a. union b. disunity c. laxity d. rigidity 13 –A N T O N Y M S – 107. Which word is the opposite of retract? a. assert b. ithdraw c. impugn d. follow 108. Which word is the opposite of concise? a. generous b. lengthy c. loose d. brief 109. Which word is the opposite of omit? a. eliminate b. perform c. depart d. include 110. Which word means the opposite of prohibit? a. surrender b. permit c. involve d. embrace 111. Which word means the opposite of disclose? a. succeed b. conceal c. restrain d. possess 112. Which word means the opposite of sti? e ? a. encourage b. familiarize c. deny d. overcome 113. Which word means the opposite of belittle? a. arrange b. compliment c. criticize d. presume 114. Which word means the opposite of aimless? a. nactive b. faithful c. purposeful d. impartial 115. Which word means the opposite of detest? a. prohibit b. hate c. examine d. admire 116. Which word means the opposite of valiant? a. instinctive b. cowardly c. cynical d. worthy 117. Which word means the opposite of lenient? a. capable b. impractical c. merciful d. domineering 118. Which word means the opposite of tarnish? a. absorb b. endure c. shine d. sully 14 –A N T O N Y M S – 119. Which word means the opposite of mandatory? a. apparent b. equal c. optional d. required 120. Which word means the opposite of chagrin? a. conviction b. irritation c. pleasure d. humanity 121. Which word means the opposite of commence? a. initiate b. adapt c. harass d. terminate 122. Which word means the opposite of conscientious? a. careless b. apologetic c. diligent d. boisterous 123. Which word means the opposite of de? cient? a. necessary b. adequate c. ?awed d. simple 124. Which word means the opposite of lucid? a. ordinary b. turbulent c. implausible d. vague 125. Which word means the opposite of judicious? a. partial b. litigious c. imprudent d. unrestrained 126. Which word means the opposite of dissonance? a. harmony b. carefulness c. speci? city d. value 127. Which word means the opposite of erudite? a. neducated b. polite c. unknown d. agitated For each of the following words, choose the word that means the opposite or most nearly the opposite. 128. harmony a. noise b. brevity c. safety d. discord 129. insult a. compliment b. contempt c. argument d. attitude 15 –A N T O N Y M S – 130. general a. speci? c b. total c. insigni? cant d. substantial 131. imaginary a. sober b. ordinary c. unrealistic d. factual 132. demolish a. attend b. consider c. create d. sti? e 133. absorb a. acquire b. repel c. consume d. assist 134. critical a. inimical b. judgmental c. massive d. trivial 135. infantile a. despicable b. adolescent c. mature d. erpetual 136. retain a. withhold b. release c. succumb d. incise 137. impulsive a. secure b. mandatory c. rash d. cautious 138. competent a. incomplete b. intense c. inept d. massive 139. promote a. explicate b. downgrade c. concede d. retain 140. requirement a. plan b. consequence c. option d. accident 141. irritate a. soothe b. drain c. resist d. solve 16 –A N T O N Y M S – 142. punctual a. random b. smooth c. intermittent d. tardy 143. virtue a. reality b. fact c. vice d. amateur 144. fortunate a. excluded b. hapless c. hardworking d. lucky 145. notable a. oral b. graceful c. legal d. ordinary 146. prim a. outrageous b. ast c. ugly d. cantankerous 147. prosperous a. af? uent b. destitut e c. cowardly d. receptive 148. nimble a. sturdy b. sluggish c. thoughtless d. relaxed 149. tranquil a. agitated b. explicit c. sluggish d. composed 150. sprightly a. eager b. lofty c. dull d. local 151. amiable a. dangerous b. permissive c. aloof d. congenial 152. prudent a. rash b. licentious c. libertine d. demonstrative 153. scant a. pellucid b. meager c. copious d. vocal 17 –A N T O N Y M S – 154. steadfast a. envious b. ?ckle c. improvident d. sluggish 155. stringent a. obese b. lax c. obtuse d. ?uid 18 C H A P T E R 3 156. Rational is most similar to a. eliberate. b. invalid. c. prompt. d. sound. 157. Attribute is most similar to a. quality. b. penalty. c. speech. d. admission. Synonyms and Antonyms Read each question carefully and select the word that is most similar or most dissimilar in meaning to the word provided. 158. Subdue is most similar to a. conquer. b. complain. c. deny. d. respect. 159. Animated is most similar to a. abbreviated. b. civil. c. secret . d. lively. 19 –S Y N O N Y M S A N D A N T O N Y M S – 160. Awe is most dissimilar to a. contempt. b. reverence. c. valor. d. distortion. 161. Intricate is most similar to a. delicate. b. costly. c. prim. d. omplex. 162. Skeptic is most dissimilar to a. innovator. b. friend. c. politician. d. believer. 163. Hypothetical is most dissimilar to a. uncritical. b. actual. c. speci? c. d. imaginary. 164. Enhance is most dissimilar to a. diminish. b. improve. c. digress. d. deprive. 165. Manipulate is most similar to a. simplify. b. deplete. c. nurture. d. handle. 166. Subjective is most dissimilar to a. invective. b. objectionable. c. unbiased. d. obedient. 167. Succinct is most dissimilar to a. distinct. b. laconic. c. feeble. d. verbose. 168. Enthusiastic is most similar to a. adamant. b. available. c. cheerful. d. eager. 169. Adequate is most similar to a. suf? cient. b. mediocre. c. pro? cient. d. average. 170. Uniform is most dissimilar to a. dissembling. b. diverse. c. bizarre. d. slovenly. 171. Ecstatic is most similar to a. inconsistent. b. positive. c. wild. d. thrilled. 20 –S Y N O N Y M S A N D A N T O N Y M S – 172. Affect is most similar to a. accomplish. b. cause. c. sicken. d. in? uence. 173. Wary is most dissimilar to a. alert. b. leery. c. worried. d. careless. 174. Novel is most dissimilar to a. dangerous. b. unsettled. c. suitable. d. old. 175. Continuous is most similar to a. intermittent. b. adjacent. c. uninterrupted. d. contiguous. 76. Courtesy is most similar to a. civility. b. congruity. c. conviviality. d. rudeness. 177. Fallacy is most dissimilar to a. truth. b. blessing. c. weakness. d. fable. 178. Frail is most similar to a. vivid. b. delicate. c. robust. d. adaptable. 179. Recuperate is most similar to a. recover. b. endorse. c. persist. d. worsen. 180. Subsequent is most dissimilar to a. necessary. b. insigni? cant. c. primary. d. previous. 181. Nonchalant is most dissimilar to a. intelligent. b. popular. c. concerned. d. reckless. 182. Hoax is most similar to a. logic. b. crusade. c. embargo. d. ruse. 183. Composure is most similar to a. agitation. . poise. c. liveliness. d. stimulation. 21 –S Y N O N Y M S A N D A N T O N Y M S – 184. Excise is most dissimilar to a. sleep. b. retain. c. organize. d. staple. 185. Disperse is most dissimilar to a. gather. b. agree. c. praise. d. satisfy. 186. Eccentric is most similar to a. normal. b. frugal. c. peculiar. d. selective. 187. Commendable is most similar to a. admirable. b. accountable. c. irresponsible. d. noticeable. 188. Domain is most similar to a. entrance. b. rebellion. c. formation. d. territory. 189. Passive is most similar to a. inactive. b. emotional. c. lively. d. woeful. 190. Liberate is most dissimilar to a. onserve. b. restrain. c. attack. d. ruin. 191. Faltering is most dissimilar to a. steady. b. adoring. c. explanatory. d. reluctant. 192. Vast is most similar to a. attentive. b. immense. c. steady. d. slight. 193. Comply is most similar to a. subdue. b. entertain. c. ?atter. d. obey. 194. Optimum is most dissimilar to a. mediocre. b. victorious. c. worst. d. rational. 195. Enlighten is most similar to a. relocate. b. confuse. c. comply. d. teach. 22 –S Y N O N Y M S A N D A N T O N Y M S – 196. Tedious is most dissimilar to a. stimulating. b. alarming. c. intemperate. d. tranquil. 197. Exonerate is most dissimilar to a. inimize. b. respect. c. irritate. d. blame. 198. Ephemeral is most dissimilar to a. internal. b. enduring. c. temporary. d. hidden. 199. Predecessor is most dissimilar to a. successor. b. antecedent. c. descendant. d. ancestor. 200. Refrain is most similar to a. desist. b. secure. c. glimpse. d. persevere. 201. Affable is most dissimilar to a. disagreeable. b. hollow. c. simple. d. eager. 202. Rigorous is most s imilar to a. demanding. b. tolerable. c. lenient. d. disorderly. 203. Orient is most dissimilar to a. confuse. b. arouse. c. deter. d. simplify. 204. Levitate is most dissimilar to a. plod. b. undulate. c. whisper. d. ink. 205. Oblivious is most similar to a. visible. b. sinister. c. conscious. d. unaware. 206. Verify is most similar to a. disclose. b. con? rm. c. refute. d. unite. 207. Pacify is most dissimilar to a. complicate. b. dismiss. c. excite. d. atomize. 23 –S Y N O N Y M S A N D A N T O N Y M S – 208. Plausible is most dissimilar to a. insuf? cient. b. apologetic. c. unbelievable. d. credible. 209. Idle is most similar to a. working. b. effective. c. immobile. d. functional. 210. Avid is most dissimilar to a. partial. b. unenthusiastic. c. equal. d. unkind. 211. Meek is most dissimilar to a. mild. b. painful. c. forceful. d. olite. 212. Complacent is most dissimilar to a. concerned. b. pleasant. c. happy. d. convinced. 213. Ambiguous is most dissimilar to a. apathetic. b. certain. c. equivocal. d. inde? nite. 214. Confer is most similar to a. con? de. b. consult. c. refuse. d. promise. 215. Repast is most similar to a. meal. b. debt. c. book. d. goal. 216. Esteem is most dissimilar to a. disrespect. b. disregard. c. dissent. d. disabuse. 217. Eloquent is most dissimilar to a. shabby. b. ?uent. c. inarticulate. d. plain. 218. Apathetic is most similar to a. pitiable. b. indifferent. c. suspicious. d. evasive. 219. Deterrent is most dissimilar to a. ncouragement. b. obstacle. c. proponent. d. discomfort. 24 –S Y N O N Y M S A N D A N T O N Y M S – 220. Impertinent is most dissimilar to a. animated. b. rude. c. relentless. d. polite. 221. Augment is most similar to a. repeal. b. evaluate. c. increase. d. criticize. 222. Ludicrous is most dissimilar to a. absurd. b. somber. c. reasonable. d. charitable. 223. Archaic is most dissimilar to a. tangible. b. modern. c. ancient. d. haunted. 224. Incredulous is most similar to a. fe arful. b. outraged. c. inconsolable. d. disbelieving. 225. Vindictive is most similar to a. outrageous. b. insulting. c. spiteful. d. offensive. 226. Sullen is most dissimilar to a. morose. b. impetuous. c. provocative. d. jovial. 227. Menial is most similar to a. lowly. b. boring. c. dangerous. d. rewarding. 228. Panacea is most similar to a. cure. b. result. c. cause. d. necessity. 229. Taut is most dissimilar to a. neutral. b. relaxed. c. rigid. d. vague. 230. Rile is most dissimilar to a. appease. b. prosper. c. oppress. d. irk. 231. Glib is most similar to a. angry. b. insulting. c. dishonest. d. insincere. 25 –S Y N O N Y M S A N D A N T O N Y M S – 232. Mar is most dissimilar to a. delineate. b. bolster. c. clarify. d. repair. 233. Cognizant is most similar to a. conscious. . educated. c. mysti? ed. d. confused. 234. Mediate is most similar to a. ponder. b. interfere. c. reconcile. d. dissolve. 235. Concurrent is most similar to a. incidental. b. simultaneous. c. apprehensive. d. substantial. 236. Induce is most similar to a. prompt. b. withdraw. c. presume. d. represent. 237. Intrepid is most dissimilar to a. belligerent. b. consistent. c. chivalrous. d. fearful. 238. Saturate is most similar to a. deprive. b. construe. c. soak. d. verify. 239. Methodical is most dissimilar to a. erratic. b. deliberate. c. hostile. d. deformed. 240. Latent is most dissimilar to a. slow. b. tardy. c. dormant. d. ctive. 241. Proscribe is most similar to a. measure. b. recommend. c. detect. d. forbid. 242. Prevarication is most dissimilar to a. accolade. b. veracity. c. deprecation. d. mendacity. 243. Mirth is most dissimilar to a. pallor. b. solemnity. c. penury. d. lethargy. 26 –S Y N O N Y M S A N D A N T O N Y M S – 244. Surreptitious is most similar to a. expressive. b. secretive. c. emotional. d. artistic. 245. Trepidation is most dissimilar to a. distribution. b. agitation. c. fearlessness. d. uniformity. 27 C H A P T E R 4 246. a. con? rmed b. tentative c. de? nite d. conclusive 247. a. implied b. distinct c. explicit d. forthright Verbal Classi? cation For the following questions, choose the word that does not belong with the others. 248. a. premeditated b. rehearsed c. spontaneous d. calculated 249. a. rampant b. restrained c. widespread d. pervasive 250. a. ?exible b. rigid c. supple d. limber 29 –V E R B A L C L A S S I F I C A T I O N – 251. a. subdue b. crush c. suppress d. provoke 252. a. comprise b. compose c. exclude d. constitute 253. a. in? nitesimal b. in? nite c. immense d. vast 254. a. heroism b. incompetence c. prowess d. mastery 255. a. rasping b. grating c. abrasive d. polished 256. a. comely b. deformed c. grotesque d. repulsive 257. a. eceptive b. intolerant c. compassionate d. amenable 258. a. sloppy b. disheveled c. orderly d. unkempt 259. a. word for word b. exact c. verbatim d. paraphrased 260. a. recklessly b. carefully c. warily d. prudently 261. a. destitute b. poverty-stricken c. af? uent d. impoverished 262. a. dour b. inviting c. welcoming d. cheery 263. a. clumsy b. n imble c. all thumbs d. maladroit 264. a. compliment b. ridicule c. deride d. gibe 265. a. deprived b. bereft c. replete d. bereaved 266. a. resolve b. fortitude c. mettle d. timidity 30 –V E R B A L C L A S S I F I C A T I O N – 267. a. submissive b. obedient c. acquiescent d. of? cious 268. . pro? cient b. inept c. deft d. adroit 269. a. felicitous b. inopportune c. inappropriate d. ill-timed 270. a. vex b. aggravate c. mollify d. agitate 271. a. stately b. abject c. lowly d. humble 272. a. mercenary b. venal c. honest d. corruptible 273. a. pinnacle b. perigee c. summit d. acme 274. a. demur b. concur c. consent d. accede 275. a. replica b. permutation c. facsimile d. reproduction 276. a. pernicious b. toxic c. innocuous d. virulent 277. a. stentorian b. booming c. thundering d. tranquil 278. a. permissive b. lenient c. indulgent d. implacable 279. a. bedlam b. pandemonium c. repose d. tumult 280. a. stimulating b. omnolent c. sopori? c d. hypnotic 281. a. impassione d b. vehement c. emphatic d. apathetic 282. a. savory b. distasteful c. piquant d. aromatic 31 –V E R B A L C L A S S I F I C A T I O N – 283. a. dissent b. sanction c. concur d. assent 284. a. devout b. fervent c. zealous d. dispirited 32 C H A P T E R 5 Analogies Many kinds of academic and work-related tests include analogies. Analogies are comparisons. To answer an analogy question, look for a relationship between the ? rst set of words. Then, look for a similar relationship in the second set of words. For the following questions, choose the answer that best completes the comparison. 85. polite : gracious :: cordial : ________ a. courteous b. con? dent c. comfortable d. bold 286. embarrassed : humiliated :: frightened : ________ a. courageous b. agitated c. terri? ed d. reckless 287. scarcely : mostly :: quietly : ________ a. secretly b. rudely c. loudly d. silently 288. candid : indirect :: honest : ________ a. frank b. wicked c. truthful d. devious 33 –A N A L O G I E S – 289. control : dominate :: magnify : ________ a. enlarge b. preserve c. decrease d. divide 290. exactly : precisely :: evidently : ________ a. positively b. apparently c. narrowly d. unquestionably 291. meaningful : insigni? ant :: essential : ________ a. basic b. important c. unremarkable d. unnecessary 292. simple : complex :: trivial : ________ a. inconspicuous b. signi? cant c. permanent d. irrelevant 293. neophyte : novice :: pursuit : ________ a. passion b. restraint c. quest d. speed 294. regard : esteem :: ambivalence : ________ a. uncertainty b. withdrawal c. resemblance d. injustice 295. elated : despondent :: enlightened : ________ a. aware b. tolerant c. miserable d. ignorant 296. divulge : conceal :: conform : ________ a. construe b. differ c. retain d. offer 297. restrain : curb :: recant : ________ a. foretell b. retract c. ntertain d. resent 298. admire : despise :: praise : ________ a. ravage b. surrender c. admonish d. warn 299. advance : ret reat :: curtail : ________ a. damage b. discard c. consume d. prolong 300. implant : embed :: expel : ________ a. beseech b. oust c. accept d. examine 34 –A N A L O G I E S – 301. assemble : convene :: categorize : ________ a. systematize b. dismiss c. congregate d. alternate 302. grind : crush :: demolish : ________ a. divulge b. check c. pulverize d. steam 303. continuation : sequel :: scheme : ________ a. supplication b. management c. aftermath d. plot 304. phase : segment :: epoch : ________ a. ocument b. institution c. era d. emotion 305. declare : af? rm :: cringe : ________ a. scorn b. cower c. reason d. arrange 306. ally : enemy :: anonymity : ________ a. restraint b. wealth c. fame d. anxiety 307. personable : agreeable :: friendly : ________ a. genial b. skillful c. willful d. relevant 308. heterogeneous : mixed :: profuse : ________ a. lush b. timid c. scarce d. painful 309. trust : suspicion :: doubt : ________ a. aperture b. reliance c. method d. saga 310. hide : ? aunt :: forget : ________ a. sympathetic b. unappreciative c. retain d. unsociable 311. disclose : reveal :: intimate : ________ a. orbid b. denounce c. announce d. suggest 312. conceal : obscure :: procrastinate : ________ a. anticipate b. relinquish c. delay d. pretend 35 –A N A L O G I E S – 313. ornate : plain :: blithe : ________ a. generous b. morose c. pretentious d. fervent 314. futile : vain :: covert : ________ a. secret b. grand c. seductive d. habitual 315. opposing : differing :: candid : ________ a. conclusive b. strict c. credible d. frank 316. expeditiously : swiftly :: diligently : ________ a. openly b. persistently c. increasingly d. vividly 317. antics : actions :: banter : ________ a. deference b. repartee c. pranks d. candor 318. bstinate : stubborn :: staunch : ________ a. oppressive b. ominous c. faithful d. arrogant 319. persistent : persevering :: spurious : ________ a. false b. dejected c. delightful d. abundant 320. broadcast : obsc ure :: welcome : ________ a. prostrate b. promontory c. strengthen d. eject 321. enthusiastic : blase :: upright : ________ a. deplore b. prone c. unlikely d. passionate 322. sedate : sober :: prim : ________ a. staid b. convalescent c. elaborate d. clairvoyant 323. courtier : aristocrat :: unknown : ________ a. noble b. celebrity c. nonentity d. icon 324. nourish : foster :: abolish : ________ a. continue b. undergo c. aintain d. annul 36 –A N A L O G I E S – 325. undermine : bolster :: reinforce : ________ a. infringe b. boost c. weaken d. forego 326. skim : peruse :: delve : ________ a. scrutinize b. scan c. validate d. memorize 327. comical : witty :: humorous : ________ a. ghostly b. plunging c. facetious d. engraved 328. intersect : diverge :: ratify : ________ a. conceal b. promote c. determine d. nullify 329. proclaim : announce :: restrict : ________ a. invalidate b. stint c. convince d. mystify 330. barter : swap :: irritate : ________ a. annoy b. engage c. a ppoint d. employ 331. design : devise :: upbraid : ________ a. praise b. cclimate c. reprimand d. contrive 332. accord : understanding :: conversion : ________ a. modi? cation b. transition c. concurrence d. con? rmation 333. taint : decontaminate :: enrage : ________ a. provoke b. delve c. rely d. appease 334. judicious : prudent :: wise : ________ a. ill-mannered b. astute c. sophisticated d. satis? ed 335. arbitrator : mediator :: referee : ________ a. manager b. boor c. umpire d. director 336. ensue : follow :: precede : ________ a. pursue b. monitor c. track d. herald 37 –A N A L O G I E S – 337. courage : valor :: chivalry : ________ a. autonomy b. gallantry c. cowardice d. freedom 338. egale : amuse :: impart : ________ a. conceal b. withhold c. bestow d. chance 339. pivotal : crucial :: conventional : ________ a. respectable b. loathsome c. admirable d. conservative 340. fallacy : misconception :: fact : ________ a. logic b. judgment c. evidence d. verdict 341. gratuitous : expensive :: sedentary : ________ a. active b. legitimate c. stable d. selective 342. hypocrite : phony :: lethargy : ________ a. modesty b. stupor c. pride d. disappointment 343. revere : venerate :: esteem : ________ a. deny b. disdain c. respect d. proclaim 344. re? ned : plebeian :: selective : ________ a. unjust b. indiscriminate c. ultivated d. ordinary 345. improbable : plausible :: stable : ________ a. designated b. unilateral c. volatile d. farfetched 346. immoral : ethical :: insuf? cient : ________ a. unscrupulous b. dishonest c. inert d. ample 347. distance : proximity :: economical : ________ a. prodigal b. lenient c. bereft d. dishonest 348. shocked : aghast :: skittish : ________ a. innovative b. restive c. dynamic d. enterprising 38 –A N A L O G I E S – 349. deprivation : af? uence :: capitulation : ________ a. resistance b. potency c. indigence d. complacency 350. dupe : deceive :: exculpate : ________ a. falsify b. disappear c. invade d. bsolve 351. ostracize : banish :: consequence : ________ a. truth b. repercussion c. ritual d. restitution 352. churlish : surly :: steadfast : ________ a. sly b. assertive c. shy d. resolute 353. indirect : forthright :: unashamed : ________ a. evasive b. deceitful c. abashed d. detached 354. superlative : abysmal :: atrocious : ________ a. pallid b. haggard c. sharp d. noble 355. impending : imminent :: calamitous : ________ a. disastrous b. fortunate c. bene? cial d. salutary 356. implant : infuse :: inculcate : ________ a. demand b. instill c. transplant d. consider 357. foreboding : premonition :: qualm : ________ a. onviction b. assurance c. guarantee d. misgiving 358. milieu : environment :: culture : ________ a. commencement b. departure c. customs d. dismay 359. downcast : jaunty :: despondent : ________ a. reticent b. taciturn c. jubilant d. indomitable 360. enumerate : cite :: disregard : ________ a. ignore b. contain c. list d. ?le 39 –A N A L O G I E S – 361. ?ashy : garish :: gaudy : ________ a. re? ned b. muted c. tawdry d. subdued 362. traitor : deserter :: renegade : ________ a. diehard b. driver c. loyalist d. insurgent 363. etiquette : protocol :: statute : ________ a. decree b. promotion c. modicum d. contradiction 364. rominent : conspicuous :: gaunt : ________ a. haggard b. elated c. ostentatious d. familiar 365. outlandish : conservative :: reserved : ________ a. modest b. garrulous c. appeased d. failed 366. belief : doctrine :: hesitation : ________ a. desecration b. communication c. vacillation d. transportation 367. amateur : novice :: representative : ________ a. opposition b. proxy c. author d. philosopher 368. skyrocket : plummet :: diminish : ________ a. withdraw b. retreat c. augment d. control 369. excitable : stoical :: delighted : ________ a. rankled b. con? ned c. restrained d. entertained 370. mendicant : vagabond :: scavenger : ________ a. cout b. recipient c. forager d. explorer 371. friendship : amity :: e nmity : ________ a. companionship b. camaraderie c. chaos d. animosity 372. indiscernible : perceptible :: incalculable : ________ a. genuine b. in? nitesimal c. serious d. solemn 40 –A N A L O G I E S – 373. veritable : actual :: specious : ________ a. sanctimonious b. overdone c. false d. roomy 374. anxiety : trepidation :: lethargy : ________ a. vitality b. mutuality c. empathy d. lassitude 375. absorbed : engrossed :: bored : ________ a. unrealistic b. inured c. excluded d. stulti? ed 376. involvement : aloofness :: clumsiness : ________ a. ?nesse b. ndecision c. authority d. awkwardness 377. incoherent : articulate :: ? uent : ________ a. eloquent b. halting c. lethargic d. expressive 378. shiftless : lackadaisical :: hardworking : ________ a. sloppy b. careless c. assiduous d. slipshod 379. pert : lively :: impudent : ________ a. insolent b. gloomy c. morose d. sullen 380. native : foreign :: commonplace : ________ a. routine b. exotic c. ordinary d. mundane 381. compassionate : insensitive :: conceited : ________ a. disarming b. pretentious c. modest d. unassuming 382. characteristic : attribute :: ingredient : ________ a. component b. recipe c. vegetarian d. ormula 383. capricious : whimsical :: shrewd : ________ a. cruel b. different c. grateful d. astute 41 –A N A L O G I E S – 384. gluttonous : abstentious :: complimentary : ________ a. prominent b. permissive c. disparaging d. calculating 385. yielding : submissive :: tractable : ________ a. amenable b. unruly c. refractory d. obstreperous 42 S E C T I O N 2 T Vocabulary in Context in this section test your skills in identifying vocabulary in context. By using the sentences provided, you will ? gure out which answer choice best ? lls each blank. In Chapter 6 you are provided with a sentence that gives you clues to ? ding the appropriate word or phrase. In Chapter 7 you are provided with reading passages that offer clues to ? nding the correct answer. For each passage, yo u will be asked a few reading comprehension questions. In Chapter 8 you will replace a common word or phrase with a more descriptive one that has the same or a very similar meaning. This is called identifying synonyms in context. Finally, in Chapter 9, you will be given a pair of words to choose from in order to best complete the sentences provided. HE FOUR CHAPTERS 43 C H A P T E R 6 Sentence Completion Choose the best word to ? ll the blank. 386. To get the promotion she wanted, Priya ________ that it was best to go back to school to get her master’s degree as soon as she could. a. anticipated b. hindered c. augmented d. resolved 387. The car rental company considered the scratches on the driver’s door to be caused by a minor ________. a. mishap b. coercion c. in? ltration d. quirk 388. Being a direct relative of the deceased, her claim to the estate was ________. a. optional b. vicious c. prominent d. legitimate 45 –S E N T E N C E C O M P L E T I O N – 389. The hail ________ the corn? eld until the entire crop was lost. a. belittled b. pummeled c. rebuked d. ommended 390. The Earth Day committee leader placed large garbage bins in the park to ________ Saturday’s cleanup. a. confound b. pacify c. integrate d. facilitate 391. Her rapport with everyone in the of? ce ________ the kind of interpersonal skills that all of the employees appreciated. a. prevailed b. diverged c. exempli? ed d. dele gated 392. When you discuss the characters from The Catcher in the Rye, please be sure to give a ________ description of the narrator. a. principled b. determined c. comprehensive d. massive 393. ________ elephants from the wild not only endangers the species but also upsets the balance of nature. . Contriving b. Poaching c. Provoking d. Hindering 394. The two cats could be ________ only by the number of rings on their tails; otherwise, they were exactly alike. a. separated b. diversi? ed c. disconnected d. differentiated 395. Despite her ________ dress, she was a simple girl at heart. a. sophisticated b. casual c. shoddy d. personable 396. The non-pro? t agency bought of? ce supplies using a tax ________ number. a. liability b. exempt c. information d. accountability 397. With great and admirable ________, the renowned orator spoke to the crowd gathered in the lecture hall. a. toil b. ado c. ?nesse d. edium 398. ________, the skilled pediatric nurse fed the premature baby. a. Carel essly b. Precariously c. Gingerly d. Wantonly 46 –S E N T E N C E C O M P L E T I O N – 399. For the ? rst assignment of the fall term, the students in Professor Norman’s English 101 class had to write a/an ________ to summarize the short story they had read. a. reconciliation b. acronym c. precis d. proclamation 400. She pretended to be ________ about her upcoming performance, but secretly she was very excited. a. agitated b. receptive c. candid d. blase 401. We were tired when we reached the ________, but the spectacular view of

How to Get a Good Community Service Letter 4 Steps to Follow

How to Get a Good Community Service Letter 4 Steps to Follow SAT / ACT Prep Online Guides and Tips Have you done some volunteer work or community service and want to get a letter that shows how many hours you've completed and what jobs you did? Or maybe you need a community service letter to apply for a scholarship, job, or to a particular college? Do you know who you should ask to write the letter and what it should include? Read on to learn what a community service letter is, why it’s useful, and how you can get a great one written for you. What Is a Community Service Letter and Why Would You Need One? A community service letter is a letter that explains where you did your community service, how many hours you worked, and what duties and responsibilities that work included. It may also include additional information, such as the dates you worked, if you had a specific job title, and contact information from the organization. There is no standard format for a community service letter, so what they look like and the amount of information they include can vary widely. Some letters are little more than a form with a few lines that your supervisor signs. Others are more like a standard letter of recommendation and can be several paragraphs long, explaining in detail the work you did and what your personal strengths are. What Is a Community Service Letter Used For? A community service letter provides proof that you completed volunteer work, and it also gives more information on what duties and responsibilities that work included. Having that information can be useful for multiple situations, including the following: College Applications If your community service work was particularly important for you, for example, if you spent a significant amount of time at one location, worked for an organization that is in the same field as your future career, or reference your community service work in other parts of your application, then you may want to attach a community service letter to your college application to provide proof of your volunteer service and give more information about your work. Scholarships There are many community service scholarships available, and some require a letter or proof of your community service as part of the application. Resumes If you include your community service work on your resume (which you should, many jobs count volunteer work as work experience), attaching your community service letter gives the employer more information about your work, as well as a way for them to contact the organization. Graduation Requirements Some high schools require students to complete a certain amount of community service hours before they graduate, as do some extracurricular organizations, such as certain chapters of the National Honor Society. Your community service letter provides proof that you completed those hours. Some high schools require community service in order to graduate, or to graduate with honors Now that you know what a community service letter is and when you may need one, read on to learn about the steps you should take in order to get a great letter. #1: Get Strong Community Service Experiences It may seem obvious, but the better your community service experience, the stronger your community service letter will be. They are multiple ways to get solid community service experience: Volunteer Primarily With One Organization Having a strong community service letter from one place that goes into detail about the work you did is better than having a bunch of letters that show you did a couple of hours of work, then moved on to the next organization. Sticking mostly to one location shows dedication and commitment, and it allows the people writing your letter to go more into detail about you and the work you did. Volunteering often at one place may also lead to increased responsibilities, which will strengthen your letter because it shows that you are gaining more skills and are seen as trustworthy and responsible. Get to Know Your Supervisors and the People You Work With You should make it a point to regularly make small talk with the people you’re around while volunteering. This includes supervisors, other workers, and any people you may be helping. The person writing your community service letter will always be able to write a stronger letter if they actually know you because they will be able to include more details about your personality and skills. Work at a Place You Care About While you may think that some places are â€Å"better† or more impressive to work at, what’s really most impressive to schools and employers is you showing a passion for the organization you volunteer for. Even if you have a volunteer experience that you think is very impressive, if you don’t particularly enjoy it or care about the issue much, this will show when you are asked to speak or write about it for applications or jobs. For example, if you volunteer for, say, a video game conference and put in a lot of time and got a lot of the community involved in participating, this will be more impressive because your community service letter will show that you’ve done more work, and the person writing the letter will be able to discuss your evident passion and dedication to the job. #2: Think About Who You Should Ask to Write Your Letter Who you ask to write your letter will depend on both what the letter should include as well as any restrictions the place you are sending the letter to has. Your first step should be to check with the school, scholarship, or job you’re submitting the letter to in order to see if they have requirements for who can write your letter. Your supervisor is mostly likely the person you'll ask. Many scholarships and colleges require your supervisor or another person working above you to be the person who writes your letter. Your supervisor is a great person to ask because they have a good idea of the work you've done and usually know you pretty well. However, there may be some circumstances when you don't interact with your supervisor much, for example, if they work mostly weekdays, and you volunteer on weekends. This isn't a problem if you only need a short letter that lists your duties and when you volunteered; your supervisor can still write that even if they don't know you well. If you need a more in-depth letter that describes your personality and specific examples of your work, and you don't have a close relationship with your supervisor, you may want to ask someone else to write your letter. Only do this if the person or place you are submitting your letter to allows it! If you are able to submit a letter written by someone other than your supervisor, ask a coworker or someone else you worked closely with and who knows you and the work you did well. It's personal details that separate good community service letters from great ones, so you want someone who can recount specific anecdotes and examples of your work. You may also be able to have a coworker write your letter and your supervisor sign it, verifying that the information is correct. In any case, don't just choose your best friend at community service to write your letter. You want someone who can write professionally about the work you did and explain clearly why you are a strong worker. It will most likely be your supervisor or boss who writes your community service letter #3: Ask Them! Once you have decided who you want to write your community service letter, the next step is to ask. If all you need is a short form filled out, this will not be a big deal, and your supervisor may be able to complete it right then and there. However, if you need a longer, more detailed letter, you will want to give the person writing your letter enough time to complete it, so try to ask them early. At least a month before the letter is due is ideal. You should ask for a letter in person. It's more personal and mature, and it gives you an easy way to set up a follow-up meeting (see the next section). As for what exactly you should say, there are a lot of ways to ask. One example is: "I've really enjoyed doing community service work here and learning new skills and meeting new people. I'm applying to a scholarship/job/college and need to submit a reference letter from my community service, and I'd be flattered if you would be willing to write me a strong letter." After you've asked, make sure you also give the person writing your letter all the information they need to submit a great letter on time. If there are any specific instructions they need to follow, make sure they have them. Also, make sure they know when the letter needs to be completed. If they will be sending the letter themselves, remember to provide them with the proper mailing address or e-mail address. Want to provide a strong recommendation for your employee, but don't have the time to craft the perfect letter? PrepScholar's new recommendation tool, SimpleRec, takes you from good intentions and a blank page to a fully written and formatted letter of recommendation in under 5 minutes. All you need to do is give us some simple pieces of information about your employee and your experience working with them, and we'll do the rest. Try out SimpleRec risk-free today: #4: Discuss What You'd Like to Be Included in Your Letter As mentioned previously, community service letters can vary widely in length, content, and format. After you ask your supervisor or coworker to write you a letter and they agree, ask to set up a time to discuss what information you would like the letter to include. You may only need them to state the number of hours you completed and list what your duties were. However, if you’re using this letter as a way to give an employer or school more details about your personality and strengths, you will want the letter to include more. Talk to the person writing your letter about what you’d like them to write about. Sample ideas include: Details of any major projects you worked on. Specific examples of you going above and beyond expectations. Specific examples of you working well with others. Particular work you did that you’d like to be emphasized (for example if having those skills or experiences will be useful for a future job or class). Final Things to Remember Before you ask for a community service letter, remember to think about what information you’d like the letter to include, and how in-depth you’d like it to be. After you receive your letter, double-check it to make sure all the information is correct, including the number of hours you worked and when you worked them. Many organizations have multiple volunteers working for them, and it can be easy for information to get mixed-up. Send your supervisor or co-worker a thank you note after they complete your letter. Make copies of the letters you receive so that you can use them for multiple college, scholarship, or job applications if you need to. What's Next? Are you applying to a community service scholarship? Many of these scholarships are quite competitive; fortunately, we have a guide that gives you all the tips you need to maximize your chances of winning these scholarships. Do you need other letters of recommendation? Read our complete guide on how to ask for a letter of recommendation to ensure you get the strongest letters possible. Do you need to write an essay about your community service as well, whether for a scholarship or graduation requirement? We have a guide that gives step-by-step instructions on how to write a great community service essay. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Heredity, Structure and Function - Discussion Unit 6 SC300 Essay

Heredity, Structure and Function - Discussion Unit 6 SC300 - Essay Example Man, being more gifted than all other animals in terms of intelligence has the responsibility of ensuring that nature is maintained. Otherwise, if it were not for the conscience of people who conserve the environment, more animals and plants would be extinct. However, there are those who do not care and are on the forefront destroying nature. Man is part of nature, and extinction of other creatures does have various effects on him. Some plants are of high value as medicine sources, for example, Cascarilla cinchona pubescens, a source of anti-malarial drug (Robalino, 2009). However, due to its overexploitation it is on the verge of extinction. Thus, man loses, as sources of medicine deplete with time. The dilemma that exists in man’s life is whether to give up on the gains from other creatures to avoid extinction or continue gaining at the cost of the almost extinct creatures. On the other hand, man can continue gaining from the creatures; concurrently, he can evaluate his ways to avoid the creatures from extinction. In the evaluation, man can exploit the creatures but at least provide a replacement of the same. In the case of plants, man can opt to plant others after using them. Ethically, it is man’s responsibility to provide protection to other creatures instead of killing them. Man’s efforts to preserve nature’s creatures face many challenges. These challenges include lack of adequate manpower to fight for the preservation of creatures against those who are after them. If I were president, I would take the initiative to salvage endangered species by introducing a policy that prohibits people from utilizing, in any way, an endangered species, not unless one has a permit. Moreover, for one to get a permit, he or she has to provide a valid and credible purpose of the work and provide a way of preventing extinction of the species. The tradeoff that I would make to enforce the policy is providing a permit

Unit 9 Impact of Diet on Health

Diet variations at different lifestages (P1, M1 & D1) All human beings require certain essential nutrients in order to survive. The concept of a healthy, balanced diet is to eat a wide variety of foods because all foods contain different nutrients therefore the wider the variety eaten, the more nutrients provided. A balanced diet consists of seven main groups of food which are described below. Components of a healthy diet: Protein CarbohydratesFats Vitamins Minerals Fibre Water |Nutrient |Where found |Purpose | |proteins |Meat, fish, eggs, milk, cheese, nuts, cereals, |Proteins promote growth and they are also essential for the | | |tofu and beans |replacement and renewal of body cells.They are essential for | | | |everyone and must be eaten everyday | |Carbohydrates |Sugar, potatoes, bread, rice, flour, cereals, |Carbohydrates, also known as starches, are used by the body to | | |pasta, some root vegetables such as yams and |provide energy and heat. They are essential to provide and | | |sweet potatoes |energy source, but if they are eaten to xcess they will be | | | |stored as fat | |Fats |Butter, margarine, cooking oil, dripping, meat |Fats are a very concentrated source of heat and energy, but if | | |fat, cream, soured cream, milk, cheese, egg yolks|they are eaten to excess they will be stored by the body in the| | | |adipose layer just beneath the skin.Fish and seed oils such | | | |as linseed or olive oil, can help to protect against heart | | | |disease | |Vitamin A |Liver, fish oils, milk, butter, eggs and cheese |Protects from infection and contributes to growth.Lack of | | |and can be made by the body from carotene which |vitamin A can cause eye problems | | |is found in carrots, tomatoes and green | | | |vegetables | | |Vitamin B |Cereals, liver, yeast and nuts |This is a large group of complex vitamins, all of which are | | | |essential for maintaining good skin. Lack of vitamin B may be | | | |responsible for some diseases of the nervous system | |Vitamin C |Citrus fruits, strawberries, potatoes and some |Must be taken each day as it cannot be stored.Lack of vitamin| | |green vegetables |C can cause scurvy, a disease that causes bleeding in the gums | | | |and is very serious. People who have a lack of vitamin C are | | | |more prone to coughs and colds | |Vitamin D |Eggs and fish oils and made by the body when the |Vitamin D enables calcium to be absorbed to strengthen and | | |skin is exposed to sunlight |develop bones and teeth.A severe shortage of vitamin D will | | | |lead to rickets, a deforming disease seen in children whose | | | |bones do not develop adequately | |Vitamin E |Wheatgerm, cereals, egg yolk. Liver and milk |This helps to prevent cell damage and degeneration | |Minerals |A wider range of minerals are essential for |Iron is important for the formation of red blood cells and a | | |health and are found in eggs, cocoa, liver, baked|lack of iron can lead to anaemia. Calcium is used for | | |beans, cheese and milk |developing firm bones.Sodium is important for maintaining the| | | |fluid balance of the body, but an excess of sodium can be a | | | |contributory cause of oedema (fluid retention) | In addition to the nutrients in the above table, a good intake of fibre is recommended to prevent constipation and to help keep the gut healthy and approximately 2 litres of liquid should be drunk per day. This can take the form of water, fruit juice, tea, coffee (caffeine-free are preferred) and any type of non-alcoholic drink. This is to keep the body hydrated and help flush out any toxins that may be present. Other benefits include clearer skin and a healthy mind.It is important for the health and well-being of individuals that they eat a balanced diet. This is to ensure that their nutritional needs are being met. These needs vary at different lifestages as described below: Infancy (0-3 years) Calorie intake:515 up to 3 months and 1165 at 3 years of age (female) 545 up to 3 months and 1230 at 3 years of age (male) At birth babies get their nutrition from milk, either breast or formula. Breast milk contains all the nutrients babies need in the correct amounts and, although it is low in iron and copper, the baby has enough of these stored until it starts eating solid food. It also contains antibodies to help fight infections and is easy to digest.Formula milk needs to be made up in specific concentrations to avoid damage to the kidneys and all equipment used, should be sterilised to prevent the risk of infection. Cow’s milk should not be given to babies under twelve months as it contains too much salt and protein and not enough iron and other nutrients to meet their needs. The introduction of solid food is called weaning and should start at about four months of age. Starting before this time may cause problems in later life such as allergies and obesity. Foods that should be gradually introduced include cereals, fruit and vegetables, egg yolk and finely minced meat . These should be purified or mashed as babies will not have all of their teeth at this stage.As the baby gets to 12 – 18 months they will be eating the same meals as the family but shouldn’t have any salt or sugar added to their food (maximum of 1g of salt a day is the recommended allowance and adding sugar will encourage a sweet tooth which could lead to tooth decay). Childhood (4 – 10 years) Calorie intake:1545 up to 4 years and 1740 at 10 years of age (female) 1715 up to 4 years and 1970 at 10 years of age (male) This is a period of lots of activity. The child is also growing fast at this stage and needs plenty of protein to encourage healthy growth and repair. They need the same amount of vitamins and minerals as adults so should be encouraged to eat fish, meat, eggs, potatoes, pasta, rice, fruit and vegetables.They should not be given many sweets, crisps, biscuits or fizzy drinks as the sugar in these products, has no nutritional value, only additional cal ories and this can lead to childhood obesity. A large intake of sugar will also lead to tooth decay. Adolescence (11 – 18 years) Calorie intake:1845 up to 11 years and 2110 at 18 years of age (female) 2220 up to 11 years and 2755 at 18 years of age (male) This is the lifestage that requires the most nutritional needs because the appetite increases and they are still growing. As well as eating sensibly, adolescents need to be encouraged to maintain a regular amount of physical activity and avoid eating too many sweets, crisps, etc.The energy given should be from sources such as rice, pasta, potatoes and bread rather from sugar-laden foods because although the sugar provides a rush of energy, it is packed with calories and the energy rush is short-lived therefore creating a craving for more sugar. Adulthood (19 – 65 years) Calorie intake:1940 up to 19 years and 1900 at 65 years of age (female) 2550 up to 19 years and 2380 at 65 years of age (male) During this lifestage t he nutritional needs reduce due to age. A healthy diet of complex carbohydrates (such as bread, potatoes, rice or pasta) and proteins (meat, fish, eggs, cheese, fruit and vegetables) should be eaten and sugary and fatty foods should be kept to a minimum. Regular physical activity should still be taken and alcohol should be limited because it adds calories to the diet.Pregnancy and breastfeeding require additional nutritional needs in order to provide nutrition for the baby. Contrary to popular belief, only an extra 200 calories are required in the last trimester of pregnancy followed by between 450 and 570 during breastfeeding. This is to give extra energy to the mother whilst carrying the baby and then to make the breast milk. Folic acid-rich foods or supplements are advised in the pregnancy planning stages as this will help prevent damage to the foetus, in particular, spina bifida. Later Adulthood (65+ years) Calorie intake:1900 at 65 and 1810 at 75+ years of age (female) 2330 at 65 and 2100 at 75+ years of age (male) As people age they become less mobile so energy requirements decrease.Appetite also decreases so it’s important for the diet to contain concentrated amounts of protein, vitamins and minerals. Gentle exercise should be encouraged. Taste buds become less efficient but adding extra flavouring to food in the form of salt should be avoided as it’s known to cause high blood pressure. The use of herbs and spices is a better alternative. The average calorific value at each lifestage has been included as a guide to show the energy requirements needed. As energy levels start to increase in childhood, so does the calorie level needed to maintain it. Energy is highest among adolescents and therefore they need more calories to even it out. If they have too few, they will lose weight and, of course, too many and they will gain weight.There are other factors to consider when deciding whether a person’s nutritional needs are being met, suc h as: †¢ The type of job a person does – someone doing a sedentary job will not have the same needs as a person who has a very active job. The latter will more than likely burn off excess energy therefore needing fewer calories †¢ Their likes and dislikes – many people don’t like either the look or the taste of some fruit and vegetables for example. Disguising it in a variety of dishes or perhaps cooking it an entirely different way could be a means to overcome this. Alternatives to meat should be found for non-meat eaters as protein is an essential part of any diet and a requirement for growth and repair. The level of exercise taken – a very active person’s needs will be higher than that of a non-active person so more nutrients will be needed for sustainability. †¢ The person’s health – someone suffering from high blood pressure will need to drastically cut back on salt or someone suffering from high cholesterol will n eed to cut back on fatty foods. †¢ The availability of food – undernutrition is caused when a diet is made up of mainly carbohydrates and not much protein or fats. This can occur in under-developed countries where lost harvests occur due to flooding, poor soil conditions or droughts. †¢ Religious or cultural decisions – the eating of certain meats is banned in some cultures therefore protein is need from other sources.The actual covering of the body may prevent girls from specific religious backgrounds, from receiving the necessary sunlight that could help keep the disease rickets away, so a diet high in vitamin D is required. Socio-economic influences on diet (P2) Religion/Culture Belonging to a specific religion or culture could influence the food that you eat. Buddists, for example, are vegetarian therefore don’t eat meat, poultry, game or fish. They do, however, eat eggs and dairy products but would still need to eat a varied diet and combine plant proteins to ensure they get the nutrients they need. Another example is the lack of iron in a traditional Asian diet.Iron is needed to form haemoglobin in red blood cells and lack of it could lead to anaemia therefore additional sources need to be found such as supplements or foodstuffs such as offal, bread, flour, cereal products, potatoes and vegetables. Social Class Generally, people from a higher social class have a more varied diet than those from lower ones. They tend to have more money to buy fresh fruit and vegetables and lean cuts of meat whereas the others have to make to with cheaper, processed food, thus affecting their health in the long term. Scientific research has clearly demonstrated that what and how much we eat profoundly affects growth, development, aging, and the ability to enjoy life to its fullest.Dietary intake and lack of exercise is linked to risks for development of a variety of common, chronic diseases that are disabling and life-threatening. (http://www . diagnose-me. com). The Media Information publicised on television, radio and in newspapers can have a tremendous impact on diet. A recent scare on a Bernard Matthew turkey farm led to up to a 30% drop in sales of his turkeys (http://news. bbc. co. uk/). This was due to bird flu being discovered on his Suffolk farm which prompted the culling of 160,000 birds. 200 staff were also laid off which could mean that their diets were affected because of lack of wages. Previous scares include the salmonella egg scare and the cjd scare, both having huge impact on sales of the product. Personal PreferenceSome people choose not to eat meat, fish, eggs or any animal products either because of their religion or culture or because they don’t agree with the killing of animals. In these cases protein, and any other missing nutrients, must be found in other sources. Personal taste will also influence the food a person eats because if they don’t like it, they won’t eat it! Availa bility of Food Undernutrition can be caused by a diet of mainly carbohydrates, which could be caused by poor soil conditions and lost harvests in developing countries. Overnutrition can be caused by having a good variety of food all year round but this would be found in developed countries where much of the food is home grown or air travel makes it easy to have it flown in.Living near to a supermarket would allow good availability of a wide variety of food as opposed to a small shop that wouldn’t have the same type of stock. Prices in supermarkets are also considerably lower than in local shops therefore making it possible to buy more healthily. Possible results of an unbalanced diet (P3, M2) A balanced diet should be made up of approximately 50% carbohydrates such as fruits, vegetables, cereals, bread and pasta, 20% protein (lean meats, poultry, fish, nuts and beans) and 30% total fat (no more than 10% saturated fat). This has been depicted by the diagram below: Taken from w ww. tmbc. gov. uk Failure to eat a good balanced diet could result in a number of health problems stemming from malnutrition.Malnutrition is the word used to describe either overnutrition (eating too much of a certain nutrient) or undernutrition (a lack of a specific nutrient or nutrients in general). Type 2 diabetes is a classic example of overnutrition. It results from eating a diet consisting of too much sugar and fat. Consequently, the pancreas cannot produce enough insulin for the cells to absorb glucose from the blood or the body becomes resistant to the insulin that is produced. Typical symptoms include thirst, tiredness and excessive urination. To try to avoid the onset of diabetes, a diet consisting of low-fat alternatives, fibre, starchy foods, fruit and vegetables should be eaten.Complications of diabetes could occur if the person smokes or has high blood pressure so smoking should be stopped and blood pressure checked regularly. One specific nutrient deficiency is anaemi a and is caused by lack of iron. Iron is necessary for the making of red blood cells and in the body’s use of oxygen. Anaemia is a deficiency of red blood cells, which can lead to a lack of oxygen-carrying ability, causing unusual tiredness and other symptoms. The deficiency occurs either through the reduced production or an increased loss of red blood cells. These cells are manufactured in the bone marrow and have a life expectancy of approximately four months. Iron deficiency results mostly from eating a poor diet.A lack of iron in the diet is common in vegetarians because the main general dietary source is red meat and babies can also suffer from lack of iron, especially if they’ve been born prematurely. A varied diet including red meat, liver, wholemeal bread, cereals, eggs and dried fruit will ensure that the required level of iron is consumed. Other conditions resulting from a poor diet include: Rickets – lack of vitamin D, calcium, or phosphate, which lea ds to softening and weakening of the bones Scurvy – characterized by general weakness, anaemia, gum disease (gingivitis), and skin haemorrhages resulting from a lack of ascorbic acid (vitamin C) in the diet Beriberi – vitamin deficiency disease in which the body does not have enough thiamine (vitamin B-1).Tooth decay – plaque on teeth caused by excess sugar in diet Night blindness – lack of vitamin A, can lead to complete blindness if not treated Marasmus – inadequate intake of protein and calories usually affecting young children in developing countries Kwashiorkor – malnutrition caused by inadequate protein intake usually encountered in developing countries Pellagra – a disease that occurs when a person does not get enough niacin (one of the B complex vitamins) or tryptophan (an amino acid) in their diet. Foods for diabetics should be: Low in fat Low in salt Low in sugar High in starchy carbohydrates High in vegetables High in fruit Use this food pyramid to make healthy choices – essential for diabetes sufferers [pic] (Taken from http://www. fda. gov/diabetes/food. html#3) Two day diet plan for two service users with specific dietary needs (P4, M3, D2) The following two-day diet plans have been created for a person suffering with type 2 diabetes and one suffering from anaemia. Both of these conditions have been previously described in P3 and M2. Day one for a diabetic Breakfast: 1 slice wholemeal toast with low-fat spread and scrambled egg.Cup of preferred beverage (no sugar added – use alternative sweetener) Mid-morning: banana, fruit juice Lunch: tuna salad sandwich, muesli and yoghurt Mid-afternoon: grapes/other fruit Dinner: Chicken breast (grilled), mixed rice, peas and sweetcorn Supper: cheese and crackers Day two for a diabetic Breakfast: cereal with semi-skimmed milk. Cup of preferred beverage Mid-morning: slice of wholemeal toast with tomato . Lunch: jacket potato with beans and side sal ad Mid-afternoon: fruit salad Dinner: grilled tuna steak, broccoli, cauliflower, new potatoes Supper: carrot and celery sticks with low fat dip Nb: low-fat, low-sugar varieties of food should be used. Sugar alternatives should be used where possible.Food should be grilled or baked rather than fried (if frying is necessary use olive, sunflower or rapeseed oil). Flavouring should be in the form of herbs or spices rather than salt to avoid high blood pressure. Fizzy or sugar-laden drinks should be replaced by water, low-sugar and caffeine-free varieties. Day one for an anaemic Breakfast: raisin bran cereal with semi-skimmed milk Mid-morning: handful of sunflower seeds Lunch: wholewheat pitta bread with turkey, salad and new potatoes with skins Mid-afternoon: muffin with low-fat spread Dinner: liver and onions, mashed potatoes, peas Supper: watermelon Day two for an anaemic Breakfast: oatmeal with semi-skimmed milkMid-morning: apricots Lunch: tinned sardines on wholewheat toast Mid-morn ing: packet of twiglets Dinner: beef, potatoes, green beans, broccoli, carrots Supper: cup of oxo with 2 cream crackers As explained previously, once diagnosed with some form of medical condition it is important to change the diet by introducing foodstuffs relative to the condition. In the case of a diabetic, at least five portions of a variety of fruit and vegetables should be eaten per day and the bulk of most meals should be starch-based foods such as cereals, wholegrain, bread, potatoes, rice and pasta. Fatty meats, cheeses, full-cream milk, fried food and butter should be avoided.Low-fat alternatives and foods including mono or poly-unsaturated fats are advised as are 2 – 3 portions of fish per week including oily such as mackerel, herrings, kippers, salmon and fresh tuna. Any frying should be done in oils such as sunflower, rapeseed or olive. The diet should also be low in salt as excessive salt can cause high blood pressure which could contribute to developing complica tions such as heart disease, stroke and eye problems. Alcohol should be drunk in moderation as a little can help protect from heart disease but excessive amounts can be very harmful. The meals chosen for the anaemic are rich in iron but are still varied enough to include other nutrients necessary for good health.It is suggested that an average man needs to digest 10 – 18 mg of dietary iron each day and a woman should digest 18mg or more. If diet alone cannot meet this requirement, additional supplements should be considered. A good tip is to eat more foods containing vitamin C as this enhances the absorption of iron into the body (particularly good for vegetarians). The two-day meal plan meets the needs of both the diabetic and the anaemic by including the foods rich in the lacking nutrients. They are hopefully varied enough but simple enough to keep the individuals interested in sticking to a new way of eating therefore allowing them to manage their condition properly. (P5, M4) Safe practices in preparing, cooking and serving foodThe microbes on our food that can cause food poisoning are usually controlled by heating (cooking) and/or chilling (refrigerating) our food, but given the chance they can easily spread around the kitchen – via our hands, chopping boards, cloths, knives and other utensils. If they are allowed to cross-contaminate other foods – especially cooked and ready-to-eat foods – they can make us ill. Good kitchen hygiene and good personal hygiene are important to help control the spread of harmful germs. There are three main safety practices involved in the handling of food; hygiene, temperature and pest control. These are described in more detail below: Hygiene control Food must be kept safe by: Protecting food from contamination by harmful bacteria ? Preventing bacteria from multiplying to dangerous levels ? Destroying harmful bacteria in or on food by thorough cooking ? Disposing of harmful food safely There are b asic rules outlining food hygiene which are: ? Continually washing hands prior to touching food, after using the toilet, after touching animals and raw food ? Cover any cuts, spots or sores with a waterproof adhesive dressing ? Don’t smoke around the preparation of food ? Don’t allow animals into the area of food preparation ? Cover food to protect it from flies and other insects ? Wrap all food waste and dispose of it in a covered waste bin ?Clean up as you go. Wash surfaces with hot water and detergent ? Wipe spills up immediately with kitchen tissue and place in a covered bin ? Serve food as soon as its prepared ? Never allow raw food to come in contact with cooked food ? Wear clean clothing and be clean yourself ? Don’t cough or sneeze over food Temperature control The cooking and storage of food must be temperature controlled. The Food Safety (Temperature Control) Regulations 1995 sets out the safe temperatures for the storage, heating and chilling of food. A guide is shown below: MethodTemperature Freezer -180C to 220C Refrigerator Legal requirement 80C; good practice 5 – 60CHot holding foodHot food must be maintained at 630C Reheating manufacturedTemperature of reheated food must reach a Food that has been cookedminimum of 820C Once during manufacture Pest Control Control of pests and use of pesticides are particularly critical in places where food is prepared, served or packaged. Pests that live on or in food include insects (flies, cockroaches and weevils), birds and rodents (rats and mice). Flies can carry up to 6 million bacteria on their bodies and in addition to that, they defecate and regurgitate half-digested food from a previous meal onto food as well as lay eggs in it. Cockroaches can also spread bacteria and leave faeces in food.There are many variants of weevils but the one mainly found in a domestic setting is the grain weevil which lives in stored foods such as flour and grains. If ingested, they can cause E-col i infection or other disease depending on their diet. Rodents contaminate food by either walking on or walking on the work surface. Mice are known to urinate on food. Birds can also carry bacteria and food can be contaminated by bird droppings, feathers or insects that they carry on their bodies. Birds pecking through foil milk bottle tops can also cause contamination. Any premises that stores or manufactures food should be protected in order to prevent possible infection of or damage to it.Food pests tend to like warm, dark, damp undisturbed places so it’s important for food storage and preparation places to be cool, clean and dry. The building should be of general good repair and a cleaning, sanitising and pest control policy should be in force. Cleaning involves the removal of any debris or dirt from any work surface and/or piece of equipment. Sanitising involves the use of heat and/or chemicals that will remove any microbes present. Pest control is the eradication of any type of pest that may have a change to infect the food. This cannot be effectively accomplished if proper cleaning and sanitising has not been carried out first.Effects of unsafe practices It's estimated there are more than 9 million cases of gastro-enteritis each year in England. For an increasing number of people, it's due to food poisoning, something that's preventable. Gastro-enteritis describes symptoms affecting the bowel, such as nausea, vomiting, diarrhoea and stomach pain. Food poisoning is the type of gastro-enteritis caused by eating or drinking something contaminated with micro-organisms or germs, or by toxic substances produced by these germs. These illnesses are often accompanied by fever, muscle aches, shivering and feeling exhausted. These micro-organisms enter the body in one of two ways: 1. In the food.The food isn't cooked thoroughly, so the micro-organisms aren't killed off. This is often the case with barbecued food, for example. 2. On the food. For example, the person preparing the food doesn't wash their hands before handling the food. Taken from http://www. bbc. co. uk/health/conditions/foodpoisoning1. shtml There are different ways for contamination of food to take place, physically and chemically. Physical contaminants include pips, stalks, bones and shells from food, nuts and bolts from equipment, hair, fingernails, jewellery and plasters from the person involved in its preparation or insects and their droppings and eggs. Dust and dirt are also physical contaminants.Chemical contaminants include cleaning agents if they are not kept separate from the food and its preparation area and agricultural chemicals such as pesticides being sprayed on fruit and vegetables. Food in this case needs cleaning thoroughly before eating. Food that has been left over from metal containers should be transferred to a non-metal container and stored in the fridge with a cover on. Acidic and salty food can attack the metal once a can has been opened which, in turn, affects the food. Contamination by bacteria or viruses is known as biological contamination. Toxins are caused by mould, which indicates a dangerous level of bacteria, and causes illness (food poisoning). Examples of this are given overleaf: Microorganism |Source |Symptoms |Incubation period | |Staphylococcus aureus |Unpasteurised milk, people |Abdominat pain or cramp, |1 – 6 hrs | | | |vominting, low temperature | | |Bacillus cereus |Cereals, soil and dust |Abdominal pain, diarrhoea and |1 – 5 hrs or 8 – 16 | | | |vomiting |depending of the form of| | | | |the food poisoning | |Salmonella |Raw poultry, eggs, raw meat, milk, animals, |Abdominal pain, vomiting, |12 – 36 hrs | | |insects and sewage |diarrhoea, fever | | |Listeria |Soil, vegetation, untreated milk, meat, |Range from mild flu-like illness |3 – 70 days (median | | |poultry, cheeses (especially soft mould-ripened|to meningitis and septacemia. |being 3 weeks) | | |varieties), sal ad vegetables |Pregnant women are particularly | | | |susceptible | | |E coli |Raw or undercooked meats, untreated water, |Diarrhoea, vomiting, loss of |24 – 78 hrs | | |unpasteurised milk and dairy products |appetite, abdominal pain, stomach | | | | |cramps | | |Campylobacter |Raw poultry and meat, unpasteurised milk, |Fever, headache, abdominal pain, |48 – 120 hrs | | |untreated water, pets with diarrhoea, birds |diarrhoea | | | |pecking at milk bottle tops | | | There is legislation requiring safe practices while preparing and serving food to ensure that it’s safe to eat. The three main laws are:The Food Safety Act 1990 – this aims to protect consumers by preventing illness from the consumption of food and also by preventing them from being misled as to the nature of the food they are purchasing The Food Safety (General Food Hygiene) Regulations 1995 – cover basic hygiene principles that businesses must follow and relate to staff, premises and f ood handling. They affect anyone who owns, manages or works in a food business regardless of size or importance The Food Safety (Temperature Control) Regulations 1995 – these cover the safe temperatures that certain foods must be kept. Another food safety system is the Hazard Analysis Critical Control Point (HACCP), which aims to protect food from contamination by risk assessment, i. e. t ensures that all potential hazards are identified from the delivery of raw products to the serving of fully prepared food. The process is designed to highlight any problems and deal with them before any problems will arise. Businesses not following the laws covering food safety are liable for prosecution so although it may cost money in the short term by having to buy specialist equipment, staff training and various cleaning agents, etc, it could save them losing their business in the long term if these practices were not put in place. Bibliography and References Handout on the Impact of Die t on Health http://pubs. caes. uga. edu/caespubs/pubcd/b927-w. tml accessed 14/04/07 @19:20 hrs http://www. bbc. co. uk/health/conditions/foodpoisoning1. shtml accessed 15/04/07 @ 09:30 hrs http://news. bbc. co. uk accessed 10/04/07 @ 17:20 hrs http://www. diagnose-me. com accessed 08/04/07 @ 20:00 hrs http:// www. drpbody. com accessed 08/05/07 @ 23:30hrs http://www. fda. gov/diabetes/food. html#3 accessed 08/05/07 @ 23:450hrs http://www. food. gov. uk accessed 14/04/07 @18:30 hrs http://www. nlm. nih. gov/medlineplus/ency/encyclopedia_C-Cg. htm accessed 14/04/07 @19:00 hrs http://www. tmbc. gov. uk accessed 10/04/07 @ 17:40 hrs http:// www. uk-legislation. hmso. gov. uk/ accessed 14/04/07 @19:30 hrs http://www. uga. du/nchfp/how/general/images/img_1-7. jpg accessed 08/05/07 @ 23:55hrs Moonie, Neil. , 2003, second edition, BTEC FIRST Caring, Heinemann Education Publishers, Oxford ———————– Micronutrients (needed in small quanti ties) } Macronutrients (needed in large quantities) } (Taken from http://www. uga. edu/nchfp/how/general/images/img_1-7. jpg) The Food Safety (Temperature Control) Regulations 1995 (Taken from www. drpbody. com) The Food Safety (General Food Hygiene) Regulations 1995 Tiredness, shortness of breath, dizziness and palpitations are all symptoms of iron-deficient anaemia. Make sure you eat iron-rich foods and keep your blood healthy! The Food Safety Act 1990

Legislation and Ethics Report Research Paper Example | Topics and Well Written Essays - 1000 words

Legislation and Ethics Report - Research Paper Example Furthermore, it aims at improving developmental and educational outcomes for children attending learning and care services. In addition, it encourages continuous developments in the delivery of excellent learning and care services. In addition, it minimizes the administrative and regulatory problem for learning and care services by making sure information is shared amongst the Commonwealth and participating jurisdictions (Becker, 2007). This legislation influences the work practices of those persons or organizations that are fit to provide the learning and care services to the children. Their work practices should keep the best interests and the rights of the children at the foremost. There should be diversity, inclusion and equity in the education and care services they provide. The relationships with the children should be good, and they should ensure that they have cooperative partnerships with the communities and the families of the children (Farmer, 2014). The impact on ethical practices is that it ensures the providers of this service have equipment’s, furniture, and premises that are clean, safe, and well maintained. Additionally, their facilities should be adapted or designed to ensure participation and access by every child present in the service and to permit flexible interaction and use of outdoor and indoor space. Further, the providers should be able to support the children to become ecologically responsible and express respect for the ecology. Lastly, the resources, facilities, buildings and the indoor and outdoor spaces should be suitable for the purpose of learning and care services (Mendes and Moslehuddin, 2004). The impact of the Children (Education and Care Services) National Law (NSW) on policy development and implementation is that, it ensures that the rules and regulations enacted and developed with different institutions or individuals, should act in accordance with the legislation. The policies should state the outdoor