Evaluation Of The Early Year s Foundation Stage - 2126 Words

This written document will discuss assessments within the early year’s foundation stage which I believe to have the potential of creating positive outcomes for children and families in a mainstream primary school where I am currently a teaching assistant. Throughout, I will make reference to â€Å"reception children† which covers ages four and five of the EYFS. I aim to justify this element of practice using a combination of literature and reflective experiences to evaluate how this practice contributes to quality outcomes. I aim to develop an action plan (appendix 1) that supports the improvement of assessment at Foundation stage level and critically and reflectively discuss the role and style of leadership that may be required to overcome any†¦show more content†¦The literal meaning of Whariki is the woven mat , on which everyone can stand on, it interweaves principles and goals into different ways which each setting can develop their own particular learning methods (Carr May, 2000, cited in Soler Miller, 2003, p63). Te Whariki assesses children in a very different way to the EYFS in the United Kingdom. They assess children through learning stories; and have no set goals that they must attain by the end of the curriculum. In comparison, both assessment processes are ongoing throughout the curriculum. After researching, I am aware that the Te Whariki curriculum and the Early Years Foundation stage are similar. They both stress the importance of inclusion and working with families. The Te Whariki assessment process learning stories seems more enjoyable, however the EYFS use a checklist, this can also be seen as a positive aspect because practitioners are able to monitor the child’s holistic developmental progress. Monitoring is also done through homework sheets (appendix 2 and 3) which gives parents a chance to communicate with school staff by leaving notes about how the child got on with the task(s). A homework policy is alre ady in place 9appenddix 4)which allows every parent to understand homework rules, and the roles of all staff, parents and children in relation to completing homework tasks in time. It could in fact be argued that the EYFS has been influenced by the Te

Lgbt Community The Transgender Community - 930 Words

LGBT COMMUNITY: Excuse me, what are you doing here in the women s restroom? You are not supposed to be in here; there are no men urinals here!! Yelled the raggedy old lady with a crazy hairstyle, across the bathroom stall, as I was entering the women restroom in the target. Miss Roa face turned tomato red and said â€Å"Excuse me; I am a young lady who deserves fairness, righteousness, and equality. In this country, everyone should have the same equal rights no matter what!! So if you can excuse me, I would be using a women bathroom stall without your consent.† It’s the norm for Miss Roa to cope with these impolite people in her day-to-day life. As if being gay was something out of the extraordinary. â€Å"We re in the new era of 2016, people need to grow up already and stop being so childish and being so close-minded when it comes down to the LGBT community,† said Miss Roa. Being gay, bisexual, transgender, lesbian whatever you want to call it. It’s a challenging role i n the LGBT community. Roa is disappointed with the situation having to deal with all these rudely people that still don’t accept gays, lesbians, bisexuals, transgender human beings. On a Saturday afternoon, walking down Western and Manchester in the city of Los Angeles Esmeralda Roa was once again confronted by these rudely three black men that seem to be in their late twenties sitting down at the bus stop. They yelled out as she was walking by â€Å"Hey dyke better run before you get beaten to death†!! Miss RoaShow MoreRelatedThe Transgender Community : The Lgbt Community2362 Words   |  10 PagesThe Transgender Movement The transgender community is one that I have not fully researched and explored in my lifetime, I have seen many protest and movements on social media but never took it upon myself to research the significance of the transgender community or how it impacts my life and the lives around me. 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The LGBT community has had many obstacles preventing them from feelingRead MoreLgbt Community : Gay, Bisexual, And Transgender1937 Words   |  8 PagesLGBT which stands for lesbian, gay, bisexual, and transgender, are people who have their own gender and sexual preference. There is an estimated 3.5% of adults in the United States who identify as lesbian, gay, or bisexual and an estimated 0.3% of adults who are transgender (Gate, â€Å"How many people are lesbian, gay, bisexual, and transgender?†) There are cases such as Freddie Mason, Bernina Mata, and Duanna Johnson, which are some events that embellish a long shadow of criminalization of LGBT peopleRead MoreThe LGBT Community: The Need for an Anti-Discrimination Bill720 Words   |  3 PagesThe need for an anti-discrimination bill for members of the LGBT community is large and the discrimination against LGBT identifying individuals extends far past the workplace and into the homes and communities. 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C Language Question Bank Free Essays

string(48) " check whether the given number is even or odd\." Material from Interview Mantra. Subscribe to free updates via email. Material from Interview Mantra. We will write a custom essay sample on C Language: Question Bank or any similar topic only for you Order Now Subscribe to free updates via email. Favourite 50 – C Interview Question Bank for freshers and experienced IT programmers Written by Madhulika Reddy and Dhoka Ratan. Edited and Published by Sridhar Jammalamadaka Get the latest updates and news on topics Career and Education from Interview Mantra – Subscribe to Interview Mantra for free. ABOUT THIS BOOK This book comprises of Interview Questions and Answers collected from the famous career advice blog www. InterviewMantra. et The aim of this book is to help freshers and experienced programmers to quickly brush up the basic concepts of C language. This book can be used as a quick study guide before attending a job interview which requires knowledge of C programming language. The questions that appear in this book are few of the most frequently asked questions in IT Job interviews in top MNC companies. All the questions have been neatly answered and have been supported with example code wherever applicable. A lot of effor t has been put into this book to make the answers as accurate as possible, but no warranty or fitness is implied. The authors and the publisher shall have neither liability nor responsibility to any person or entity with respect to any loss or damages arising from the information contained in this book or from the use of the programs accompanying it. Please send your feedback to us via email to sridhar@interviewmantra. net COPYRIGHT INFO C language – Interview Question Bank by Sridhar Jammalamadaka is licensed under a Creative Commons Attribution-Share Alike 2. 5 India License. Based on a work at www. interviewmantra. net. In simple words, you may use this work for commercial purposes, remix the work, reproduce it by any means, provided ou keep a link to http://www. interviewmantra. net and attribute the work to the owner – Sridhar Jammalamadaka. CONTENTS AT A GLANCE 1. 2. 3. 4. 5. Chapter Name pg-no Variables Control Flow . . . . . . . . . . . . . . . . . . . . 6 Operators, Constants Structures . . . . . . . . . . . .11 Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Pointers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Material from Interview Mantra. Subscribe to free updates via email. TABLE OF CONTENTS CHAPTER 1: Variables Control Flow 1. What is the difference between declaring a variable and defining a variable? 2. What is a static variable? 3. What is a register variable? 4. Where is an auto variable stored? 5. What is scope storage allocation of extern and global variables? 6. What is scope storage allocation of register, static and local variables? 7. What are storage memory, default value, scope and life of Automatic and Register storage class? 8. What are storage memory, default value, scope and life of Static and External storage class? 9. What is the difference between ‘break’ and ‘continue’ statements? 0. What is the difference between ‘for’ and ‘while’ loops? CHAPTER 2: Operators, Constants Structures 1. Which bitwise operator is suitable for checking whether a particular bit is ON or OFF? 2. Which bitwise operator is suitable for turning OFF a particular bit in a number? 3. What is equivalent of multiplying an unsi gned int by 2: left shift of number by 1 or right shift of number by 1? 4. What is an Enumeration Constant? 5. What is a structure? 6. What are the differences between a structure and a union? 7. What are the advantages of unions? 8. How can typedef be to define a type of structure? 9. Write a program that returns 3 numbers from a function using a structure. 10. In code snippet below: struct Date { int yr; int day; int month; } date1,date2; date1. yr = 2004; date1. day = 4; date1. month = 12; Write a function that assigns values to date2. Arguments to the function must be pointers to the structure, Date and integer variables date, month, year. Material from Interview Mantra. Subscribe to free updates via email. CHAPTER 3: Functions 1. What is the purpose of main() function? 2. Explain command line arguments of main function? 3. What are header files? Are functions declared or defined in header files ? 4. What are the differences between formal arguments and actual arguments of a function? 5. What is pass by value in functions? 6. What is pass by reference in functions? 7. What are the differences between getchar() and scanf() functions for reading strings? 8. Out of the functions fgets() and gets(), which one is safer to use and why? 9. What is the difference between the functions strdup() and strcpy()? CHAPTER 4: Pointers 1. What is a pointer in C? 2. What are the advantages of using pointers? 3. What are the differences between malloc() and calloc()? 4. How to use realloc() to dynamically increase size of an already allocated array? . What is the equivalent pointer expression for referring an element a[i][j][k][l], in a four dimensional array? 6. Declare an array of three function pointers where each function receives two integers and returns float. 7. Explain the variable assignment in the declaration int *(*p[10])(char *, char *); 8. What is the value of sizeof(a) /sizeof(char *) in a code snippet: char *a[4]={â€Å"sridhar†,†raghava†,†shashi†,†srikanth†}; 9. (i) What are the differences between the C statements below: char *str = â€Å"Hello†; char arr[] = â€Å"Hello†; (ii) Whether following statements get complied or not? Explain each statement. arr++; *(arr + 1) = ‘s’; printf(â€Å"%s†,arr); CHAPTER 5: Programs 1. Write a program to find factorial of the given number. 2. Write a program to check whether the given number is even or odd. You read "C Language: Question Bank" in category "Papers" 3. Write a program to swap two numbers using a temporary variable. 4. Write a program to swap two numbers without using a temporary variable. Material from Interview Mantra. Subscribe to free updates via email. 5. Write a program to swap two numbers using bitwise operators. 6. Write a program to find the greatest of three numbers. 7. Write a program to find the greatest among ten numbers. . Write a program to check whether the given number is a prime. 9. Write a program to check whether the given number is a palindromic number. 10. Write a program to check whether the given string is a palindrome. 11. Write a program to generate the Fibonacci series. 12. Write a program to print â€Å"Hello World† without using semicolon anywhere in the code. 13. Write a program to print a semicolon without using a semicolon anywhere in the code. 14. Write a program to compare two strings without using strcmp() function. 15. Write a program to concatenate two strings without using strcat() function. 16. Write a program to delete a specified line from a text file. 17. Write a program to replace a specified line in a text file. 18. Write a program to find the number of lines in a text file. 19. Write a C program which asks the user for a number between 1 to 9 and shows the number. If the user inputs a number out of the specified range, the program should show an error and prompt the user for a valid input. 20. Write a program to display the multiplication table of a given number. Testimonials Anushka M says â€Å"Thank you soooo much for all these questions, along with the solutions. It’s a great compilation. Thanks a lot guys. 🙂 † Anonymous says â€Å"Awesome. Thanks a ton for uploading this pdf, your concept was crystal clear. Now I am very confident about myself. Now I’m ready to face the interview challenge. Thanks once again. † Urmi says â€Å"Thank You.. It’s Nice.. It saved my valuable Time.. Thanks a lot! † Rajakumari says â€Å"Thank you so †¦ much Mr. Sridhar. No words to say , lot of thanks†¦Ã¢â‚¬ ¦ Very useful to freshers experienced. † Material from Interview Mantra. Subscribe to free updates via email. CHAPTER 1: Variables Control Flow 1. What is the difference between declaring a variable and defining a variable? Declaration of a variable in C hints the compiler about the type and size of the variable in compile time. Similarly, declaration of a function hints about type and size of function parameters. No space is reserved in memory for any variable in case of declaration. Example: int a; Here variable ‘a’ is declared of data type ‘int’ Defining a variable means declaring it and also allocating space to hold it. We can say â€Å"Definition = Declaration + Space reservation†. Example: int a = 10; Here variable â€Å"a† is described as an int to the compiler and memory is allocated to hold value 10. 2. What is a static variable? A static variable is a special variable that is stored in the data segment unlike the default automatic variable that is stored in stack. A static variable can be initialized by using keyword static before variable name. Example: static int a = 5; A static variable behaves in a different manner depending upon whether it is a global variable or a local variable. A static global variable is same as an ordinary global variable except that it cannot be accessed by other files in the same program / project even with the use of keyword extern. A static local variable is different from local variable. It is initialized only once no matter how many times that function in which it resides is called. It may be used as a count variable. Example: #include //program in file f1. c void count(void) { static int count1 = 0; int count2 = 0; count1++; count2++; printf(â€Å"Value of count1 is %d, Value of count2 is %d†, count1, count2); } /*Main function*/ int main(){ count(); count(); count(); return 0; } Output: Value of count1 is 1, Value of count2 is 1 Value of count1 is 2, Value of count2 is 1 Material from Interview Mantra. Subscribe to free updates via email. Value of count1 is 3, Value of count2 is 1 3. What is a register variable? Register variables are stored in the CPU registers. Its default value is a garbage value. Scope of a register variable is local to the block in which it is defined. Lifetime is till control remains within the block in which the register variable is defined. Variable stored in a CPU register can always be accessed faster than the one that is stored in memory. Therefore, if a variable is used at many places in a program, it is better to declare its storage class as register Example: register int x=5; Variables for loop counters can be declared as register. Note that register keyword may be ignored by some compilers. . Where is an auto variables stored? Main memory and CPU registers are the two memory locations where auto variables are stored. Auto variables are defined under automatic storage class. They are stored in main memory. Memory is allocated to an automatic variable when the block which contains it is called and it is de-allocated at the completion of its block execution. Auto variables: Storage : main memory. Default value : garbage value. Scope : local to the block in which the variable is defined. Lifetime : till the control remains within the block in which the variable is defined. 5. What is scope storage allocation of extern and global variables? Extern variables: belong to the External storage class and are stored in the main memory. extern is used when we have to refer a function or variable that is implemented in other file in the same project. The scope of the extern variables is Global. Example: /*************** Index: f1. c ****************/ #include extern int x; int main() { printf(â€Å"value of x %d†, x); return 0; } Index: f2. c ****************/ int x = 3; Here, the program written in file f1. c has the main function and reference to variable x. The file f2. c has the declaration of variable x. The compiler should know the datatype of x and this is done by extern definition. Material from Interview Mantra. Subscribe to free updates via email. Global variables: are variables which are declared above the main( ) function. These variables are accessible throughout the program. They can be accessed by all the functions in the program. Their default value is zero. Example: #include int x = 0; /* Variable x is a global variable. It can be accessed throughout the program */ void increment(void) { x = x + 1; printf(† value of x: %d†, x); } int main(){ printf(† value of x: %d†, x); increment(); return 0; } 6. What is scope storage allocation of register, static and local variables? Register variables: belong to the register storage class and are stored in the CPU registers. The scope of the register variables is local to the block in which the variables are defined. The variables which are used for more number of times in a program are declared as register variables for faster access. Example: loop counter variables. register int y=6; Static variables: Memory is allocated at the beginning of the program execution and it is reallocated only after the program terminates. The scope of the static variables is local to the block in which the variables are defined. Example: #include void decrement(){ static int a=5; a–; printf(â€Å"Value of a:%d†, a); } int main(){ decrement(); return 0; } Here ‘a’ is initialized only once. Every time this function is called, ‘a’ does not get initialized. so output would be 4 3 2 etc. , Local variables: are variables which are declared within any function or a block. They can be accessed only by function or block in which they are declared. Their default value is a garbage value. 7. What are storage memory, default value, scope and life of Automatic and Register storage class? . Automatic storage class: Storage : Default value : main memory. garbage value. Material from Interview Mantra. Subscribe to free updates via email. Scope Lifetime Storage Default value Scope Lifetime : : : : : : local to the block in which the variable is defined. till control remains within the block. CPU registers. garbage value. local to the block in which the variable is defined. till control remains within the block. 2. Register storage class: 8. What are storage memory, default value, scope and life of Static and External storage class? 1. Static storage class: Storage Default value Scope Lifetime Storage Default value Scope Lifetime : : : : : : : : main memory. zero local to the block in which the variable is defined. till the value of the variable persists between different function calls. main memory zero global as long as the program execution doesn’t come to an end. 2. External storage class: 9. What is the difference between ‘break’ and ‘continue’ statements? Differences between ‘break’ and ‘continue’ statements break 1. break is a keyword used to terminate the loop or exit from the block. The control jumps to next statement after the loop or block. 2. Syntax: { Statement 1; Statement 2; Statement n; break; } 3. reak can be used with for, while, do- while, and switch statements. When break is used in nested loops i. e. within the inner most loop then only the innermost loop is terminated. 4. Example: i = 1, j = 0; while(i a b ; c) { printf(â€Å"b is Greater than a and c†); } else if (c ; a c ; b) { printf(â€Å"c is Greater than a and b†); } else { printf(â€Å"all are equal or any two values are equal†); } return 0; } Output: Enter a,b,c: 3 5 8 c is Greater than a and b Explanation with examples: Consider three numbers a=5,b=4,c=8 if(a;b a;c) then a is greater than b and c now check this condition for the three numbers 5,4,8 i. . if(5;4 5;8) /* 54 is true but 58 fails */ so the control shifts to else if condition else if(b;a b;c) then b is greater than a and c now checking this condition for 5,4,8 i. e. else if(4;5 4;8) /* both the conditions fail */ now the control shifts to the next else if condition else if(c;a c;b) then c is greater than a and b Material from Interview Mantra. Subscribe to free updates via email. now checking this condition for 5,4,8 i. e. else if(8;5 8;4) /* both conditions are satisfied */ Thus c is greater than a and b. 7. Write a program to find the greatest among ten numbers. Program: #include int main() { int a[10]; int i; int greatest; printf(â€Å"Enter ten values:†); //Store 10 numbers in an array for (i = 0; i ; 10; i++) { scanf(â€Å"%d†, [i]); } //Assume that a[0] is greatest greatest = a[0]; for (i = 0; i ; 10; i++) { if (a[i] ; greatest) { greatest = a[i]; } } printf(â€Å"Greatest of ten numbers is %d†, greatest); return 0; } Output: Enter ten values: 2 53 65 3 88 8 14 5 77 64 Greatest of ten numbers is 88 Explanation with example: Entered values are 2, 53, 65, 3, 88, 8, 14, 5, 77, 64 They are stored in an array of size 10. et a[] be an array holding these values. /* how the greatest among ten numbers is found */ Let us consider a variable ‘greatest’. At the beginning of the loop, variable ‘greatest’ is assinged with the value of first element in the array greatest=a[0]. Here variable ‘greatest’ is assigned 2 as a[0]=2. Below loop is executed until end of the array ‘a[]’;. for(i=0; igreatest) { greatest= a[i]; } } For each value of ‘i’, value of a[i] is compared with value of variable ‘greatest’. If any value greater than the value of ‘greatest’ is encountered, it would be replaced by a[i]. After completion of ‘for’ loop, the value of variable ‘greatest’ holds the greatest number in the array. In this case 88 is the greatest of all the numbers. Material from Interview Mantra. Subscribe to free updates via email. 8. Write a program to check whether the given number is a prime. A prime number is a natural number that has only one and itself as factors. Examples: 2, 3, 13 are prime numbers. Program: #include main() { int n, i, c = 0; printf(â€Å"Enter any number n: â€Å"); scanf(â€Å"%d†, ); /*logic*/ for (i = 1; i How to cite C Language: Question Bank, Papers

A Divorce Was Never So Good free essay sample

Sundays in Brazil are like holidays. Everything stops, families get together, wives cook a fresh batch of rice with potato salad, and husbands smell like charcoal from preparing the most delightful barbecues ever. Barefoot children imitate their favorite players on the dusty soccer fields. All that action would stop at noontime so everybody could kill their hunger with those irresistible dishes. Outwardly, my family was no different. My mom cooked, my dad drank his beer in the back of that pink colored building we lived while my best friends’ dads prepared our barbecue, and like many others, I was at the field dreaming of one day becoming one of the nation’s idols. Inwardly, however, my life always differed a little bit from my friends’ lives. Seeing my parents arguments every now and then would hurt me deep inside and make me wonder if all that craziness was necessary. As an only child, it was very difficult to see my mother in her bed drying tears at sunset, with that seven-news song in the back of my head. We will write a custom essay sample on A Divorce Was Never So Good or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page At age nine, all I ever feared was about to become true. I have to admit I was not shocked when I received the news that my parents were getting divorced, but those Mizuno shorts and those Havaianas sandals dad was wearing on that chilly afternoon will be forever remembered. Our tears finally came down, and I could not recognize my father as he cried uncontrollably like I had never seen before. After that moment, I realized I had to get ready for a new beginning. After the divorce, my mother became more courageous and did things she had always dreamed of. She learned how to drive and went back to college to get her degree in Geography. Then in 2003, an opportunity for us to come to America surged. My mother decided to stay, but I went back with my grandmother. It was at this time that dad and I became extremely close; we weren’t just father and son, we were best friends, and, most importantly, we were family. Soccer games, beaches, and amusement parks were some of the things we did together during that time. Two years later I’d be coming to America for the second time. But now I wasn’t coming for vacation, I was here to take care of my future, my goals. Knowing that dad was married again, and there was another Silveira coming to life, I took the challenge and came. But these were not the main reasons why I left dad there. What really gave me a push to come to a country that I knew nothing besides what the movies showed was the relationship with dad that developed after the divorce. He had made me feel so comfortable about our situation that I knew he had my back. I knew I could count on him, and I could tell dad was feeling the same way. Presently, I am away from dad, family, and friends, working my way to the top, and trying to make my dreams come true. As controversial as it sounds, I thank that sorrowful event of my parents’ divorce for putting me in the situation that I am today. As I apply to your prestigious institution, I cannot help but think to myself that if it weren’t for my parents’ divorce, the chances I’d be graduating from Everett High School and pursuing a college career would be extremely remote. Unfortunately, or maybe fortunately, I have to admit, a divorce was a blessing in disguise.

Action Plan free essay sample

Educative initiatives have the power to improve the lives of individuals living with disabilities. Programs and seminars provide disabled individuals with the skills necessary to improve their own situation and improve quality of life. We will write a custom essay sample on Action Plan or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 1. Often, people with disabilities do not the skills to build self-esteem and self-confidence. This issue is important because disabled individuals who do not have self-esteem and self-confidence have a difficult time forming meaningful relationships in their personal and professional lives and have a lower quality of life. 2. The specific goal is to empower disabled individuals so they are able to build self-esteem and self-confidence in order to interact with a society that often views them as inferior. Provide disabled individuals with the tools necessary to improve their outlook. Provide educational opportunities to build self-esteem and self-confidence. 3. The disabled population will benefit significantly through the success of these goals. Disabled individuals will be able to improve quality of life. Disabled individuals will be able to contribute in more ways to their own lives as well as to society. 4. The risk associated with this project is a lack of support that will reduce the chances of funding. The risk associated with not doing it is that the current situation will not improve. Funding will be necessary in order to provide these educational opportunities so those with funding ability must support the initiative. Disabled individuals would benefit from such programs and not funding them does not give them the chance to improve quality of life. 5. There are a number of resources necessary for implementing these programs. Personnel – to teach the programs, to enable participants to apply them in real life Print materials – books, brochures, pamphlets, advertisements, signature forms Community support – this will encourage many people to participate 6. Finding support will be necessary and challenging. Disabled individuals and their families will be the most important source of support. These people can help petition those with the power to fund such a project to show them the importance of such education. Support of collegegues will be necessary to successfully implement the program. 7. Resistance is a reality when any new program is suggested or introduced. Those who feel that disabled individuals would not benefit from such programs will be the primary source of resistance. Decreasing this resistance will occur through the distribution of information based on current research as well as informational meetings throughout the funding and implementation process. 8. Informal power is just as important as formal power. Informal power often allows those in a position of expertise to make those with formal power aware of situations that need improvement. Informal power will take the form of writing letters to those with formal power, petitioning the public for support and being persistent in fighting for the rights of disabled individuals. 9. There will be several indications of success. Spreading awareness to those in a position to help. Encouraging support and enthusiasm among the disabled population for such a program. A push to implement an education program. 10. Immediate steps can be taken to move the program forward. Conduct research to show the importance of education programs to boost self-esteem and self-confidence among disabled individuals. Write letters to those with the authority to act. Petition the community to gain support.

Dishonest Behavior in Accounting

Style-shifting Definition and Examples

Styles In sociolinguistics, the use of more than one style of speech during the course of a single conversation or written text. Two common theories that account for style-shifting are the accommodation model and the ​audience design model, both of which are discussed below. Examples and Observations [H]e struck a few chords, then, to impress her, he awkwardly played a short passage. . . .Schuberts Quartet number fourteen. Right? she asked. Also known as Death and the Maiden.Astonished, he slowly pulled back. I dont believe it! How did you know that? he asked.She got up and straightened her jumpsuit. Black magic. What else? she said, pointing at the fetishes.It occurred to him that she could have heard the passage played by the Julliard student. He started to play another piece.Debussy. Prelude to the Afternoon of a Faun, she said, and he stopped. You play it well, boy!He stood up and closed the piano, suddenly glad that throughout the evening he had spoken to her only in his altered voice, for her musical ear might have unmasked him.Where did you learn music? he asked.Speaking in a Southern drawl again, she replied, Why? Aint it right for a little ol black girl to know what the white folks play?You told me you wereI told you the pianist who lives here is out on a date with a str anger, she said in a firm voice. Well, youre the stranger. And this is where I play. She sat down at the piano and began to play . . ..(Jerzy Kosinski, Pinball. Arcade, 1983) [S]tyle-shifting cannot be defined as shifting from one dialect of English or level of formality to another, but rather as the selective production of certain features of a dialect and the exclusion of others. The focus of attention is on creating a projected linguistic identity.(Catherine Evans Davies, Language and Identity in Discourse in the American South: Sociolinguistic Repertoire as Expressive Resource in the Presentation of Self. Selves and Identities in Narrative and Discourse, ed. by Michael Bamberg, Anna De Fina, and Deborah Schiffrin. John Benjamins, 2007)Successful style-shifting is possible if speakers know what the forms of the vernacular spoken in their area are and can use them in appropriate contexts. Style-shifting (downwards) is not normally stigmatized as long as ones interlocutors know the vernacular is not ones only mode of speech. The term can also be used in a more general sense to refer to shifting from any one style to another, and not just to a vernacular mode.(Raymond Hickey, A Dictionary of Varieties of English. Wiley, 2014) Downward and Upward Style-Shifting The concept of style-shifting is generally used to refer to a change in language varieties which involves only the code-markers, i.e. variable features associated with social and cultural dimensions, such as age, sex, social class, and the relationship between speakers. [Muriel] Saville-Troike (1989) makes a further sub-classification between downward and upward style-shifting to indicate shifts to a lower or higher level, respectively. In addition, Saville-Troike (1989: 67) introduces the notion of intra-sentential style-shifting, which is said to occur when the variety of language used changes within a sentence, for example, as when an informal greeting is followed by a formal address, or even more extreme when there is a shift in formality involving grammar and lexicon. She observes that this sort of style-shifting should only be used intentionally for humorous purposes in English, as behavior of this kind is likely to be frowned upon by teachers, especially in writing.However, Sm ith (1986: 108-109) noted that textbook instruction clearly differs from actual practice.(Katja Lochtman and Jenny Kappel, The World a Global Village: Intercultural Competence in English Foreign Language Teaching. VUB Press, 2008) Style-Shifting and the Speech Accommodation Model The accommodation model ascribes style shifts to the speakers evaluation of the addressees social identity. A positive evaluation results in convergence, where a speaker begins to sound more like the addressee (conversely, a negative evaluation results in divergence, where the speaker marks social distance by sounding less like the addressee).(Michael Pearce, The Routledge Dictionary of English Language Studies. Routledge, 2007) Style-Shifting and Audience Design Theory [Allan] Bells (1977, 1984) Audience Design Theory (AD) states that people engage in style-shifting normally in response to audience members rather than to shifts of attention paid to speech. In this way, intra-speaker [within speaker] variation is a response to interspeaker [between speakers] variation, chiefly as manifested in ones interlocutors (Bell 1984:158). In fact, intra-speaker variation derives from the variability that differentiates social groups (inter-speaker variation) and, therefore, its range of variation will never be greater than that of the latter. This theory is based on the socio psychological model developed by Howard Giles (speech accommodation theory: SAT; see Giles Powesland 1975, Giles Smith 1979, or Giles Coupland 1991) to explain the causes of styling, especially in the consideration of the effects of addressees as audience members in terms of accent convergence or divergence (see also Auer Hinskens 2005).The Audience Design Model provides a fuller acc ount of stylistic variation than the Attention to Speech one because (i) it goes beyond speech styles in the sociolinguistic interview by trying to be applicable to natural conversational interaction; (ii) it aims at explaining the interrelation of intra-speaker and inter-speaker variation and its quantitative patterning; and (iii) it introduces an element of speaker agency into stylistic variation, i.e. it includes responsive as well as initiative dimensions to account for the fact that (a) speakers respond to audience members in shaping their speech and (b) they sometimes engage in style shifts that do not correspond with the sociolinguistic characteristics of the present audience . . .. [V]ariationists are now becoming more increasingly interested in incorporating social constructionist (creative) approaches into style-shifting that view speakers actively taking part in shaping and re-shaping interactional norms and social structures, rather than simply accommodating to them.(J.M. Hernndez Campoy and J.A. Cutillas-Espinosa, Introduction: Style-Shifting Revisited. Style-Shifting in Public: New Perspectives on Stylistic Variation, ed. by Juan Manuel Hernndez Campoy and Juan Antonio Cutillas-Espinosa. John Benjamins, 2012) Audience design applies to all codes and levels of a language repertoire, monolingual and multilingual. Audience design does not refer only to style-shift. Within a language, it involves features such as choice of personal pronouns or address terms (Brown and Gilman 1960, Ervin-Tripp 1972), politeness strategies (Brown and Levinson 1987), use of pragmatic particles (Holmes 1995), as well as quantitative style-shift (Coupland 1980, 1984).Audience design applies to all codes and repertoires within a speech community, including the switch from one language to another in bilingual situations (Gal 1979, Dorian 1981). It has long been recognized that the processes which make a monolingual shift styles are the same as those that which make bilingual switch languages (e.g. Gumperz 1967). Any theory of style needs to encompass both monolingual and multilingual repertoiresthat is, all the shifts a speaker may make within her linguistic repertoire.​(Allan Bell, Back in Style: Reworking Audience Design. Style and Sociolinguistic Variation, ed. by Penelope Eckert and John R. Rickford. Cambri dge University Press, 2001)