Harvard Business Review Coursework Example | Topics and Well Written Essays - 500 words

Harvard Business Review - Coursework Example The study found that 85 percent of the executives did not actively involve themselves with an innovation as they only played a facilitation role. Only 15 percent of the executives did the creative work themselves. The executives who did not delegate the creative work applied five skills that resulted in brilliant and industry changing ideas. The five skills that the study identified are discussed below in detail. The associating skill is an ability that allows the innovative leaders or executives to make a connection between ideas, questions, or problems, which are unrelated. These innovators connect dots of seemingly unrelated occurrences to generate new and creative ideas that can be recombined in new ways. The second discovery skill is questioning. Creative and innovative entrepreneurs challenge the standard method of undertaking processes and wisdom. They ask provocative questions that challenge common ideals and assumptions to understand them and see if better ways can be concocted. Under questioning, the innovative entrepreneurs use different techniques such as embracing constraints, imagining opposites and asked why, what if and why not questions. The observation skill is the third discovery skill that the study by (Jeffrey, Hal & Clayton, 2009) found to be common with the innovative entrepreneurs was observation. The some of the creative executives came up with business ideas, which were conceived through observation. Some of the most useful observations were those made of the potential customers. The innovators were keen on behavioral details that would give insights to a new approach to various things. By experimenting, innovative executives and entrepreneurs were able to test and fine-tune their ideas in order to understand and find new ways of doing a certain task or a certain approach. Not only is experimentation a means of coming up with new ways of

Lab work for an 8 week semester Report Example | Topics and Well Written Essays - 1000 words

Work for an 8 week semester - Lab Report Example This is inertia because the sudden change of speed alters the state of the water inside the glass, which was in motion. d) After walking in a straight line with a constant speed then making an abrupt stop, the water experience turbulence. This turbulence is caused by inertia Questions 1) The observations of the behavior of water inside the container (turbulence) conform to Newton’s law of inertia. While moving with the container, water inside the glass also moves at the same speed. When an abrupt stop or left or right hand turn is made, the speed of the water inside the container is suddenly changed and water resists this change of motion (Nardo, Don, and Ashlee 16). 2) While the container is accelerated towards the left, water moves in the same direction of acceleration and resists the forces that compel it to stop. 3) Another similar example to this experiment is when one is driving a car. The body of the driver will be moving at a speed that is equal to the speed of the car . When the driver makes a sudden stop, his body will continue moving at the speed and he will resist the sudden change of speed. Therefore, the driver’s body will experience inertia, which is the reluctance to sudden change of motion or speed The washers with the larger mass and weight pull the washers on the other side of the pulley. The lighter washers move up the pulley while the heavier washers move down the pulley. Trial M1 M2 Change of M2 Time (s) Acceleration 1 1.4 3.0 1.6 0.51 12.1 2 1.4 3.2 1.8 0.56 11.5 3 1.6 3.5 1.9 0.66 8.6 4 1.5 3.6 2.1 0.68 9.1 5 1.6 3.8 2.2 0.66 10.2 Trial M1 M2 Change of M2 Time (s) Acceleration 1 0.9 3.0 2.1 0.68 9.1 2 1.9 3.5 1.6 0.58 9.6 3 1.2 3.8 2.6 0.81 8.0 4 0.9 3.9 3.0 0.77 10.2 5 0.7 3.2 2.5 0.71 10.0 Newton’s third Law of motion In this experiment, the balloon is tied to a straw in which a string passes through. Both ends of the string are attached to two chairs that are separated ten meters away from each other. The balloon i s inflated with air and placed next to one end of a chair. Observation: On releasing the balloon, it moves instantaneously in the opposite direction while it pools the straw towards the other end of the chair. This observation can be used to explain Newton’s third law of motion that states that for every action there is an equal and opposite reaction. 1. Explanation of observation: The air that was filled inside the balloon was under pressure. When the balloon is released, the air shoots out of the balloon in an opposite direction. The force exerted by the air that moves out of the balloon has another equal and opposite force (the balloon) that causes the balloon to move in the opposite d

Learning Disability: Barriers to Effective Communication

Learning Disability: Barriers to Effective Communication Communication is the act or process of using words, sounds, or behaviours to express ideas, thoughts feelings, or exchange information (Merriam – Webster, 2014). People with learning disabilities die younger than other people (Heslop et al, 2013). The Independent Inquiry into Access to Healthcare for People with Learning Disabilities (Michael, 2008) followed the Mencap report Death by Indifference (2007). The report concluded that there are inherent risks in the care system that result in high levels of health needs not being met. The inquiry found that people with learning disabilities appear to receive less effective care and that there are many shortcomings in the way treatment is delivered, with avoidable suffering caused by untreated ill health. Effective communication is essential in ensuring high quality health care (Balandin Hemsley, 2008) and is an essential skill for nurses (Nursing Midwifery Council (NMC), 2007). Because communication difficulties are characteristic of people with learning disabilities, the nurse needs strategies that can be used to promote communication and understanding by removing barriers, and developing their skills and knowledge. Why ? Effective communication is a recurring and pervasive theme in government policies, reports and best practice guidelines (Turner, 2014). Good practice guidance on working with parents with a Learning Disability (Department of Health, 2007), the survey of the human rights of adults with learning disabilities, A life like any other? (Joint Committee on Human Rights, 2008) and valuing people now (Department of Health, 2009). In particular, A Life Any Other? highlights the ways in which barriers to communication can all too easily result in the human rights of people with learning disabilities being breached, unmet communication needs can restrict access to public services. For example, research commissioned by Mencap showed that, of 215 GPs interviewed, 75% had received no training to help them treat people with a learning disability (Taylor Nelson Sofres, 2004, cited in Mencap, 2004). Children with LD Regnard et al. (2007) found more than twenty changes in behaviour in children with learning disability when they encountered distress, and it is likely those who have no verbal language are likely to be more receptive to non-verbal communication (Tuffrey –Wijne McEnhill, 2008). It is therefore vitally important for professionals working directly with children to engage with them however possible. Adults with LD Difficulties with communication have been consistently reported as a barrier in supporting adults with learning disabilities at the end of life . HEALTH NEEDS A high People with learning disabilities are likely to need assistance in communication. It has estimated that there are 1.5 million people in the United Kingdom (UK) with learning disabilities and between 50% and 90% suffer from sensory loss (Eric et al, 2012). Most people with learning disabilities have greater health needs than those with no disabilities. They are also likely to die at a younger age (Mencap, 2007). A number of reports in recent years have shown that there are failings in accessing services and in providing appropriate treatment for people with learning disabilities( Equal Treatment: Closing the Gap(2006); Death by Indifference (2007)). A life like no other (2007), a report into services for people with a learning disability in England, found that adults with a learning disability are particularly vulnerable to breaches of their human rights in healthcare services. There is considerable evidence that people with learning disabilities are not receiving the same level of health care as other people. In the UK, there have been many documented examples of secondary health services causing te preventable death of people with learning disabilities, with contributory factors reported to include poor communication, a failure of heath service staff to recognise pain, delays in diagnosis and treatment, a lack of basic care, and the use of Do Not Resuscitate orders (Heslop et al., 2013; Mencap, 2012a). A UK based Confidential Inquiry into premature deaths of people with learning disabilities (Heslop et al., 2013) estimated that 37% of deaths were potentially avoidable. When people with learning disabilities use health services, staff may have difficulty in meeting their needs because they are unable to communicate effectively with them. A number of reports (Department of Health, 2008; Mencap, 2012; Royal College of Nursing, 2010) highlighted the communication complexity between patient and the staff which have resulted in some cases of deaths and poor quality hospital care. HISTORY A report from Mencap (2007), entitles Death by Indifference, highlights the poor treatment received by six people with learning disabilities admitted to acute adult and mental health service. This poor treatment ultimately led to these peoples’ deaths. The report goes as far to say that institutional discrimination exists within the National Health Service (NHS) towards people who have a learning disability with them getting worse health care than non-disables people. One of the major concerns raised by Mencap was the notion of diagnostic overshadowing. This is neglecting to recognise signs and symptoms of ill health assuming them to be characteristic of a person’s learning disability. Death by indifference In 2004, Mencap published Treat me Right, a report which highlighted the inequities of NHS healthcare provision to people with learning disabilities. This also highlighted that that healthcare professional should not depend on carers or family to communicate with service users with learning disabilities and hospitals must perform their legal duty of care. Healthcare providers are accountable to make sure that these service users have their needs met and this include an easy-read information in place. In 2006, the Disability Right Commission further emphasised concerns that people with learning disabilities were not afforded equitable access to healthcare services and treatment and as a consequence suffered more ill health and were more likely to die. In 2007, Mencap published Death by Indifference, a report which told the shocking stories of six people with learning disabilities who suffered potentially avoidable deaths while in various NHS healthcare service by improving communicati on. A subsequent independent inquiry (Micheal, 2008) and port by the Local Government Ombudsmen and Parliamentary and Health Service Ombudsmen (2009) both confirmed that people with learning disabilities were consistently being placed at risk within primary and secondary healthcare services due to lack of and staff –patient communication http://www.ombudsman.org.uk/__data/assets/pdf_file/0013/1408/six-lives-part1-overview.pdf Death by Indifference (Mencap, 2007) attributed the unacceptable standards if care largely to an ignorance or apathy by nurses and other health professionals to understand and listen to their clients with learning disabilities. It is important that the individual is continually consulted about their care regardless of the extent of their learning disability. 74 deaths and counting (2012) The report by Mencap, 2012 relayed details of more potentially avoidable deaths of people with learning disabilities within NHS services. Reasonable adjustments The failure of public services to make reasonable adjustments regarding communication not only makes it extremely difficult for people with learning disabilities to access services, but it may also breach the Equality Act (2010) and Article 8 pf the European Convention on Human Rights (Micheal, 2008, p24). Poor communication with people who have learning disabilities has consequences that range from the relatively insignificant. For example a service user is given coffee when they would prefer tea. NON VERBAL COMMUNICATION Non-verbal communication is as important as verbal in interactions that influence dignity. For example, in a study of older people’s transitions (include older people with learning disabilities) between care service, Ellins et al. (2012) noted the following: ‘one of the most striking findings was that even the smallest gestures by providers to connect with somebody as a human being, such as a smile or a hug could make MAKATON The Makaton language programme is commonly used by people with learning disabilities. Many people with learning disabilities use speech, there are also a range of altranative methods of communication which can be used in conjunction with speech. Sign systems are used widely among people with learning disabilities, either alone or in conjunction with speech. One of the common systems is Makaton(Williams, 2009). However, Hannon (2003) found that no one at the hospital had heard of it. One of the people with a learning disability involved in the study said any of the health care professionals did not understand him. EASY READ Some people can benefit from written information being into an easy-read format. This involves the use of simple sentences and language and the use of photos or pictures to support the meaning of the written words. When producing written information for patients, it may be worth considering accessibility for patients who may be non-verbal or have a learning disability. An easy –to –read, information resource with picture and images and dew words can support people with learning disabilities to have a greater understanding of information and support their decision making. Talking Mats is ‘a visual framework that uses picture symbols to help people with a communication difficulty communicate more effectively’ (Murphy and Cameron 2005, p.3). Using pictures to represent topics and options and a visual scale with people with little or no speech and people who have difficulty in understanding speech can assist them to express their wishes about what will occur in their own life. Service providers, including case managers, can use this tool to help the person with disability consider and discuss a variety of options. The pictures are placed on a mat so that the person with disability can look at the options and choices available and then move them using the visual scale to indicate how they feel about each option. The visual scale might include symbols for liking something, for being unsure and for definitely not liking or wanting something. More complex visual scales can be created, depending on the person’s needs and abilities. Many people with a variety of disabilities use Talking Mats successfully. Nevertheless, there are some people for whom this system is not suitable. Murphy and Cameron (2005) suggested that to use Talking Mats successfully, the person using the mat must be able to recognise picture symbols and must be able to understand at least two keywords at a time. The person must also have a reliable way of confirming his or her views so that the case manager or service provider can be sure that the placement of pictures on the mat does in fact reflect the person’s views PERSON-CENTRED APPROCH Patient- or person- centred approaches to health are increasingly seen as more effi cient as they promote good communication between the clinician and patient but research to support this is lacking (Lewin et al., 2009). The Mental Capacity Act (2005) is based on person- centred principles and gives legal backing to previous guidelines for good practice (Mencap, 2010). It gives responsibility to all healthcare professionals to follow person- centred guidance in addressing issues of choice and consent in healthcare with the learning disabled. The key principles of this include the person being at the centre of any planning and discussion. This does not mean decisions are simply taken in their best interests but ways are sought to actively involve them in decision- making using accessible communication systems when necessary. McCaffery et al. (2010) argues that although there have been major advances in way to increase patient involvement in health decisions, with the benefits of greater involvement and shared decision-making now widely accepted, there has been little attention given to the development of tools and strategies to support participation of adults with lower literacy, who are members of a group with poor health knowledge, limited involvement in health decisions and poor health outcomes. McCaffery et al. (2010) proposed a framework to consider the different stages of shred health decision making and the tasks and skills required to achieve each stage. The 6cs In 2012, the Department of Health carried out a widespread consultation exercise on values for nurses, which were published in ‘Compassion in Practice: Nursing, Midwifery and Care staff: Our Vision and Strategy’. The vision is based around six values: care, compassion, competence, communication, courage and commitment. The vision aims to embed these values (the 6Cs) in all nursing, midwifery and caregiving settings throughout the NHS and social care to improve care for patients. Conclusion In conclusion, the author highlighted the importance and the barriers of communication when working with people with a learning disability, and the some communication methods that a learning disability nurses can use to work effectively with this client group. Good communication is the basis of effective care provision, and the value of developing a relationship and getting to know the individual demonstrates how this enables effective communication to take place. Health care professionals need to develop competencies in identifying individual communication needs, and developing creative ideas for how to overcome these, using a range of tools to aid communication. Person-centred approaches provide a framework to do this on an individual basis, enable and support people to make choices.

Moose :: Essays Papers

Moose Habitat By the mooses body proportions, antlers' shape and size, and its demeanor, the moose is the mighty symbol of the boreal and subartic zones of the entire northern hemisphere. To describe moose country, it is variously dense mixed forest, called taiga or "norhtern brush," but the other parts are open "forest tundra" The climate differs from zone to zone, and woodland moose prefer only the zones where the average summer tempeture does not much exeed sixty degrees. Wind chill help the moose to stay cool in the costal and the relatively humid zones, as well as in the much drier interior. But the moose has had to adapt both to humid and dry climates, and to dense and open habiats. Moose Name In North America we refer to this animal as the moose; however, through out continental Erurope, it has been known to them as the "elk". The scientific name for it is, Acles acles, also translates in to British English as "elk". For North Americans this has been a source of confusion, as the name "elk" is also given to another member of the deer family. But common names living things differ from region to region, from country to country. Diet The moose towering above with its massive head it surveys the surrounding land.The moose raises its snout with its huge nostrils, to check for any unfamiliar scents of unseen danger. The moose standing at over six feet tall at the shouldersand weighing over one thousand pounds, this animal comands respect. Its neck streches for reach of tender shrubs nearby. Although moose lack teeth in the front of the upper jaw, they have little trouble dealing with woody plnat material that constitues much of their diet. They feed on fresh leaves by browsing and may even pull a shoot sideways in there mouth, freaquently stripping off up to two feet in vegitation with aid of the tonuge. They also browse the tips of twigs, particularly the most recent growth. Regardless of how it is attained, the plant material is thoroughly crushed between twleve sets of broad, flattened teeth at the rear of its mouth, six pairs of molars and six pairs of pemolars.

On Civil Liberties and the Redefinition of Freedom

An appreciation of the civil liberties and basic freedoms enjoyed by the American individual, according to Eric Foner, would be impossible without a knowledge of how the American people—generation after generation—struggled to define and demarcate the boundaries of freedom and liberty.In â€Å"The Story of American Freedom,† Foner (2002) successfully applies a mà ©lange of analytical framework ranging from structural analysis, marxist dialectical and historical materialism; to feminist and postmodern criticism to prove that â€Å"freedom has always been a terrain of conflict, subject to multiple and competing interpretations.† By analyzing freedom from a historical narrative, he aims to show â€Å"how at different periods of American history different ideas of freedom have been conceived and implemented, and how the clash between dominant and dissenting views has constantly reshaped the idea’s meaning.’’ And because of this, the disc ourse of American civil liberties—borne from the American people’s love affair with the idea of freedom—will only gain relevance by identifying the â€Å"the meanings of freedom; the social conditions that make it possible; and the boundaries of freedom — the definition, that is, of who is entitled to enjoy it (Foner, 2002).†Ã¢â‚¬Å"The Birth of Civil Liberties†Indeed, the notions of civil liberties in a given society are necessarily intertwined with its cherished concept of freedom. In the book’s eight chapter, entitled â€Å"The Birth of Civil Liberties,† Foner shows that the inception of the idea of civil liberties was the outcome of the tumultuous events and crisis prior and after the World War I: the United States’ participation in the war, the   paranoia produced by the emergence of Socialist Russia, and the Great Depression following shortly after the war ended. It was at this period, with the widespread poverty a midst the growth of the United States as a major Capitalist economy; and Progressivists’ disenchantment with the illusions of state benevolence after the whole scale arrest of left-wing intellectuals, that the paradigm shift from the dominant â€Å"freedom from† into â€Å"freedom to† occurred. The ideas of social scientists as Herbert Croly, John Dewey, and William Willoughby, formed the basis of the new definition of freedom as one that does not only protect the individual from aggression, but one that actually permitted him to do things. Foner (2002) narrates the ensuing contradiction between the dominant progressivism and the emerging modern liberalism:â€Å"Effective freedom,’ wrote John Dewey, who pondered the question from the 1890s until his death in 1952, was far different from the ‘highly formal and limited concept of liberty’ as a preexisting possession of autonomous individuals that needed to be protected from outside restraint.à ¢â‚¬ For effective freedom to crystallize, it was realized,   certain conditions first had to be met. Human beings (at this stage meaning White Men), for instance, though â€Å"by nature† imbued with the freedom to live comfortably, could not do so if they were impoverished. Freedom therefore required that a human being be economically secure, which meant that unemployment and starvation were seen as infringements to freedom.â€Å"The New Deal and the Redefinition of Freedom†By the 1930’s, the belief that economic security was a critical condition for exercising individual freedoms had gained significant acceptance. This is reflected in the way that the state, led by then Pres. Roosevelt,   implemented the New Deal from 1933-37, the pre-cursor of the establishment of welfare in the United States which implemented â€Å"relief,† â€Å"reform,† and â€Å"recovery† by intervening in the market and granting the demands of groups from a vari ety of the political spectrum. Seeking to cushion the impact of the Great Depression on the starving and unemployed majority of the American people, as well as pacify the restless from succumbing to socialist ideology, the New Deal showed the transformation of progressivism into modern liberalism, which espoused Keynesian economic models and personal freedom based on the four Rs: freedom of speech, freedom to worship, freedom from want, and freedom from fear.Fighting for FreedomAnd so it is with the rhetoric of freedom that the United States would camouflage its interests in going to the Second World War and in declaring the cold war against the socialist bloc of the USSR. Noting the irony when Pres. Roosevelt promises the world a Global New Deal based on the four freedoms while declaring its participation in the war,   Foner echoes   Dewey’s lament when he wrote in â€Å"The Meaning of Freedom in the Age of Emancipation† that:  Ã¢â‚¬Å"in our own time, we have wi tnessed the putative division of the planet into free and non-free worlds (with the former including many nations that might be seen as lacking in freedom) invoked to justify violations of individual liberties at home and interference with the right to self determination (Foner, 1994)†This startling realization, that â€Å"American freedom has been both a reality and a mythical ideal — a living truth for millions of Americans; a cruel mockery for others,†Ã‚  influenced the formation of racial, gender, ethnicity, and class-based reform and radical abolitionist movements whose basic slogan was that of equality and the recognition of marginalized groups, such as those for the citizenship of the Blacks, women’s suffrage in the 1960s, and the people’s right to state-sponsored provision of social services in the 1930s. Foner describes the development of emergent concepts of freedom in   the 20th century which tested and challenged the status quo:  Ã¢â ‚¬Å"feminists sought to recast gender relations in order to afford women the same freedom as men, and Americans divided over whether poverty and lack of economic security should be seen as deprivations of freedom that the government had an obligation to alleviate.†The women’s vocal demands for their right to vote   and the Black and immigrant movement for civil recognition, were therefore significant efforts to redefine the inclusive and exclusive meanings of freedom since â€Å"categories of freedom defines the categories of unfreedom.†Ã‚   Foner affirms the relevance of such movements by stating that,  Ã¢â‚¬Å"those who adopt a purely ‘negative' view of freedom as the absence of external coercion, rather than, for example, economic autonomy or political empowerment, must identify what constitutes illegitimate coercion.†It is with this contention, that â€Å"freedom has not simply been a linear progress toward a pre-ordained goal,† but rath er a complex and conflicted—and sometimes even violent— struggle between the contradicting interests of groups; tainted by class, race, ethnicity, gender, and even religion, that Foner   challenges and dares his reader to attempt to redefine the confined, claustrophobic spaces of America’s state-sponsored concepts of freedom.References:Foner, Eric. The Story of American Freedom. New York: Norton, 1998. pp. 163-236Foner, Eric, â€Å"The Meaning of Freedom in the Age of Emancipation.† The Journal of American History 81, no. 2 (Sept. 1994) p. 4.

Typology of Phraseological Units in English

Typology of phraseological units in English Difference in terminology (â€Å"set-phrases†, â€Å"idioms† and â€Å"word-equivalents† [1]) reflects certain differences in the main criteria used to distinguish types of phraseological units and free word-groups. The term â€Å"set phrase† implies that the basic criterion of differentiation is stability of the lexical components and grammatical structure of word-groups. There is a certain divergence of opinion as to the essential features of phraseological units as distinguished from other word-groups and the nature of phrases that can be properly termed â€Å"phraseological units†.The habitual terms â€Å"set-phrases†, â€Å"idioms†, â€Å"word-equivalents† are sometimes treated differently by different linguists. However these terms reflect to certain extend the main debatable points of phraseology which centre in the divergent views concerning the nature and essential features of phraseological units as distinguished from the so-called free word-groups [2, p. 100]. The term â€Å"set expression† implies that the basic criterion of differentiation is stability of the lexical components and grammatical structure of word-groups.The term â€Å"word-equivalent† stresses not only semantic but also functional inseparability of certain word-groups, their aptness to function in speech as single words. The term â€Å"idioms† generally implies that the essential feature of the linguistic units under consideration is idiomaticity or lack of motivation. Uriel Weinreich expresses his view that an idiom is a complex phrase, the meaning of which cannot be derived from the meanings of its elements. He developed a more truthful supposition, claiming that an idiom is a subset of a phraseological unit.Ray Jackendoff and Charles Fillmore offered a fairly broad definition of the idiom, which, in Fillmore’s words, reads as follows: â€Å"†¦an idi omatic expression or construction is something a language user could fail to know while knowing everything else in the language†. Chafe also lists four features of idioms that make them anomalies in the traditional language unit paradigm: non-compositionality, transformational defectiveness, ungrammaticality and frequency asymmetry [6, p. 1-3].The term â€Å"idiom†, both in this country and abroad, is mostly applied to phraseological units with completely transferred meanings, that is, to the ones in which the meaning of the whole unit does not correspond to the current meanings of the components. According to the type of meaning phraseological units may be classified into: †¢Idioms; †¢Semi-idioms; †¢Phraseomatic units (after Ryzhkova). Idioms are phraseological units with a transferred meaning. They can be completely or partially transferred (red tape [3, p. 740]). Semi-idioms are phraseological units with two phraseosemantic meanings: terminological and transferred (chain reaction [3, p. 10], to lay down the arms [3, p. 33]). Phraseomatic units are not transferred at all. Their meanings are literal. Other types of phraseological units are also distinguished: †¢Phrases with a unique combination of components (born companion [3, p. 138]); †¢Phrases with a descriptive meaning; †¢Phrases with phraseomatic and bound meaning (to pay attention to [3, p. 40]); †¢Set expressions (cliches) (the beginning of the end [3, p. 59]); †¢Preposition-noun phrases (for good [3, p. 311], at least [3, p. 414]); †¢Terminological expressions (general ticket [3, p. 755], civil war [3, p. 121]) (after Ryzhkova).Semantic complexity is one of the most essential qualities of phraseological units. It’s resulted from the complicated interaction of the component meanings (meaning of prototype, of semantic structure etc. ). All these components are organized into a multilevel structure [4]. Idioms contain all information in co mpressed form. This quality is typical of idioms, it makes them very capacious units (idiom is a compressed text). An idiom can provide such a bright explanation of an object that can be better than a sentence. We can compare idioms with fables (the Prodigal son [3, p. 571]).Idioms based on cultural components are not motivated (the good Samaritan [5], Lot’s wife [5], the Troy horse [5]). Phraseological meaning contains background information. It covers only the most essential features of the object it nominates. It corresponds to the basic concept, to semantic nucleus of the unit. It is the invariant of information conveyed by semantically complicated word combinations and which is not derived from the lexical meanings of the conjoined lexical components [4]. According to the class the word-combination belongs to, we single out: †¢idiomatic meaning; idiophraseomatic meaning; †¢phraseomatic meaning (after Ryzhkova). The information conveyed by phraseological units i s thoroughly organized and is very complicated. It is characterized by: 1) multilevel structure; 2) structure of a field (nucleus + periphery); 3) block-schema (after Ryzhkova). It contains 3 macro-components which correspond to a certain type of information they convey: †¢the grammatical block; †¢the phraseological meaning proper; †¢motivational macro-component (phraseological imagery; the inner form of the phraseological unit; motivation) (after Ryzhkova).Phraseological unit is a non-motivated word-group that cannot be freely made up in speech but is reproduced as a ready made unit. Reproducibility is regular use of phraseological units in speech as single unchangeable collocations. Idiomaticity is the quality of phraseological unit, when the meaning of the whole is not deducible from the sum of the meanings of the parts. Stability of a phraseological unit implies that it exists as a ready-made linguistic unit which does not allow of any variability of its lexical c omponents of grammatical structure.