10 Facts About Spanish Adverbs

10 Facts About Spanish Adverbs Here are 10 facts about Spanish adverbs that will come in handy to know as you learn Spanish: 1. An adverb is a part of speech that is used to modify the meaning of an adjective, verb, another adverb or an entire sentence. In other words, adverbs in Spanish have basically the same function as they do in English. 2. Most adverbs are formed by taking the singular feminine form of the adjective and adding the suffix -mente. Thus -mente is usually the equivalent of the -ly ending in English. 3. Many of the most common adverbs are short words that dont end in -mente. Among them are aquà ­ (here), bien (well), mal (poorly), no (not), nunca (never) and siempre (always). 4. Regarding placement of adverbs, adverbs that affect the meaning of a verb usually go after the verb, while adverbs that affect the meaning of an adjective or another adverb are usually placed in front of the word they refer to. 5. It is extremely common in Spanish to use an adverbial phrase, usually a phrase of two or three words, where an adverb might be used in English. In fact, in many cases Spanish speakers often prefer adverbial phrases even where a corresponding adverb exists. For example, while the adverb nuevamente, meaning newly or anew, is readily understood, native speakers are much more likely to say de nuevo or otra vez to mean much the same thing. 6. In a series of adverbs that end in -mente, the -mente ending is used on only the final adverb. An example would be in the sentence Puede compartir archivos rpida y fcilmente (You can share files quickly and easily), where the -mente is shared with rpida and fcil. 7. Some nouns act as adverbs even though you might not think of them that way. Common examples are  the days of the week  and  the months. In the sentence Nos vamos el lunes a una cabaà ±a en el campo (Were going away Monday to a cabin in the country), el lunes is functioning as an adverb of time. 8. Occasionally, singular masculine adjectives can function as adverbs, especially in informal speech. Sentences such as canta muy lindo (he/she sings beautifully) and estudia fuerte (he studies hard) can be heard in some areas but sound wrong or overly informal in other areas. Such usage is best avoided except in imitation of native speakers in your locality. 9. Adverbs of doubt or probability that affect the meaning of a verb often require the affected verb to be in the subjunctive mood. Example: Hay muchas cosas que probablemente no sepas sobre mi paà ­s. (There are many things you probably dont know about my country.) 10. When no or another adverb of negation comes before a verb, a negative form can still be used afterward, forming a double negative. Thus a sentence such as No tengo nada (literally, I dont have nothing) is grammatically correct Spanish.

State Gemstones and Dates They Were Adopted

State Gemstones and Dates They Were Adopted Thirty-five of the 50 states have designated an official state gem or gemstone. Montana and Nevada have both named two (one precious and one semiprecious), while Texas has named a state gem and gemstone cut.   Most of the gem names are linked to the picture gallery of state gemstones. The Adoption Date link goes to the best existing material from the respective state government or science institution. More detail below the table.   State Gemstone Adoption Date Alabama Star blue quartz 1990 Alaska Jade 1968 Arizona Turquoise 1974 Arkansas Diamond 1967 California Benitoite 1985 Colorado Aquamarine 1971 Florida Moonstone 1970 Georgia Quartz 1976 Hawaii Black coral 1987 Idaho Star garnet 1967 Kentucky Freshwater pearl 1986 Louisiana Cabochon cut oyster shell 2011 Maine Tourmaline 1971 Maryland Patuxent River stone 2004 Massachusetts Rhodonite 1979 Michigan Chlorastrolite (pumpellyite) 1973 Minnesota Lake Superior agate 1969 Montana SapphireMontana agate 19691969 Nebraska Blue agate 1967 Nevada Nevada turquoiseVirgin Valley black fire opal 19871987 New Hampshire Smoky quartz 1985 New Mexico Turquoise 1967 New York Almandine garnet 1969 North Carolina Emerald 1973 Ohio Ohio flint 1965 Oregon Oregon sunstone 1987 South Carolina Amethyst 1969 South Dakota Fairburn agate 1966 Tennessee Freshwater pearls 1979 Texas Texas Blue topazLone Star Cut (gemstone cut) 19691977 Utah Topaz 1969 Vermont Grossular garnet 1991 Washington Petrified wood 1975 West Virginia Fossil coral Lithostrotionella 1990 Wyoming Nephrite jade 1967 A gemstone is not necessarily a sparkling crystal- the majority of state gemstones are not crystalline minerals, but rather colorful rocks that look their best as flat, polished cabochons (perhaps in a bolo tie, belt buckle or ring). Most are unpretentious, inexpensive stones with democratic appeal.   Above all else, the gems are unique to or represent their state in some fashion.  Arkansas adoption of diamond as their state gem, for example, is due to the state having the only public diamond deposit in the USA. On the other hand, Floridas state gem (moonstone) is not actually found in Florida. Instead, its adoption  is a tribute to the role that the state played in the  1969 moon landing. Of course, state legislators do not follow the same guidelines as geologists for how they classify a gem. In many cases, states have named rocks, minerals or even fossils  as their gem or gemstone.   Helpful Links Many gems have both a gemstone name and a mineral name, cross-listed in  this pair of tables.  My favorite and most easily navigable site for all state symbols is  statesymbolsusa.org.   Be sure to check out my list of state fossils, state minerals and state rocks. You might find that the lawmakers did not necessarily follow the geologic rule book for those classifications, either.   Edited by Brooks Mitchell

Case study Essay Example | Topics and Well Written Essays - 1500 words

Case study - Essay Example The potential for conflict arses when the conditions under which the service is provided is poor. High High High Identify their changing needs and make the necessary changes to facilitate them Suppliers Interested in continued business with the company. Conflict can arise when they also compete with Garden City Ltd Moderate Moderate Moderate Ensure that more than one supplier is used so that shortages can be avoided. Employees Interested in maintaining their jobs Moderate Moderate Moderate Train them and ensure that they are motivated so that they can provide quality customer service Shareholders Interested in the profitability of the business and maintaining or improving their net worth. Moderate Moderate Moderate Ensure that the business maintains or increases its value so that they can sell their shares easily. Manage it in such a way that people will be willing to invest in the company The Community Interested in the continuity of the business. Potential for conflicts may arise i f the company is not obeying government rules and regulations Low to Moderate Moderate Moderate The company needs to ensure that it meets its obligations in relation to the environment and make contributions to the uplift the community. Loan Creditors Collecting debts as they fall due. Borrowing in excess of certain limits and expending funds on unprofitable projects place them at risk and are likely to cause conflicts. Moderate Moderate Moderate Avoid conflicts and ensure business continuity by ensuring that agreements are adhered to. The table shows six of the stakeholders of Garden City Ltd - customers, suppliers, employees, shareholders, the community in which the business is operated and loan creditors. It shows their main interest and matters that could potentially cause conflict. It also shows their level of influence, importance and net impact. Based on the information provided by Sally the customers are the stakeholders with a high level of power and influence, importance a nd net impact. It therefore means their needs should be satisfied if Garden City Ltd wishes to remain in business. The other stakeholders are not as influential and important as customers. Without customers the business ceases to exist. However, it is important to note that loan creditors can wield a lot of power, especially when a company is in financial distress. A business’s ability to remain in good favour with loan creditors depends on how its finances are managed and whether it discharges its obligations when they are due. Anything to the contrary may result in loan creditors using their powers to take over the assets of the business. Although the shareholders are owners of the business the influence that they wield depends on the percentage of shares that they own. The decisions that management makes are highly likely to coincide with the interest of the customers. Maintaining shareholder value is of paramount importance. The community has the power to bind the company to act in accordance with government regulations. It is through the community that companies find a supply of workers to

Database Architecture and Administration Essay Example | Topics and Well Written Essays - 2250 words

Database Architecture and Administration - Essay Example As the paper declares the navigational Model encompasses the â€Å"network model† and â€Å"hierarchical model† of database interfaces. The network model was developed by Charles Bachman in 1971 to define and set a standard for database systems. This model had a collection of records, connected to each other through links. Various record types were interconnected to each other, thus allowing a many-to-many relationship. IDS and IDMS are both examples of the network model. A network model can be explained using this schematic diagram. This discussion explores that navigational databases are open-ended and are best suited to handle small-scale data. However, it is difficult to search for data in this system since it does not have the search functionality. The system had to be navigated â€Å"manually†, that is to reach a particular record, one had to start at the parent record and then navigate step-by-step until one reaches the desired record. Due to these limitations, navigational database models became outdated by 1980s, though a form of the hierarchical model is still used in XML applications. The main distinguishing feature of the relational model is that the data is organized in a tabular form in rows and columns. The rows list the data while columns list the attributes. A key is chosen that uniquely identifies every row in the table and links different records from different tables. To find a particular set of data, a â€Å"query† is generated which mines the entire database to return the requi red answer.

Japanese Culture Essay Example for Free

Japanese Culture Essay Abstract It is important to understand that an individuals perspective of death and dying is greatly impacted by their culture. In this paper I will discuss how the Japanese culture approaches death and dying. I will also discuss the unique concept of organ transplantation that surrounds that Japanese culture. This paper presents the law of organ transplantation in Japan, which allows people to decide whether brain death can be used to determine their death in agreement with their family. Japan could become a unique example of individual choice in the definition of death if the law is revised to allow individuals choose definition of death independently of their family. The death and dying rituals involved in the Japanese culture will be discussed. Overview of the Japanese Culture In the latter half of the twentieth century, developed countries of the world have made remarkable strides in organ donation and transplantation. However, in this area of medicine, Japan has been slow to follow. Japanese ethics, deeply rooted in religion and tradition, have affected their outlook on life and death. The Japanese have only recently started to acknowledge the concept of brain death and transplantation of major organs has been hindered in that country. Currently, there is a dual definition of death in Japan, intended to satisfy both sides of the issue. This interesting paradox, which still stands to be fully resolved, illustrates the controversial conflict between medical ethics and medical progress in Japan. The Japanese culture considers a human being both alive and dead, an integrated body, mind, and spirit (Dennis, 2009, p.12). Therefore removing an organ from a brain-dead person involves a disturbance in this natural integrated unit. In the Japanese culture organ donation and organ transplantation are unpopular and rare (Dennis, 2009). According to Dennis (2009), the Japanese culture believes that a dead body must remain whole because if they are not whole, that dead person will be unhappy in the next world. Japanese Culture on Death and Dying It is crucial to understand that an individuals perspective of death and dying is greatly impacted by their culture. Japan is the only country, which permits individual choice in death definition for the purpose of organ transplantation, and in agreement with the persons family. The Japanese organ transplantation law of 1997 is a long debate on brain death and organ transplantation. Over almost three decades, medical, legal and public discussion has occurred; a lack of consensus on the definition of human death caused a long delay in adopting a law on organ procurement (Akabayashi, 1997). Finally, policy makers in Japan have adopted a law with unique features, such as giving an opportunity to individuals to choose the definition of death based on their own views. Therefore, in Japan individuals may choose either cessation of cardio†respiratory function or loss of entire brain function for their death pronouncement (Morioka, 2001). However, the choice is permitted in Japanese law only if organs can potentially be used for transplant with the agreement of the family, which means that although individuals can choose the definition of death based on their own views, the law gives power to the family to confirm or reject the choice. The law allows the family to override the individual choice in death definition (Akabayashi, 1997). The first effort to pass a law on organ transplantation following brain death failed in 1994. The main reason why the proposed law was rejected in 1994 is said to be because it stated that brain death is equal to death, and also because it approved surrogate decision making by the family. These issues raised serious arguments and concerns among some members, resulting in defeat of the legislation (Akabayashi, 1997). However, the situation has changed since then and, as public polls show, the number of people who accept the concept of brain death has increased from 29% to 60%. (Lock, 1996) . The current law states that for organ removal, the donors prior declaration and family agreement are both necessary requirements (Japan Ministry of Health Labor and Welfare, 1997). The organ donation provisions of the law apply for brain dead donors as well as any cadaver. The law authorizes organ removal from a brain†dead person only if the donor has, during his life expressed in writing his consent to the diagnosis of brain death, as well as, his intention to donate his organ(s). Therefore, the law authorizes individuals to choose between the traditional definition or the alternative standard based on brain function by signing an â€Å"Organ Donation Decision Card†. Individuals can state their wishes at the back of this card by marking one of the following items: (1) I wish to be a donor based on the brain†oriented definition; (2) I want to be a donor after cardiac death; or (3) I refuse to donate organs (Bagheri, 2003). The law is not free of criticism, especially in terms of adopting a double standard regarding the role of the family. On the one hand, it gives the family the power to veto an individuals willingness to donate. On the other hand, it does not authorize the family to be a surrogate decision maker based on the interests of their beloved ones when they are in a brain†dead state and the organ donor card cannot be found. Nevertheless, the unbalanced role and power of veto of the family under the present law can be seen as a hindrance to organ procurement in Japan (Bagheri, 2003). The process of dying is regarded not as an individual event but as a family event in the Japanese culture (Kimura, 1998). There is no doubt that any transplant†related legislation should be concerned with inclusion of the opinion of the family in the decision†making process. This forms a basis for social acceptance of the legislation. However, in any culture a practical question arises: to what extent is the familys opinion to be taken into consideration? According to the law, family consent is required both for organ procurement and for declaration of death according to brain†based criteria. Therefore an individual can choose the definition of death with the agreement of her or his family, but not independently (Kimura, 1998). Japan is the only country that allows individuals to choose either the traditional definition or the brain†oriented definition of death, but individual choice must be confirmed by the family; therefore, it is a family based choice (Kimura, 1998). Death and Dying Rituals in the Japanese Culture A Japanese funeral includes a wake, the cremation of the deceased, a burial in a family grave, and a periodic memorial service. According to statistics, 99.82% of all deceased Japanese are cremated. While the ashes of many are buried in family graves, the scattering of ashes has become more common in recent years, including a burial at sea (Wakabayashi Sekiguchi, 2011). Many funeral services are carried out in the form of Buddhist ceremonies. After a person has died, their lips are moistened with water, in a ceremony referred to as Matsugo-no-mizu Water of the last moment (Wakabayashi, Sekiguchi, 2011). The household shrine is closed and covered with a white paper, to keep out impure spirits. This process is known as Kamidana-fuji. A small table placed beside the deceaseds bed is also decorated with flowers, incense, and a candle. A knife may placed on the chest of the deceased to drive away evil spirit (Wakabayashi Sekiguchi, 2011). Funeral arrangements are made and the body is washed and the orifices are blocked with cotton or gauze. The funeral clothing will consist of either a suit for a male or a kimono if the deceased is a female. Makeup may also be applied in order to improve the appearance of the body. The body is then put on dry ice and placed inside the casket with the head positioned towards the north or west, along with a white kimono, sandals and six coins for the crossing of the River of three hells. Items which the deceased was fond of will also be placed inside the casket as well, so long as they are flammable. The casket is then placed on the altar in preparation of the wake (Nakata, 2009). Guests who attend the funeral are expected to dress in black attire. The men usually wear black suits with a white shirt and a black tie, while women wear either a black dress or a black kimono. A Buddhist prayer bead called juzu may also be carried by guests. Guests are expected to bring condolence money in a special black and silver decorated envelope. At the funeral, the guests will be seated, with the next of kin closest to the front. The Buddhist priest will read a sutra. The family members will each in turn offer incense three times to the incense urn in front of the deceased. The closest relatives may stay and keep vigil with the deceased overnight in the same room (Nakata, 2009). Japanese funerals are usually performed on the day following the wake. The funeral service is similar to that of the wake service, the difference being that during the funeral service, the deceased will receive a new Buddhist name to prevent the return of the deceased if their name is called. At the end of the ceremony, flowers may be placed inside the casket before it is sealed and carried to an elaborately decorated hearse where it is transported to the crematorium. In some regions of Japan, the casket may be nailed shut by mourners using a stone (Wakabayashi Sekiguchi, 2011). Once the casket has arrived at the crematorium, the family witnesses the sliding of the body into the cremation chamber, then leave. After the cremation process is complete, the family returns to pick the bones out of the ashes and transfer them to an urn using chopsticks. In some instances, two family members will hold the same bone at the same time with their chopsticks or pass the bones from chopsticks to chopsticks. According to Japanese custom, this is the only time when it is proper for two people to hold the same item at the same time with chopsticks. The bones are picked up and transferred to the urn in a manner which ensures that the deceased is not placed upside down in the urn. Therefore the bones of the feet are picked up first, the bones of the head last (Nakata, 2009). A typical Japanese grave is usually a family grave consisting of a stone monument with a place for flowers, incense, and water in front of the monument and a chamber underneath for the ashes. The date of the formation of the grave and the name of the person who purchased it may be engraved on the side of the monument. The names of the deceased may or may not be engraved on the front or left side of the monument or on a separate stone in front of the grave Nakata, 2009). The Japanese honor the dead with shrines in their homes and tending to the gravesite (Dennis, 2009). During three days in August, the Japanese Buddhist celebrate at The Bons Festival in honor of the departed spirits of ones’ ancestors (Dennis, 2009). Until the early twentieth century most bodies were buried and cremation was limited to the wealthy. Cremation became more common after World War II due to its efficiency and cleanliness. In 2009, 99.9% of Japanese bodies were cremated, and some local governments ban burials (Wakabayashi Sekiguchi, 2011). Conclusion I learned a lot about the Japanese culture while researching my paper. One of the things that I found surprising was that the majority of Japanese bodies are cremated. The similarities that I found between the American and the Japanese culture are that both cultures were black to funerals. In both cultures items that are valuable are placed in the caskets and funerals are followed by the wake. While cremation is popular in Japan, I was surprised to learn that cremation is on the rise in the United States; however, not everyone approves of it (Dennis, 2009). References Akabayashi A (1997). Japans parliament passes brain death law. The Lancet, 349 (9069). Retrieved from http://www.lancet.com. doi:10.1016/S0140-6736(05)63895-0. Bagheri A. (2003). A criticism of brain death policy in Japan. Kennedy Institute of Ethics Journal 13 (4), 359-372. Dennis, D. (2009) Living, Dying, Grieving. Sandbury, MA: Jones and Barlett Publislhers. Japan Ministry of Health Labor and Welfare, The law concerning human organ transplants The law no. 104 1997. Translation 1999. Kimura R. (1998). Death, dying and advance directives in Japan: socio†cultural and legal points of view. In: Sass HM, Veatch RM, Rihito K, eds. Advance directives and surrogate decision making in health care. Baltimore: Johns Hopkins University Lock M. (1996). Deadly dispute: ideologies and brain death in Japan. In: Stuart J, Youngner Laurence J, OConnell Renee C, eds. Organ transplantation meaning and realities. Fox. Madison: University of Wisconsin Press. Morioka M. (2001). Reconsidering brain death: a lesson from Japans fifteen years experience. Hastings Center Report 31, (4), 41-46. Nakata, H. (2009). The Japan Times. Japan’s funerals deep-rotted mix of ritual, form. Retrieved from http://www.japantimes.co.jp/text/nn20090728i1.html. Wakabayashi, D., Sekiguchi, T. (2011). After Flood, Deaths Overpower Ritual. Wall Street Journal.

Alexander the Great Arriving in Persepolis :: Ancient Greece Greek History

Alexander the Great Arriving in Persepolis I am Alexander the Great, King of Macedonia ruler of Greece. I have been king of Macedonia since my father's assassination five years ago. Since his death I have conquered much of the world. I am ruthless, and should anyone attempt to defeat me in battle, they are sure to die. The year I became ruler of Macedonia I set out to the city of Thessaly to restore Macedonia rule. After Thessaly submitted to me I conquered many states, and many other states freely submitted without battles. Two years after my father's death, my war with the Persians began. Near the city of Troy, I defeated the Persian army. In doing so, all the states of Asia then submitted their arms to me. A year later I would encounter the Persians again; this time the main Persian army would be my opponent. I defeated the Persian army led by King Darious III at the city of Issus, and a year later took the city of Tyre. Furthermore, Egypt surrendered to me. Perhaps they knew they could not defeat me in battle and thought it better not to try. I had now secured control of the entire eastern Mediterranean coastline. I now bring you to my present time in history. It has been five years since I became king of Macedonia, and I have once again defeated my enemy, King Darious III at Babylon. I am now setting my sights on penetrating into the walls of Persepolis. I am very excited about this, as I am planning to retrieving many treasures which lie behind the walls. This will be a very fulfilling defeat because the Persian Empire plundered Athens almost 15 decades ago. I cannot let this go and because of it I will penetrate Persepolis and defeat the Persians and consummate vengeance upon them. With my highly skilled army of about sixty-thousand men, I entered Persepolis and assumed control of its palace. I find myself in the heart of Persia. From the Persian treasury at Persepolis I seized a wondrous amount of money. It is a well deserved payback, and I must resort to the tradition of vengeance for what the Persians did when Xerxes invaded Greece some hundred and fifty years ago. Alexander turned the city over to his troops, who stormed through its streets, slaughtered men, plundered their property and stripped women of their jewellery.

Cyberbully Essay Essay

Cyberbullies should be prosecuted for what they say or do on social media. Physiologist Eden Foster stated â€Å"In order for behavior to be defined as cyberbullying it must be repeated, hostile, and sever with the intent to embarrass threaten or harass.† â€Å"Twenty percent of youth ages 11-18 have been a victim of cyberbullying† says the Cyberbullying Research Center. This needs to stop. If Cyberbullying is against the law, less people would be victimized. Keep in mind, cyberbullying can cause mental disturbance to teens. Suicide and self-harm is a big problem in our world. A lot of suicidal people are like this because of cyberbullying. A girl named Amanda Todd took her life due to being cyberbullied by fake friends, boys, and total strangers. There are teens like her going through the same thing. Physiologist Eden Foster further states â€Å"If the bill is passed it will ensure that the cyberbully will be held accountable for the behavior that led to someone getting hurt.† The cyberbullies say mean stuff which causes teens to be depressed and want to commit suicide. The bully will be held responsible for putting thoughts in teen’s heads which causes suicide. As you may know, most kids are on social media. In fact nine out of 10 kids are on social media, to connect with family and friends. But, sadly there are people who invade on teens accounts and their privacy. These people are cyberbullies who pretend to be someone else. Fake identification is against the law. â€Å"Lori Drew was convicted of violating the Computer Fraud and Abuse Act after creating a fake MySpace account.† Says the Dangers of Cyberbulling Radio Interview. This account was used to victimize a 13 year old girl, Megan Meir. The Cyberbully infiltrates into the victims account. This is wrong because the victim is just using the social media account to connect with family and friends. Furthermore, â€Å"It is very difficult to flee a cyberbully. As they can  Ã¢â‚¬Å"attack† through a variety of electronic means† says Physiologist Eden Foster. I suggest that since it is hard to get rid of a cyberbully, that the law should get rid of the bully for the victim. A lot of teens do not know their bully. IN fact â€Å"only 34% of teens know who their bullies are.† says the Cyberbullying Research Center. Kids don’t know there cyberbully so they don’t know how to stop them. The law should get involved to track the cyberbully down and stop them. Opponents may question, â€Å"Why don’t they just unplug?† Eden Foster further states that â€Å"Technology has become an essential part of society and our homes.† Teens use there smart phones for more than just social networking. Cell phones are used to contact parents in emergencies as well. Teens need a cell phone because like Eden Foster states it is a big part of our lives. To Sum it all up, cyberbullies need to be prosecuted for statements made over social media. It is a serious thing that many people take their lives from. The Cyberbullies need to stop, and the only way to they can be stopped is if we make it a law.

Alice Walker’s The Color Purple Essay

Alice Walker’s The Color Purple takes place in the 1920’s-1930’s during the times of segregation and women’s suffrage. In this passage Celie’s step-son confides in her one night sitting on her front porch steps. Read the following passage from Alice Walker’s The Color Purple. Then, in a well-organized essay analyze how the author’s style exposes the tone towards the unequal treatment of women by the use of literary elements such as appeal to emotion, syntax, and irony. Harpo sitting out on the steps, crying like his heart gon break. Oh, boo-hoo, and boo-hoo. He got his head in his hands, tears and snot running down his chin. I give him a hansker. He blow his nose, look up at me out of two eyes close like fists. What happen to your eyes? I ast. He clam round in his mind for a story to tell, then fall back on the truth. Sofia, he say. You still bothering Sofia? I ast. She my wife, he say. That don’t mean you got to keep on bothering her, I say. Sofia love you, she a good wife. Good to the children and good looking. Hardworking. Godfearing and clean. I don’t know what more you want. Harpo sniffle. I want her to do what I say, like you do for Pa. Oh, Lord, I say. When Pa tell you to do something, you do it, he say. When he say not to, you don’t. You don’t do what he say, he beat you. Sometime beat me anyhow, I say, whether I do what he say or not. That’s right, say Harpo. But not Sofia. She do what she want, don’t pay me no mind at all. I try to beat her, she black my eyes. Oh, boo-hoo, he cry. Boo-hoo-hoo. I start to take back my hansker. Maybe push him and his black eyes off the step. I think bout Sofia. She tickle me. I used to hunt game with a bow and arrow, she say. Some womens can’t be beat, I say. Sofia one of them. Besides, Sofia love you. She probably be happy to do most of what you say if you ast her right. She not mean, she not spiteful. She don’t hold a grudge. He sit there hanging his head, looking retard. Harpo, I say, giving him a shake, Sofia love you. You love Sofia. He look up at me best he can out his fat little eyes. Yes ma’am? he say. Mr.___ marry me to take care of his children. I marry him cause my daddy made me. I don’t love Mr.___ and he don’t love me. In this passage from The Color Purple, the author’s opinion of the way  men treat women is clearly displayed through the tone of the text and style of her writing. Alice Walker exposes her strong disapproval of the mistreatment of women through literary elements such as syntax, appeal to emotion and irony. Walker uses specific syntax in order to emphasize the importance of the points that Harpo’s companion makes. The word â€Å"Hardworking.† is treated as a sentence in itself, and the neighboring phrases such as â€Å"Good to the children and good looking.†, â€Å"Godfearing and clean.†, and â€Å"Sofia love you, she a good wife.† are short and punctuated like sentences in the same way. The author does this to point out that amongst all the dialogue written, these phrases are the most significant text in the scene because they demonstrate her opinion that men, including Harpo, should not mistreat women, and especially women who take care of themselves, behave according to religious teachings, and are good to their families and husbands. She also uses this same sentence structure to emphasize the ways Sofia doesn’t act; for example, â€Å"She not mean, she not spiteful.† and â€Å"She don’t hold a grudge†. This shows that So fia’s behavior does not deserve punishment, and therefore she and other women of similar character should not be harmed. The passage contains emotional appeal which serves the purpose of pointing out the author’s opinion of the mistreatment of women. Sofia’s redeeming qualities are plainly stated: characteristics such as hardworking, loving, religious, and loyal to family. When the reader learns that Sofia’s husband tries to beat her despite her mannerisms, sympathy is evoked. The appeal to emotion continues when a briefing on the lady companion’s past is supplied. The reader learns of the woman’s misfortunes including beatings that take place regardless of her actions, and a forced marriage that leads to her upbringing of another woman’s children. Imbedded deeper in the text, is situational irony. Walker uses imagery like â€Å"He got his head in his hands, tears and snot running down his chin.† and onomatopoeic words such as â€Å"sniffle† and â€Å"boo-hoo† to point out Harpo’s exaggerated reaction. Harpo feels that his inability to beat his wife puts him in an unfair situation. These examples are used to point out the reality  of the situation; women such as his companion [Celie] are the unlucky ones because they are forced into unjust relationships in which they are beaten and mistreated. The imagery and onomatopoeia making fun of Harpo’s actions, serve the purpose of pointing out his hypocritical ridiculous behavior. Throughout the passage provided, Walker uses stylistic techniques such as syntax, emotional appeal, and situational irony to illuminate her critical opinion of the mistreatment of women. Her particular methods provoke reflection and contemplation in the reader once the passage has been comprehended. As a result, this increases the value of her work as a whole.

What A Modest Proposal Meant to Me Essays

What A Modest Proposal Meant to Me Essays What A Modest Proposal Meant to Me Essay What A Modest Proposal Meant to Me Essay Odelia Clark September 23, 2010 Journal Entry A Modest Proposal By Jonathan Swift Even though it was a satirical essay, you could read between the lines the anger he had towards the English Protestants that inflicted abuse on the Irish Catholics. The part I really enjoyed was his reference to the children being substantial enough for the landlords, since they had already devoured the parents, meaning the landlords had robbed them in a sense they had eaten them up, I just like the way he put that. Mr. Swift not only talked about the English but, he satirizes the Irish for accepting the abuse for as ling as they di instead of taking matters into their own hands. I found the essay to be humorous and sad in a way. Actually it not so far fetched from what is going on in today’s society. In some place there are still those kind of slum lords, and business owners who when it comes to certain urban areas and job opportunities they feel you deserve to be in that place and will try to keep you there, because of race, sexuality, or your financial history. Some people with more means than others treat people with low-income very poorly. Some even look down on you if you are on some sort of fixed-income or welfare. I’ve even heard conversations where some people will say those people on welfare are just lazy; they just want to milk the system. Now, some are on the system for the wrong reasons, but there are those who actually need help. I feel people should just be careful of how you view others backgrounds, we all know how we got here but, we don’t know how we will leave.

5 Effective Cover Letter Techniques thatll Get You the Job

5 Effective Cover Letter Techniques thatll Get You the Job Like so much conventional wisdom on how to find a job, apply for it, and get an offer, the cover letter is getting a fresh layer of scrutiny these days. Sure, we write them because that’s just how it’s done†¦but how helpful are they these days, really? And are there better ways to make them more than just the skimmed-over wrapper on the real meat of your resume? The answers to those questions, respectively, are â€Å"not very† and â€Å"you betcha.† Cover letters are holdovers from the time when we actually wrote out an introduction to ourselves, typed or printed it out onto expensive (but tasteful) paper, and popped it into the mail, hoping it would land on the right desk. Eventually, it became the email holding the attached PDF or doc containing the resume itself.Now, the cover letter is either sucked into an online job application engine and parsed for keywords, or likely browsed quickly while someone clicks through to the attachment. These changes in â€Å"how they read† mean there also need to be changes in â€Å"how we write.†Here are some cover letter techniques and strategies for disrupting the traditional cover letter, and making yours a relevant piece of the application package again- even in a short-attention-span world.1. Consider your audience.Are you writing this for a robot (automated application system) or a human (actual email address)? If it’s the former, shoot for lots of keywords related to the job description. If it’s the latter, try to engage the person on the other end.2. Open with a memorable line.If you’re a recruiter or hiring manager, your attention glazes over after today’s 50th â€Å"I have an extensive background in software development for cats, and I know I’ll be a good fit for your company.† Instead, try for a bit of trivia. (â€Å"Did you know that the first cat video game was originally developed as a dog video game?†) Or make a gen tle joke (â€Å"My cat would never forgive me if I didn’t bring my background and skills to work for his favorite tech company.†) This is a chance to insert a little of your personality, given that your resume is a more brass-tacks assessment of your history and accomplishments.But if you go this route, always, always, always make sure that the tone is light and mild. Never make an off-color joke or reference, and don’t take the reader’s sense of humor for granted. When it doubt, take it out.3. Tell a story.Again, this is your chance to inject some of yourself into this rather clinical process. You may plan on saving up all the anecdotes for your interview, but there’s no guarantee that you’ll even get to that stage. Here’s your chance to offer a bit of personal trivia or insight that makes you well-suited to the job. If your blue-ribbon-winning science project in high school started you on your path to this career and company, say so . Keep it brief, though- just one or two sentences. You want the reader to get a quick sense of who you are, on top of the resume data points.4. Assume the reader only has a minute or two to review.Keep it brief- just a few paragraphs with the high-level points: an introduction, your main qualifications for the job, and a closing/call to action. Make sure you zero in on what you bring to the job up front, and what you could provide on a long-term basis.5. Format it for a small screen.Ideally, the reader would be savoring your cover letter at his or her desk, a cup of tea in hand. In reality, he or she is likely reading on the way to somewhere else, or multitasking on a phone or tablet over lunch. Lay out your cover letter with this in mind:short paragraphs, with bullet points whenever possibleplenty of white space for ease of readingno fancy fonts or bells and whistlesTaking extra care with your cover letter can help make sure it’s not just skimmed and dismissed. It may be an evolving piece of the application process, but it’s one that can mean the difference between landing in the â€Å"meh† pile and the â€Å"tell me more† pile.

Competency Criteria Essay Example | Topics and Well Written Essays - 1500 words

Competency Criteria - Essay Example Faculty evaluation also provides an opportunity for change in the process of teaching, handing of student diversity, curriculum development among other relevant areas incompetent instruction. Assessment 1. Facilitate learning This is the most important competency for all nurse educators. The faculty should be able to make the learning process possible by; A. (Task requirement: show enthusiasm by teaching). The faculty should make learning exciting to the learners by being enthusiastic about teaching. An enthusiastic teacher passionate about teaching and take pride in passing on information to their learners. An enthusiastic educator passes on his morale to his students who end up liking the learning process, and therefore, learning more. B. (Task requirement: Show an interest in a learner’s progress and activities). The faculty should also demonstrate an interest in the learner’s actions. The educator must be available to assist learners in their time of need and offer solutions to their problems. A learner should know that they can always get help in their educational and personal support from their faculty. C. (Task requirement: Show understanding to all learners). The faculty should be able to provide for their learner’s unique needs in terms of gender, experience, and multiculturalism among other differences. Every learner is different from the other in one way or the other, and the all should feel at home being a part of the nursing faculty without discrimination or abandonment. D. (Task requirement: Facilitate tutor and learner interaction). The faculty should increase cooperation between educators and the learner. Learning can only take place if there is information. This is facilitated by teacher learner communication as the educator will know the level of understanding of the learner and also identify individual differences in the learners through cooperation. 2. Facilitate learner development and socialization Nurse educators have the responsibility to help students develop to become professional nurses and integrate the values and performance required in the role of nursing (Meyer & Van, 2008). The faculty can do this by; A. (Task requirement: Show students demonstrations). Providing students with demonstrations and examples on just how they are required to do things as professional nurses. The faculty should ensure that the learners have the necessary skills needed to use resources to learn and improve themselves as potential nurses. B. (Task requirement: Meet individual learner needs). The faculty should use the required resources to diverse learners to enable them meet their unique needs. These can be in terms of extra tutorials for learners who are using English as a second language or have different programs to cater for a wide range of students, for example; those who need evening classes. C. (Task requirement: Encourage group discussions). The faculty should encourage learning through discussions as they create an opportunity for the learner to improve their communication and interpersonal skills as they interact with one another. Discussions can also be in the form of private talks with the educators where the students are offered a chance to set

Migrant labor and unions Essay Example | Topics and Well Written Essays - 1000 words

Migrant labor and unions - Essay Example ding housing, transportation, bathing facilities, wages comparable to those of American laborers, and contracts written in Spanish; (US Government, p 1760) discrepancies between the guaranteed protections and actual treatment were, unfortunately, the norm. Many Mexican workers found themselves working in sub-standard conditions, and often faced hostility from the local population. Still, they were supposed to pay well by Mexican standards, and so many took the risk of winding up in lousy contracts. Important for our purposes is the way the Bracero program managed to establish the kind of circular migration pattern still a part of now mostly illegal Mexican migrant work: workers would come to the US for some time, return to Mexico during the off season, and then come back to the US to make more money with the next crop. It also established a history of broken promises to migrant workers on the part of farm labor employers, and minimal repercussion on those who would take advantage of migrant laborers. In the late 1960s, the Bracero program and all of its extensions and revised forms officially ended, but migration by Mexican workers north in search of agricultural did not. Today, many come for similar reasons as those who came generations ago. Not much has changed since the early half of the twentieth century concerning the motivations for workers to migrate: â€Å"Conditions in Mexico were much the same then as they are now—politically and economically unstable with a corrupt government and massive unemployment... Farmers and peasants tied to Mexico’s feudal economic system flocked by the thousands for a chance to travel to El Norte where work and a new life could be found†. (Bedolla) In the initial stages of the Bracero program, employers were responsible for transporting temporary workers to and from their home location in Mexico. When the program ended, many found that plenty of Mexican workers would make the trip themselves, often suffering