NAME Essays (648 words) - Fiction, Beekeeping, Animal Migration

NAME Educator COURSE DATE In the initial area of What the Crow Said, neighborhood greatness, Vera Lang, is impregnated by a multitude of bumble bees. Impregnated. Multitude of bumble bees. In any occasion Kroetsch starts the manner in which he hopes to continue. Vera's pregnancy is anyway the first of various odd events in the Municipality of Bigknife, organized on the edge of Saskatchewan and Alberta, where Canadian grasslands meet and combine with Kroetschian bewilderness. Bigknife features, notwithstanding different things, a talkative, indecency hurling crow; an ad libbed card diversion that props up 151 days; a rash of odd pregnancies; a local newspaperman who can irregularly recall the future; an unnaturally drawn out winter; and a war articulated by the men of Bigknife against the sky. Kroetsch presents a huge tossed of characters. They're broadly plot, anyway that isn't a deformitythat is basically the kind of novel it is. It is anything but an interminably dying down hallway of mirrors, with Marquez-like comprehension as its dissent. Or maybe it's an insane weaved work of art, two estimations overflowing with impregnation, enjoyment, and crap, and lots of other - activities other than. That is the way What the Crow Said, anyway simply short, overflows with characters and floods with scene. Kroetsch surges the peruser past everyone and happenings of Bigknife, documenting epic weirdness in overview sentences that are ideal centerpieces of comic weight. ( Bernhardt , pg.15) The characters are sensibly to the other side. There's the locale's pastor, Father Basil, who's under the curious impression that Bigknife's stuck in never-ending winter considering the way that the world needs satisfactory diffusive propel to keep up its roundness. By then there's Martin Lang, the no-account companion of Tiddy. He stops to death at a beginning time, anyway intermittently frequents the area as a ghost. Tiddy, meanwhile , raises six little girlsVera, Gertrude, Rose, Anna-Marie, Rita, and Cathywho are generally noticeable for the unconventional method of their pregnancies. There's also John Skandl, the close by ice-shaper, who trumps approaches in the excursion for the bereft Tiddy's chance in marriage by building a signal made of ice. Skandl's focal rival, and the closest thing to a legend in What the Crow Said, is Gus Leibhaber, the publication director and printer of the close by fabric, the Big Indian Signal. Leib's convinced that Gutenberg's development of the print machine has made memory obsolete. Most likely, that is the explanation he reviews the future, yet has only a fumbly understand the past. ( Oppenheim , pg.23) There's such an extraordinary add up to venerate about this novelthe happy essentialness of its ridiculousness and advancement; its relish for words, stories, and jokes; the container of its irregular savageries; and the manner in which it changes the untidiness of its shrewdness with the tallness of its insight. The end segment is a visit de compel. The depiction clicks into current state as the narrator watches the Lang develop, seeing the doings of character after character. Fortifications are broken when the male and female principals are finally combined. In Tiddy's bed, man and woman, over a huge time length, sex and passing, body and psyche, tongue and reality finally get together, anyway the novel's last sentence depicts harming, ground-breaking segment. Magician, specialist, and executive, Kroetsch brings his story's different segments together, getting minutes, memories, and subjects, and cross section them into a bolted, taking off group of life. Anything this directly to the point and clearthis overflowing with raving embellishment, boisterous delight, and bounteous crappingwill basically rebuff a couple scrutinizes . WORK CITED Bernhardt, Julie, et al. Prespecified portion reaction examination for A Very Early Rehabilitation Trial (AVERT). Neurology 86.23 (2016): 2138-2145. Oppenheim, Joanne. Not at the present time! Said the Cow . iPicturebooks , 2016.

The Function Of Subtitle

The Function Of Subtitle As per Mitterer H, McQueen JM, their book named Foreign Subtitle Help however Native Language Subtitle Harm Foreign Speech Perception. Understanding the remote discourse isn't simple in like manner, particularly in light of abnormal mapping among sounds and words. It is realized that crowds in their local language can utilize lexical information (about now words should sound) to figure out how to pronouns a surprising remote word in the film. Captions are ordinarily arranged in a film, to give lexical data, bolster perceptual finding out about remote discourse for those crowds. As per Cai Q, Brysbaert M, his book SUBTLEX-CH: Chinese Word and Character. Captions are additionally makes video progressively available for individuals with hearing handicaps or hard of hearing. It is difficult to listen when the new provincial highlight is in new unknown dialects. The uncommon remote vowels and consonants may bungle more with local sound classes, genuinely will neglect to coordinate any local classification. This circumstance emerges, for instance, when we watch a film in a non-local language, a Malaysian audience, familiar with English and Chinese, viewing a Thailand film. The person may have extensive trouble understanding the language utilized in the film. To embrace each one of those movies or film into target language culture, producers use naming, voice-over and captions to make the film increasingly worthy to those remote nations. Moreover, captions can interpret discourse, signs, letters and demonstrate sounds to help the hard of hearing and in need of a h earing aide to see more and follow the plot of the film. As indicated by reference book, it said that caption is utilized to decipher beforehand unheard words in a film for those crowds. The capacity to encode rules and to distinguish rule-damaging occasions outside the focal point of consideration is imperative for versatile conduct. Our mind chronicles uncover that infringement of conceptual sound-related principles are prepared in any event, when the sounds are missing. At the point when subjects played out an errand identified with the sounds however not to the standard, rule infringement weakened assignment identified with the sounds yet not to the standard, rule infringement impeded undertaking execution and enacted a system including supratemporal, parietal and frontal territories albeit none of the subjects gained unequivocal information on the standard or got mindful of rule infringement. The finding this happens in any event, when subjects don't present the sounds bolsters the speculation that theoretical principle encoding happens unexpectedly. The worldly and auxiliary attributes of the important cerebrum reaction (MMN) were for all intents and purposes indistinguishable in all conditions, that is, when subjects were disregarding the sounds, when they went to the sounds yet manages were task-unessentia l, and when they went to the sounds and rules were task-applicable.( Schrã ¶ger E, Bendixen A, Trujillo-Barreto NJ, Roeber U ,2007) As indicated by the Wikipedia, It reports that captions showed at the base of a film or TV screen that interpret or deciphers the discourse or story in the film. It is likewise giving extra data about its substance like monolog, mind-thinking and feeling. Those captions can be in various classes: story, constrained, content, titles just, reward, limited and broadened/extended. While conveying content, captions can show up in one of 3 kinds: Hard (otherwise called hard-captions or open captions), Prerendered (otherwise called shut captions are discrete video outlines that are overlaid on the first video stream while playing), Delicate (otherwise called delicate captions or shut captions). The constructive outcomes of captions As indicated by Mitterer H and McQueen JM, their book Foreign Subtitle Help however Native Language Subtitle Harm Foreign Speech Perception, what the gathering found the best bit of leeway of captions is the way that it protects the first sound track. On account of the captions, the on-screen characters talk with their unique voice, and the mood sounds are not upset by voice-over or embedded naming chronicles. At the point when the crowds read the captions, they will more comprehend about the activity, feeling and the articulation by the entertainers in the film. Accordingly, the crowds will turn out to be more intrigue and can be followed the part on the film. The captions in a film additionally center around the discourse demonstration of characters. Crowd can follow the film by perusing the captions at the base of the screen. It fill in as a guide not just for the hard of hearing and almost deaf, yet in addition for individuals who get familiar with the unknown dialects or who nee d visual guide aside structure sound contribution for study. It is to guarantee the contemplating unknown dialect process is viable. So the impacts are a higher priority than lexical components. Captions in the language of the film show which words are being verbally expressed, thus can support discourse finding out about outside discourse sounds and pronouns. The audience members can figure out how to decipher a vague phoneme based on disambiguating lexical settings. That is the reason the film consistently has arranged the outside captions for the crowds. As per Cai Q, Brysbaert M, the book was named SUBTLEX-CH: Chinese Word and Character. Captions given the earlier work on lexical retuning inside the local language, and the proposal that adjustment to remote complemented discourse is to some degree lexically determined, might be lexical retuning likewise in second-language tuning in. That is, audience members might have the option to retune discourse sound classes dependent on their insight about how outside words should sound or pronouns. Inside captions, those audience members can find out about new local accents in an unknown dialect in the film by perusing captions arranged. It is a system of lexically-guided perceptual learning. English captions should give gave in the greater part of the movies, since it is worldwide language. It can give the additional data about the words being expressed by a character. As per encyclopedia.com, captions are a valuable methods of imparting what is being said on the film to hard of hearing individuals. Captions are likewise utilized for some different reasons than this, and hard of hearing individuals frequently lean toward not to have them or to utilize another strategy on account of the disadvantage of captioning. Also, remote film are regularly captioned to permit the individuals who don't have the foggiest idea about the language to follow the activity. As a genuine model, a great deal of Thailand film are captioned with English for the crowds to ensure the film satisfactory by others in outside nations like Malaysia. As per the United Kingdom News and magazine, there kept in touch with some remark about the captions. Captions can give an extra wellspring of data about the words that being verbally expressed, and consequently the sounds being heard, thus should fortify lexically-guided learning. Our database is the first to incorporate data about the relevant assorted variety of the words and to give great recurrence assessments to multi-character words and the diverse syntactic jobs in which the words are utilized. The word frequencies are unreservedly accessible for look into purposes. Captions are a decent gauge of day by day language introduction and catch a significant part of the change in words handling productivity. As indicated by the Wikipedia, it declares that caption is a gift and it truly encourages the individuals to comprehend the plot of the film. It is likewise not an issue for individuals who watching film in an over-burden mood melodies and surrounding clamor condition. It is a valid justification why the guardians can take care their youngster when viewing a film. In the event that you don't comprehend a word that have been verbally expressed by the on-screen character, you may take a gander at the caption, it enables hearing impeded individuals to comprehend a film. Individuals will more comprehend what the characters are stating and show signs of improvement thought of what's going on. The negative impacts of captions Captions are restricted both in existence. A normal caption comprises of a couple of lines of content, most extreme 35 characters each. This impediment joined with the way that on caption is all things considered showed for four seconds gives us tough time to cover long articulations in dialogs.(Richard Curtis, 2003) As per United Kingdom News and magazine, another primary impediment is the captions are for the most part focusing on educated individuals with perusing aptitudes created to a high degree. It is required from crowd to peruse sufficiently snappy and don't just focus on the captions, yet in addition the picture above or simply behind the captions, and regularly requires from them to utilize the two aptitudes at the same time. Is that inconceivable focuses on both in an entire film? Obviously, for non-hard of hearing individuals they can at present hear the feeling in an entertainers voice regardless of whether it is in an alternate or unknown dialect yet it is difficult to follow such huge numbers of things. Different nations want to name program and film-where an entertainer communicating in the language of the nation where it is to be demonstrated is recorded over the first language. In any case, this is expensive and tedious and just worth the while of the team on the off chance tha t it is to be appeared to countless individuals. In any case, once more, comparable contentions win concerning subtleties being lost-particularly as the captions will in general be a definite interpretation as opposed to considering, and feelings being lost. Leo Freedman has a remark about the issue. I saw a brilliant caption botch two or multi month ago㠢â‚ ¬Ã¢ ¦there was a report on the report about another business approach that would profit a large number of jobless and devastated Indian residents à ¢Ã¢â€š ¬Ã¢ ¦the caption read If this arrangement works, it might be set to accomplish significantly more that my lounger man Ghandi! That kept me diverted for a considerable length of time! Or then again perhaps Muhatma had a lounger organization I am ignorant of? As indicated by the Wikipedia, it said that interpretation of captioning is some of the time totally different from the interpretation of composed content. For the most part, the editorial manager will watch the image and tune in to the sound sentence by sentence when a film or a film is captioned. The editorial manager might approach a composed transcript of the

Check Email Like a Minimalist

Check Email Like a Minimalist Most of us receive a multitude of emails each day. It’s easy to address them one by one, filtering and sorting and replying to them as they tumble into our inboxes. Most of the emails I receive are either positive or pointlessâ€"nice words from readers (positive) or junk mail I do my best to filter out (pointless). Thus, it’s only logical to want to check my email frequently, receiving textual praise while clearing the clutter. It’s a win-win, right? After all, who doesn’t want constant positive feedback? And who doesn’t want to feel productive? This sounds ideal, except for one problem: we have real lives. You see, living in our inboxesâ€"something I did for a long time, especially during my twelve years in the corporate worldâ€"forces us to be on edge, always seeking the next nugget of digital applause, always anticipating the next question, the next “follow-up,”  the next “action item.”  Worse, it keeps me away from living a fulfilling life, one that doesn’t revolve around the white glow of my computer screen. The problem with email is it’s never enough. Even when we whittle our incoming messages down to zero, we’re constantly waiting for the next fleeting bit of good information. I call these bits “food pellets from the universe.”  Similar to a lab rat, we have trained ourselves to click that “get mail”  button to receive these food pellets. Hit the lever, get the food. Hit the lever, get the food. Hit the lever, get the food. Sometimes the food is tastyâ€"a kind message from a friend, a thoughtful question, a hilarious link from Nicodemus. But most of the time these food pellets are filled with empty calories and they taste like cardboard. So instead of checking my email throughout each day, I check it once a day at most, and some days I don’t check it at all. A handful of changes in my life have made this shift possibleâ€"and far less stressful than you might think. Home. I don’t have Internet at home. This one change, albeit utterly frustrating at first, is likely the most productive thing I’ve ever done. Because I don’t have Internet at home, it is impossible for emails to penetrate the walls of my abode. Phone. I don’t get emails on my phone. Once I brought my cellphone back into my lifeâ€"after going two months without itâ€"I discovered that it was better and far less stressful to remove email from it altogether. Now I use my phone to text and (ahem) talk. Planning. When I check email, I do so deliberately: I set aside a block of time, clear my plate, and embrace the messages on my schedule, on my terms, when it’s convenient for me. If I do it right, it’s possible to enjoy myself, even when I’m checking my email. Expectations. It’s important to set the proper expectations with people. Let people know how you feel about email (they likely feel the same way). Ask them to respect your time and attention. My friends know I don’t like receiving superfluous emails, and if they must send me an email, then I likely won’t respond right away. My writing students know I don’t respond the same day, either. When I do respond, it’s thoughtful, succinct, and, above all, value-adding. The best question to ask yourself before clicking the send button is, Does this email add value? Read this essay and 150 others in our new book, Essential.

Canadian Inventor Organizations

Who governs and decides intellectual property law in Canada and where can you get intellectual property protection that provides coverage? The answer is CIPO — the Canadian Intellectual Property Office. Its also important to note that patent laws are national so you must obtain a patent in each country in which you want protection. (Fun fact: 95% of Canadian patents and 40% of U.S. patents were granted to foreign nationals.) Canadian Intellectual Property Office The Canadian Intellectual Property Office (CIPO), a Special Operating Agency (SOA) associated with Industry Canada, is responsible for the administration and processing of the greater part of intellectual property in Canada. CIPOs areas of activity include patents, trademarks, copyrights, industrial designs, and integrated circuit topographies. The Manual of Patent Office Practice (MOPOP) is maintained to ensure that it reflects the latest developments in the Canadian patent laws and practices. Patent and Trademark Databases If your idea has ever been patented before, you will not be eligible for a patent. While hiring a professional is recommended an inventor should do at least preliminary search themselves and if capable a complete search. One purpose of a trademark search is to determine if someone has already trademarked your intended mark. Search Engine for Canadian Patents This database lets you access over 75 years of patent descriptions and images. You can search, retrieve and study more than 1,400,000 patent documents.International Patent SearchesSearch Engine for Canadian Trademarks The search result(s) will contain the trademark, status, application number, and registration number (if it exists) of the document.International Trademark Searches Patent Classification Patent classification is a numbered filing system that helps manage the huge databases of patents. Patents are assigned a class number and name (not to be mistaken for issue number) based on what type of invention it is. Since 1978 Canada has used the International Patent Classification (IPC) which is maintained by the World Intellectual Property Organization (WIPO), one of 16 specialized agencies of the United Nations.

Gatsby and the American Dream Essay - 1636 Words

The American Dream is what we all aspire to achieve. The idea of starting off with nothing and to become something has caused millions of people from all corners of the world to immigrate to this country for over 300 years. However, what exactly is the American Dream? F Scott Fitzgerald answers this question within his novel The Great Gatsby. Through the eyes of Nick Carraway, Fitzgerald analyses the high class of the 1920s and reveals that the American Dream has been distorted from a pure ideal of security into a convoluted scheme of materialistic power. Fitzgerald incorporates the aspects of both the Ã’old dreamÓ amp; the Ã’new dreamÓ in his tragic story to depicts how the inflexible dream has been corrupted and lost forever.†¦show more content†¦When the reader is first introduced in the novel, we see him Ã’standing with his hands in his pocketsÓ and supposedly Ã’out to determine what share is his of our local heavensÓ. Nick watches GatsbyÕ s movements and comments: Ã’He stretches out his arms toward the dark in a curious way, and as far as I can swear he is trembling. Involuntarily I glance seaward-and distinguish nothing except a single green light, minute and far away, that might be the end of the dockÓ GatsbyÕs dream give him a purpose in life and sets him apart from the rest of the wealthy class on Long Island. He never gives up his pursuit to win over Daisy; from the moment he is seen reaching towards her house in East Egg to the final days of his life, patiently waiting outside DaisyÕs house for hours when she has already decided to abandon her affair with him. Gatsby is the only character that retains the purest traits of the old dream, but loses in the end by attempting to achieve his dream by transposing his original ambition into the dreamÕs modern state. After Jay Gatsby return from World War I, he realizes to live a life of high class you must make money the top priority; wealth in-turn becomes GatsbyÕs superficial goal overshadowing his quest for love. He creates a necessity to become fantastically wealthy, which will enable him to be with Daisy. Money is clearly identified as theShow MoreRelatedGatsby And The American Dream1180 Words   |  5 PagesThe American Dream and Gatsby’s Dream in the gigantic city of New York during the roaring 20’s have many similarities. Gatsby becomes lost in his journey to his dream through life when getting re-acquainted with a young â€Å"golden† girl by the name of Daisy. He falls in love with her at such a young age it seems that this is the only girl for him. His only dream is to get Daisy. It’s sad to say due to Gatsbys tunnel vision and isolation, he struggles to create or maintain close relationships in theRead MoreGatsby And The American Dream2062 Words   |  9 PagesThe Great Gatsby and the American Dream Having money, a big house, and a happy family is the epitome of what the American Dream is really about. In the book The Great Gatsby, the upper class people like Tom Buchanan and Jay Gatsby, live their younger years abusing their wealth without thinking about the affect they have on themselves, as well as others and what the American Dream is truly about. The meaning of the American Dream can be looked at from different perspectives. So manyRead MoreThe Great Gatsby and the American Dream1401 Words   |  6 PagesThe Real American Dream Since its institution, the United States has been revered as the ultimate land of ceaseless opportunity. People all around the world immigrated to America to seek quick wealth, which was predominately seen in the new Modern era. Beginning in the late 1800s to the early 1900s, the period introduced progressive ideas into society and the arts. Accompanying these ideas was a loss of faith in the American Dream and the promise America once guaranteed, especially after WorldRead MoreThe Great Gatsby and the American Dream1442 Words   |  6 PagesPursuit of Happiness. This sentiment can be considered the foundation of the American Dream, the dream that everyone has the ability to become what he or she desires to be. While many people work to attain their American dream, others believe that the dream is seemingly impossible to reach, like F. Scott Fitzgerald. Fitzgeralds The Great Gatsby examines the Jazz-Age generations search for the elusive American Dream of wealth and happiness and scrutinizes the consequences of that generationsRead MoreGatsby American Dream Essay1698 Words   |  7 PagesThe American dream is defined as â€Å"an equal opportunity to achieve success and prosperity through hard work, determination, and initiative† (Google). There were many conflicts that interfered with trying to reach each individual s dream. Each character had their own meaning of their dream, Jay Gatsby especially. He had a big impact in his life, Daisy, which led to failure in his own American dream. In The Great Gatsby by F. Scott Fitzgerald, Jay Gatsby almost lived out his American dream, by findingRead MoreThe American Dream : The Great Gatsby Essay1568 Words   |  7 PagesThe American Dream: The Great Gatsby The Great Gatsby is a tragic love story on the surface, but its most commonly understood as a suspicious critic of the American Dream. In the novel Jay Gatsby overcomes his poor past to gain an incredible amount of money and a limited amount of social cache of in the 1920s NYC, only to be rejected by the â€Å"old money† crowd. The focus of my paper would be the pathway towards the American Dream and how it affects the person and others around. The American dreamRead MoreThe American Dream ( The Great Gatsby )1173 Words   |  5 PagesSLIDE. *POINTS TO PICTURE LIVING IN THE AMERICAN DREAM (THE GREAT GATSBY). Did anyone notice anything that caused a change in society between these two pictures? *POINTS TO SOMEONE WITH ONE OF THE ANSWERS TO THE QUIZ/QUESTION. READS OUT THE RAPID ECONOMIC BOOMING AND GREED. *NEXT SLIDE. That’s correct! During the 1920s of the Jazz Age in concurrence with the â€Å"Roaring Twenties†, America had experienced a rapid economic booming after World War I. The American society experienced an economic and politicalRead MoreThe Great Gatsby American Dream1414 Words   |  6 Pagesfilm is based on the novel by F. Scott Fitzgerald. It follows Jay Gatsby, a man who molds his life around one desire: to be reunited with Daisy Buchanan, the love he lost five years earlier. Gatsby s quest leads him from poverty to wealth, into the arms of his beloved, and eventually to death. Nick Caraway is the narrator, or storyteller, of The Great Gatsby, as well as Daisy s cousin who happens to live next door to Great Gatsby. Daisy represents the paragon of perfection. She has the aura of charmRead MoreAmerican Dream In The Great Gatsby1366 Words   |  6 PagesThe American Dream has various implications for diverse individuals. For some people, the concept implies that one can accomplish his or her objectives and goals through living this dream. To others, it provides a beacon of hope, as an open door that individuals desperately desire to enter in pursuit of opportunities. The Americans after World War I, boosted by the emotions of the war, had an uncontrollable vigor about accomplishing and displaying an extravagant way of life and achieving a high socialRead MoreGatsby American Dream Essay1363 Words   |  6 Pages The American Dream The great Gatsby is a classic novel in which money is centered around everything. All Jay Gatsby wants to do is live the American dream. Some say Gatsby did live the American dream. Though Gatsby made lots of money and threw tons of parties their was one thing he was missing. The thing Gatsby was missing was a peaceful state of mind and a lover. In this book written by Scott Fitzgerald called The Great Gatsby Jay Gatsby finds out the American Dream isn t attainable

Lawless Free Essays

string(166) " suggestive or sexually explicit photographs, or who engage in the behavior commonly known as â€Å"sexting,† in which these pictures are transmitted via cell phones\." SYNOPSIS Creates diversionary program for juveniles who are criminally charged for â€Å"sexting† or posting sexual images. CURRENT VERSION OF TEXT As introduced. An Act creating a diversionary program for certain juveniles, and amending P. We will write a custom essay sample on Lawless or any similar topic only for you Order Now L. 1982, c. 81 and supplementing Title 2A of the New Jersey Statutes. Be It Enacted by the Senate and General Assembly of the State of New Jersey: 1. Section 2 of P. L. 1982, c. 81 (C. 2A:4A-71) is amended to read as follows: 2. Review and processing of complaints. a. The jurisdiction of the court in any complaint filed pursuant to section 11 of P. L. 1982, c. 77 (C. A:4A-30) shall extend to the juvenile who is the subject of the complaint and his parents or guardian. b. Every complaint shall be reviewed by court intake services for recommendation as to whether the complaint should be dismissed, diverted, or referred for court action. Where the complaint alleges a crime which, if committed by an adult, would be a crime of the first, second, third or fourth degree, or alleges a repetitive disorderly persons offense or any disorderly persons offense defined in chapter 35 or chapter 36 of Title 2C, the complaint shall be referred for court action, unless the prosecutor otherwise consen ts to diversion. Court intake services shall consider the following factors in determining whether to recommend diversion: (1) The seriousness of the alleged offense or conduct and the circumstances in which it occurred; (2) The age and maturity of the juvenile; (3) The risk that the juvenile presents as a substantial danger to others; (4) The family circumstances, including any history of drugs, alcohol abuse or child abuse on the part of the juvenile, his parents or guardian; (5) The nature and number of contacts with court intake services and the court that the juvenile or his family have had; 6) The outcome of those contacts, including the services to which the juvenile or family have been referred and the results of those referrals; (7) The availability of appropriate services outside referral to the court; (8) Any recommendations expressed by the victim or complainant, or arresting officer, as to how the case should be resolved; [and] (9) Any recommendation expressed by the county prosecutor; a nd (10) The offense alleged is an eligible offense pursuant to section 3 of P. L. , c. (C. (pending before the Legislature as this bill) and the juvenile is eligible to participate in the educational reform program set forth section 3 of P. L. ,c. (C. )(pending before the Legislature as this bill). (cf: P. L. 1988, c. 44, s. 17) 2. (New section) Where a complaint against a juvenile pursuant to section 11 of P. L. 1982, c. 77 (C. 2A:4A-30) alleges that the juvenile has committed an eligible offense satisfying the criteria set forth in subsection c. of section 3 of P. L. , c. (C. ) (pending before he Legislature as this bill) and the court has approved diversion of the complaint pursuant to section 4 of P. L. 1982, c. 81 (C. 2A:4A-73) the resolution of the complaint shall include participation in an educational program set forth in 3 of P. L. , c. (C. ) (pending before the Legislature as this bill). 3. (New section). a. As used in P. L. , c. (C. )(pending before the Legislature as thi s bill), â€Å"eligible offense† means an offense in which: (1) the facts of the case involve the creation, exhibition or distribution of a photograph depicting nudity as defined in N. J. S. 2C:24-4 through the use of an electronic communication device, an interactive wireless communications device or a computer; and (2) the creator and subject of the photograph are juveniles or were juveniles at the time of its making. b. The Attorney General, in consultation with the Administrative Director of the Administrative Office of the Courts, shall develop an educational program for juveniles who have committed an eligible offense as defined under the provisions of subsection a. of this section. A juvenile who successfully completes the program shall have the opportunity to avoid prosecution for the eligible offense. c. Admission to the program shall be limited to cases where: (1) the juvenile has not previously been adjudicated delinquent for or convicted of a crime or offense which, if committed by an adult, would constitute aggravated sexual assault; sexual assault; aggravated assault; aggravated criminal sexual contact; endangering the welfare of a child pursuant to N. J. S. 2C:24-4; luring or enticing a child pursuant to section 1 of P. L. 1993, c. 291 (C. C:13-6); luring or enticing an adult pursuant to section 1 of P. L. 2005, c. 1 (C. 2C:13-7) or an attempt to commit any of the enumerated offenses; (2) the juvenile was not aware that his actions could constitute and did not have the intent to commit a criminal offense; (3) there is a likelihood that the juvenile’s offense is related to a condition or situation that would be conducive to change through his part icipation in the educational program; and (4) the benefits to society in admitting the juvenile into this educational program outweigh the harm done to society by abandoning criminal prosecution. . The educational program shall provide information concerning: (1) the legal consequences of and penalties for sharing sexually suggestive or explicit materials, including applicable federal and State statutes; (2) the non-legal consequences of sharing sexually suggestive or explicit materials including, but not limited to, the effect on relationships, loss of educational and employment opportunities, and being barred or removed from school programs and extracurricular activities; 3) how the unique characteristics of cyberspace and the Internet, including searchibility, replicability, and an infinite audience, can produce long-term and unforeseen consequences for sharing sexually suggestive or explicit materials; and (4) the possible connection between bullying and cyber-bullying and juven iles sharing sexually suggestive or explicit materials. e. The Attorney General may promulgate guidelines to effectuate the provisions of this act. 4. This act shall take effect on the first day of the seventh month after enactment. STATEMENT This bill establishes an educational program as an alternative to prosecution for certain juveniles who are charged with a criminal offense for posting sexually suggestive or sexually explicit photographs, or who engage in the behavior commonly known as â€Å"sexting,† in which these pictures are transmitted via cell phones. You read "Lawless" in category "Papers" The bill provides that where a complaint against a juvenile alleges that the juvenile has committed an â€Å"eligible offense† and the court approves diversion of the complaint, the resolution of the complaint would include participation in the educational program created by the bill. The bill defines an â€Å"eligible offense† as an offense in which: (1) the facts of the case involve the creation, exhibition or distribution of a photograph depicting nudity as defined in N. J. S. A. 2C:24-4 through the use of an electronic communication device, an interactive wireless communications device or a computer; and (2) the creator and subject of the photograph are juveniles or were juveniles at the time of its making. Under the bill, the Attorney General, in consultation with the Administrative Office of the Courts, would develop an educational program for these juveniles. A juvenile who successfully completes the program would have the opportunity to avoid prosecution for the offense. Admission to the program would be limited to cases where: (1) the juvenile has not previously been adjudicated delinquent for or convicted of a crime or offense which, if committed by an adult, would constitute aggravated sexual assault; sexual assault; aggravated assault; aggravated criminal sexual contact; endangering the welfare of a child; luring or enticing a child; luring or enticing an adult or an attempt to commit any of the enumerated offenses; 2) the juvenile was not aware that his actions could constitute, and did not have the intent to commit, a criminal offense; (3) there is a likelihood that the juvenile’s offense is related to a condition or situation that would be conducive to change through his participation in the educational program; and (4) the benefits to society in admitting the juvenile into this educational program outweigh the harm done to society by abandoning criminal prosecution. The educational program would provide information concerning: (1) the legal consequences of and penalties for sharing sexually suggestive or explicit materials, including applicable federal and State statutes; (2) the non-legal consequences of sharing sexually suggestive or explicit materials including, but not limited to, the effect on relationships, loss of educational and employment opportunities, and being barred or removed from school programs and extracurricular activities; 3) how the unique characteristics of cyberspace and the Internet, including searchibility, replicability, and an infinite audience, can produce long-term and unforeseen consequences for sharing sexually suggestive or explicit materials; and (4) the possible connection between bullying and cyber-bullying and juveniles sharing sexually suggestive or explicit materials. In addition, the bill amends N. J. S. A. 2A:4A-71 to specifically provide for the diversion of juveniles into the newly created educational pro gram created under the bill as one of the enumerated recommendations which can be made by the court. SYNOPSIS Creates diversionary program for juveniles who are criminally charged for â€Å"sexting† or posting sexual images. CURRENT VERSION OF TEXT As introduced. An Act creating a diversionary program for certain juveniles, and amending P. L. 1982, c. 81 and supplementing Title 2A of the New Jersey Statutes. Be It Enacted by the Senate and General Assembly of the State of New Jersey: 1. Section 2 of P. L. 1982, c. 81 (C. 2A:4A-71) is amended to read as follows: 2. Review and processing of complaints. a. The jurisdiction of the court in any complaint filed pursuant to section 11 of P. L. 1982, c. 77 (C. A:4A-30) shall extend to the juvenile who is the subject of the complaint and his parents or guardian. b. Every complaint shall be reviewed by court intake services for recommendation as to whether the complaint should be dismissed, diverted, or referred for court action. Where the complaint alleges a crime which, if committed by an adult, would be a crime of the first, second, third or fourth degree, or alleges a repetitive disorderly persons offense or any disorderly persons offense defined in chapter 35 or chapter 36 of Title 2C, the complaint shall be referred for court action, unless the prosecutor otherwise consents to diversion. Court intake services shall consider the following factors in determining whether to recommend diversion: (1) The seriousness of the alleged offense or conduct and the circumstances in which it occurred; (2) The age and maturity of the juvenile; (3) The risk that the juvenile presents as a substantial danger to others; (4) The family circumstances, including any history of drugs, alcohol abuse or child abuse on the part of the juvenile, his parents or guardian; (5) The nature and number of contacts with court intake services and the court that the juvenile or his family have had; 6) The outcome of those contacts, including the services to which the juvenile or family have been referred and the results of those referrals; (7) The availability of appropriate services outside referral to the court; (8) Any recommendations expressed by the victim or complainant, or arresting officer, as to how the case should be resolved; [and] (9) Any recommendation expressed by the county prosecutor; a nd (10) The offense alleged is an eligible offense pursuant to section 3 of P. L. , c. (C. (pending before the Legislature as this bill) and the juvenile is eligible to participate in the educational reform program set forth section 3 of P. L. ,c. (C. )(pending before the Legislature as this bill). (cf: P. L. 1988, c. 44, s. 17) 2. (New section) Where a complaint against a juvenile pursuant to section 11 of P. L. 1982, c. 77 (C. 2A:4A-30) alleges that the juvenile has committed an eligible offense satisfying the criteria set forth in subsection c. of section 3 of P. L. , c. (C. ) (pending before the Legislature as this bill) and the court has approved diversion of the complaint pursuant to section 4 of P. L. 1982, c. 81 (C. 2A:4A-73) the resolution of the complaint shall include participation in an educational program set forth in 3 of P. L. , c. (C. ) (pending before the Legislature as this bill). 3. (New section). a. As used in P. L. , c. (C. )(pending before the Legislature as this bill), â€Å"eligible offense† means an offense in which: (1) the facts of the case involve the creation, exhibition or distribution of a photograph depicting nudity as defined in N. J. S. 2C:24-4 through the use of an electronic communication device, an interactive wireless communications device or a computer; and 2) the creator and subject of the photograph are juveniles or were juveniles at the time of its making. b. The Attorney General, in consultation with the Administrative Director of the Administrative Office of the Courts, shall develop an educational program for juveniles who have committed an eligible offense as defined under the provisions of subsection a. of this section. A juvenile who successfully completes the program shall have the opportunity to avoid prosecution for the eligible offense. c. Admission to the program shall be limited to cases where: (1) the juvenile has not previously been adjudicated delinquent for or convicted of a crime or offense which, if committed by an adult, would constitute aggravated sexual assault; sexual assault; aggravated assault; aggravated criminal sexual contact; endangering the welfare of a child pursuant to N. J. S. 2C:24-4; luring or enticing a child pursuant to section 1 of P. L. 1993, c. 291 (C. 2C:13-6); luring or enticing an adult pursuant to section 1 of P. L. 2005, c. 1 (C. C:13-7) or an attempt to commit any of the enumerated offenses; (2) the juvenile was not aware that his actions could constitute and did not have the intent to commit a criminal offense; (3) there is a likelihood that the juvenile’s offense is related to a condition or situation that would be conducive to change through his participation in the educational program; and (4) the benefits to society in admitting the juvenile into this educational program o utweigh the harm done to society by abandoning criminal prosecution. . The educational program shall provide information concerning: (1) the legal consequences of and penalties for sharing sexually suggestive or explicit materials, including applicable federal and State statutes; (2) the non-legal consequences of sharing sexually suggestive or explicit materials including, but not limited to, the effect on relationships, loss of educational and employment opportunities, and being barred or removed from school programs and extracurricular activities; 3) how the unique characteristics of cyberspace and the Internet, including searchibility, replicability, and an infinite audience, can produce long-term and unforeseen consequences for sharing sexually suggestive or explicit materials; and (4) the possible connection between bullying and cyber-bullying and juveniles sharing sexually suggestive or explicit materials. e. The Attorney General may promulgate guidelines to effectuate the pro visions of this act. 4. This act shall take effect on the first day of the seventh month after enactment. STATEMENT This bill establishes an educational program as an alternative to prosecution for certain juveniles who are charged with a criminal offense for posting sexually suggestive or sexually explicit photographs, or who engage in the behavior commonly known as â€Å"sexting,† in which these pictures are transmitted via cell phones. The bill provides that where a complaint against a juvenile alleges that the juvenile has committed an â€Å"eligible offense† and the court approves diversion of the complaint, the resolution of the complaint would include participation in the educational program created by the bill. The bill defines an â€Å"eligible offense† as an offense in which: (1) the facts of the case involve the creation, exhibition or distribution of a photograph depicting nudity as defined in N. J. S. A. 2C:24-4 through the use of an electronic communication device, an interactive wireless communications device or a computer; and (2) the creator and subject of the photograph are juveniles or were juveniles at the time of its making. Under the bill, the Attorney General, in consultation with the Administrative Office of the Courts, would develop an educational program for these juveniles. A juvenile who successfully completes the program would have the opportunity to avoid prosecution for the offense. Admission to the program would be limited to cases where: (1) the juvenile has not previously been adjudicated delinquent for or convicted of a crime or offense which, if committed by an adult, would constitute aggravated sexual assault; sexual assault; aggravated assault; aggravated criminal sexual contact; endangering the welfare of a child; luring or enticing a child; luring or enticing an adult or an attempt to commit any of the enumerated offenses; 2) the juvenile was not aware that his actions could constitute, and did not have the intent to commit, a criminal offense; (3) there is a likelihood that the juvenile’s offense is related to a condition or situation that would be conducive to change through his participation in the educational program; and (4) the benefits to society in admitting the juvenile into this educational program outweigh the harm done to society by abandoning criminal prosecution. The educational program would provide information concerning: (1) the legal consequences of and penalties for sharing sexually suggestive or explicit materials, including applicable federal and State statutes; (2) the non-legal consequences of sharing sexually suggestive or explicit materials including, but not limited to, the effect on relationships, loss of educational and employment opportunities, and being barred or removed from school programs and extracurricular activities; 3) how the unique characteristics of cyberspace and the Internet, including searchibility, replicability, and an infinite audience, can produce long-term and unforeseen consequences for sharing sexually suggestive or explicit materials; and (4) the possible connection between bullying and cyber-bullying and juveniles sharing sexually suggestive or explicit materials. In addition, the bill amends N. J. S. A. 2A:4A-71 to specifically provide for the diversion of juveniles into the newly created educational pro gram created under the bill as one of the enumerated recommendations which can be made by the court. How to cite Lawless, Papers

To what extent is the novel The Sound of Waves a good depiction of the genre Bildungsroman Essay Example For Students

To what extent is the novel The Sound of Waves a good depiction of the genre Bildungsroman? Essay The Sound of Waves by Yukio Mishima is a post-World War II novel centering on the ill-fated lovers, Shinji and Hatsue. At first glance, the novel appears to be a classical love story of a couple kept apart due to social and environmental obstacles, but a deeper analysis reveals that The Sound of Waves may be better described as a coming-of-age novel, or rather Bildungsroman, compared to a simple love story. The overlaying plot of the story focuses mostly on the star-crossed lovers and how they overcome the obstacles that stood in their way, but Mishima did not want to keep this novel simple. In addition to the focus on the couple and very pure ideas of love, he puts an even greater and rather subtle emphasis on the development and change in character of the protagonist, Shinji. This is a rather subtle emphasis and until the very last sentence of the novel, it is truly difficult to spot Mishima’s true message. The underlying and main point of the entire novel is the growth of S hinji from a shy boy to a confident man. Mishima emphasizes this growth, development and change that The Sound of Waves is a better depiction of the genre Bildungsroman than a romance novel. We will write a custom essay on To what extent is the novel The Sound of Waves a good depiction of the genre Bildungsroman? specifically for you for only $16.38 $13.9/page Order now Bildungsroman is basically a coming-of-age novel â€Å"dealing with the education and development of its protagonists† (Webster’s College Dictionary Def 1). â€Å"Bildung† is originated from German and relates to words such as â€Å"portrait†, â€Å"picture†, â€Å"shaping†, and â€Å"formation† while â€Å"roman† simply means â€Å"novel†. While Bildungsroman is described as a development of the main character, it is divided into subgenres to further specify books. The three subgenres are Entwicklungsroman: a novel of general growth rather than self-cultivation, Erziehungsroman: a novel focussing on training and schooling, and Kà ¼nstlerroman: a novel concerned with the development of an artist and shows a growth of self. The Sound of Waves is a bit of both Entwicklungsroman and Kà ¼nstlerroman; however this novel will be assessed based on the general trend of the genre Bildungsroman. There are several trends of a Bild ungsroman novel. One trend is the growth of a child creating an adult. The growth and development is set within the context of a defined social order, in this case the Japanese culture and values. The growth process is usually spurred by a quest to finding meaning and purpose to life. This is not the exact case. However, there is an observable growth and change in Shinji from a very soft-spoken boy to a confident and courageous man. His growth is not a physical development as since the start of the novel, Shinji has been described as â€Å"tall and well-built beyond his years, and only his face revealed his youthfulness† (Mishima 6). The growth of Shinji is more of a psychological development. Though at only eighteen of age, Shinji was already work-worn and had the weight of a mother and younger brother on him, there was still a boyish characteristic towards him. He was humble and kind and respectable, he lacked confidence and certainty about himself. Shinji had a very soft-spoken and shy pers onality and was very passive to life. He never made the first move and was very hesitant to ask about Hatsue when she first arrived. This flaw of Shinji prevented him from entering adulthood and it was only when the schemas of the village interfered with his relationship with Hatsue. When the entire village became the obstacle, Shinji began to rise above all else. With his reputable profile as being humble and hard-working, Shinji only needed a final push to becoming a man. This push came with the opportunity offered by Hatsue’s father, Terukichi Miyata, to become a â€Å"rice-rinser†, apprentice seamen, to Terukichi’s boat Utajima-maru. During this journey, Shinji showed his courage and strength. His brave actions were rewarded with Terukichi’s acceptance and adoption into the family as Hatsue’s husband. His newly developed confidence and certainty in himself can be observed as â€Å"e knew it had been his own strength that had tided him through that perilous night† (Mishima 182 ). This statement was not made in arrogance or vanity as it was an internal though but one of pride and confidence. The Shinji at the beginning of the novel and the Shinji at the very end are two very different persons. By the end of the novel, Shinji had an entirely different mind-set and personality compared to his beliefs and character at the beginning of the novel. Mishima’s portrayal of Shinji’s growth is evident and fits with Bildungsroman’s most important idea, the development and growth of the character. .u6ff1ce3dae4b7f502b1f4023a72059e3 , .u6ff1ce3dae4b7f502b1f4023a72059e3 .postImageUrl , .u6ff1ce3dae4b7f502b1f4023a72059e3 .centered-text-area { min-height: 80px; position: relative; } .u6ff1ce3dae4b7f502b1f4023a72059e3 , .u6ff1ce3dae4b7f502b1f4023a72059e3:hover , .u6ff1ce3dae4b7f502b1f4023a72059e3:visited , .u6ff1ce3dae4b7f502b1f4023a72059e3:active { border:0!important; } .u6ff1ce3dae4b7f502b1f4023a72059e3 .clearfix:after { content: ""; display: table; clear: both; } .u6ff1ce3dae4b7f502b1f4023a72059e3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6ff1ce3dae4b7f502b1f4023a72059e3:active , .u6ff1ce3dae4b7f502b1f4023a72059e3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6ff1ce3dae4b7f502b1f4023a72059e3 .centered-text-area { width: 100%; position: relative ; } .u6ff1ce3dae4b7f502b1f4023a72059e3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6ff1ce3dae4b7f502b1f4023a72059e3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6ff1ce3dae4b7f502b1f4023a72059e3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6ff1ce3dae4b7f502b1f4023a72059e3:hover .ctaButton { background-color: #34495E!important; } .u6ff1ce3dae4b7f502b1f4023a72059e3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6ff1ce3dae4b7f502b1f4023a72059e3 .u6ff1ce3dae4b7f502b1f4023a72059e3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6ff1ce3dae4b7f502b1f4023a72059e3:after { content: ""; display: block; clear: both; } READ: One of the similarities between the two stories "The Rocking Horse Winner" by D. H. Lawrence and "Araby" by James Joyce EssayThe growth and development is an arduous and gradual maturity of the protagonist often met with many clashes between the protagonist’s needs and desires and the rules of an unbending social order. This was very much the case in Shinji’s situation. The only reason Shinji and Hatsue were destined to be star-crossed lovers was because their social statuses are not favourable. Shinji is poor with an elderly mother and younger brother to take care of while Hatsue is the daughter of the wealthy Terukichi. The match is less than favourable. In addition to the unfavourable match, the way Shinji and Hatsue sneaked around behind the village’s back also played a factor in the obstacles created by society. Scandals are viciously frowned upon in the Japanese culture, especially a small village in seclusion. Though their desire and needs are very pure, the way it was portrayed to the public made it a problem. There is an evident clash between Shinji and the villagers on Uta-Jima. The third trait of Bildungsroman was that eventually the values and standards of the society will manifest in the main character, who will then find a place in society and ending the novel with an assessment by the protagonist of himself and his new place in the society. Eventually the scandals and gossips of Shinji and Hatsue fade away and with Terukichi’s acceptance and adoption of Shinji as Hatsue’s husband, Shinji finally finds his new place in the village. The change is quite drastic from a boy wearing â€Å"a pair of trousers inherited from his dead father and a cheap jumper† to a man â€Å"wearing laundered trousers and a clean white sport shirt† (Mishima 6) (Mishima 176). Shinji is adjusting to his new position in the village and the novel end with an assessment by Shinji on his acknowledgement that â€Å"it had been his own strength that had tided him through that perilous night† and not the protection of Hatsue’s photo and love. Shi nji has definitely shifted his beliefs which in turn helped him adjust to his new position in the society. However, this novel did not fulfill the genre’s idea of the hero suffering some form of loss or discontent to stray away from the home and social norms of the culture. However this was not exactly the case in Shinji’s case. His journey was not spurred by a loss or discontent. Though the many obstacles posed by the villagers may have disheartened Shinji, he is by no means unhappy with his culture and beliefs. What prompted him on his journey did not come out of nowhere, but was rather very expected. In Uta-Jima, â€Å"hen boys of the village reached the age of seventeen or eighteen they began their maritime training in the capacity of â€Å"rice-rinsers†Ã¢â‚¬  (Mishima, 148). Evidently, Shinji would eventually become a â€Å"rice-rinser† and would have joined another ship had he not been offered a position by Terukichi. The journey was not one of loss but one of hope as there were possible hints that Terukichi was going to accept him. In this case what sp urred the quest and journey was not the typical loss or discontent. Even though, The Sound of Waves is not a perfect depiction of the genre Bildungsroman, it is a very good representative of the genre. Perhaps not every single trait of Bildungsroman is echoed in the novel, but it is important to note that Bildungsroman is based on the basic principles of education and development and the journey from childhood to adulthood. These generalizations help to identify the genre but it is the differences that make the novel its own story. Everyone has a different story while going through the similar stages of development to reach maturity and their own niche and purpose within the society.

Vegetartianism essays

Vegetartianism essays Vegetarianism as defined by The World Book Dictionary as "the practice or principle of eating only vegetable foods and refraining from eating meat, fish, or other animal products". This definition, though accurate, seems somewhat limited, as being a vegetarian is so much more: it is a lifestyle choice, a way of thinking, and a way of behaving. Over 12 million Americans and countless others, from all over the world, have turned to the vegetarian diet. People who have become vegetarians have made a conscious choice to be this and, having studied this practice, no one should entertain becoming a vegetarian lightly. Even though there are many benefits to becoming a vegetarian, the decision could also be harmful. There are many reasons for people to choose a vegetarian lifestyle. Some people adopt it as a fad, while others profess to do it because of an aversion to eating animals. There are religious reasons for not eating meat and still others follow vegetarianism as a way to lose weight, using it as a diet. In each case it can be a healthy or a harmful way to eat. The benefits or harm of vegetarianism is associated with two factors: education about nutritional needs coupled with food choices. Even groups like athletes can thrive on a vegetarian diet if they are well educated to the bodies' dietary needs and are well aware of the limit-less choices available on a vegetarian diet. What follows in this essay, is first: a brief, yet insightful look at the vegetarian diet (the nutritional aspect) and then: an analysis of how this diet may, in fact, be a good choice for an athlete. The first thing people need to realize is that there is more than just one type of vegetarian diet. In fact, there are three basic vegetarian diets to choose from. The first is the lacto-ovo diet. This diet includes the use of eggs and dairy products. The second one is the lacto diet, which also includes the use of dairy products but, unlike the ...

Simple Conjugations of Guérir (to Cure) in French

Simple Conjugations of Guà ©rir (to Cure) in French The action of healing is described in French by using the verb  guà ©rir. Literally meaning to cure, to heal, or to recover, it is a useful addition to your French vocabulary. Now, you just need to understand how to conjugate it. A quick lesson will demonstrate the simplest forms. Conjugating the French Verb  Guà ©rir Guà ©rir  is a  regular -IR verb, meaning it follows a relatively common conjugation pattern. When you learn the endings for this verb, they can be applied to many others, including  grandir  (to grow) and  grossir  (to grow fat). As with any French verb conjugation, begin by identifying the verb stem. For  guà ©rir, this is  guà ©r-. To this, a variety of infinitive endings is added to match the subject pronoun with the present, future, or imperfect past tense. For example, I am healing is je guà ©ris and we will cure is nous guà ©rirons. Subject Present Future Imperfect je guà ©ris guà ©rirai guà ©rissais tu guà ©ris guà ©riras guà ©rissais il guà ©rit guà ©rira guà ©rissait nous guà ©rissons guà ©rirons guà ©rissions vous guà ©rissez guà ©rirez guà ©rissiez ils guà ©rissent guà ©riront guà ©rissaient The Present Participle of  Guà ©rir Add -ant  to the verb stem of  guà ©rir  to create the  present participle  guà ©rissant. It is a verb, though, in certain contexts, it can also be used as an adjective, gerund, or noun. The Past Participle and Passà © Composà © The  past participle  of  guà ©rir  is  guà ©ri. This is used along with a conjugate of the auxiliary verb  avoir  to create a common past tense in French known as the  passà © composà ©. Its rather easy to construct: I recovered becomes jai guà ©ri and we have cured is nous avons guà ©ri. More Simple  Guà ©rir  Conjugations to Learn When the action of healing, curing, or recovering is somehow questionable or uncertain, you can use the subjunctive verb mood. In a similar fashion, if the action is dependent on something else also occurring, then the conditional verb form may be used. Those two are great for casual conversation, though the passà © simple and the imperfect subjunctive are literary forms. While you may not use these yourself, its a sound idea to be able to associate them with  guà ©rir. Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive je guà ©risse guà ©rirais guà ©ris guà ©risse tu guà ©risses guà ©rirais guà ©ris guà ©risses il guà ©risse guà ©rirait guà ©rit guà ©rà ®t nous guà ©rissions guà ©ririons guà ©rà ®mes guà ©rissions vous guà ©rissiez guà ©ririez guà ©rà ®tes guà ©rissiez ils guà ©rissent guà ©riraient guà ©rirent guà ©rissent To express  guà ©rir  in short requests and demands, the imperative verb mood is used. For this, theres no need to include the subject pronoun, so tu guà ©ris can be simplified to guà ©ris. Imperative (tu) guà ©ris (nous) guà ©rissons (vous) guà ©rissez

Research paper about the life of a swordfish in the Medditerrean

About the life of a swordfish in the Medditerrean - Research Paper Example It uses its jumping skill to stun targeted preys such as the barracuda, the flying fish, small  tuna and the squid. It usually hunts its food at night. It also uses its sword-like snout to injure or kill preys and, if needed, to defend itself. While the greatest known predator of the swordfish is the shortfin mako shark, there are also the killer whale or the orca, larger sharks and the sperm whale. A very powerful fish, which can defend itself well against predators, the swordfish always keeps distance from its own kind and, though very agile, it has become a favorite catch among fish catchers. It also distances itself from small boats, though it has become an easy harpoon target to bigger ones and, though there has never been any news of attacks to humans, it remains to be a dangerous fish due to its pointed snout. Until the use of fishnets in catching the swordfish, as well as other fish, there has been a great decrease in its number. In fact, in 1999, a restaurant owner wrote to urge her peers to stop or put a strict control over the serving of this healthy and delicious fish meat. She claimed that in the North Atlantic alone, â€Å" nearly 2/3 of swordfish caught . . . are too young to breed, . . . the average size . . . is just 90 pounds, . . .† and the â€Å"North Atlantic swordfish are now at the lowest levels ever recorded (Pouillon). Up until now, the swordfish is a favourite cuisine across the East Coast of the United States. This popular fish can be served in a variety of ways. Its meat, which is more tough than other fish, is usually grilled and served as steak. At present, the swordfish is no longer included in the list of endangered

Health promotion in mental health nursing Essay

Health promotion in mental health nursing - Essay Example s such as the UK, United States, Australia, New Zealand, and Canada where the neoliberal philosophy underlies government policies in the realm of political and social life (Donelan et al., 1999). Unfortunately, these policies result in the distinct trend towards privatization and weakening of health care systems. At the same time, the need for quality mental health care is steadily increasing. However, the economic trends, coupled with state budget cuts, and limited access to mental health providers in the community do not allow health care systems respond adequately. Emergency departments are swamped with people with mental health problems with nowhere to go; and the failure to treat those with serious mental health problems has resulted in incalculable cost, in terms of real dollars and human suffering, to the community and individuals (Gruskin & Dickens, 2006, p. 1904). The economic aspect is only one side of the coin: abundant criticism poured on the traditional intervention methods and models currently used in mental health care systems suggests that the time has come to search for alternative approaches. One of the available alternatives is the public health model that has already been tested in different environments, but has not yet received universal acclaim. The nature of this model as well as the outcomes of its prior use suggests that it can be effectively used in the field of mental health Over the last decades the developed states have effectively implemented a series of public health approaches to health issues such as obesity and anorexia, seat belt use, drink driving prevention, diabetes and other. However, one highly important aspect of our health has not received due consideration probably because of the fact that it does not belong to the realm of physical health. Although mental health has already been proven to be the key to overall physical health, many people still lack adequate understanding of its importance mental health and are not

Nelson Mandela: Leadership Skills

Nelson Mandela: Leadership Skills Nelson Mandela has been one of the best examples of what a leader is. If I were to describe Mandela in one word, I would say that he was, in everything that he did, a fighter. Throughout his life, he fought a lot of battles to bring freedom to his people in South Africa against the apartheid government. Mandela was born, and grew up, in the Xhosa society in Transkei. It was during his childhood when he first saw the troubles of his country like land deprivation and racism (Limb, 2008). At his time white settlers controlled and owned most of the land in South Africa. Mandela joined the African National Congress (ANC), an underground political movement, in 1942 and became one of the youth leaders in the organization (Boehmer, 2010). In 1948, the National Party implemented the apartheid government, wherein races were forcibly segregated (Boehmer, 2010). At that time, Africans (or the black people) were obliged to bring a passbook with them all the time, which has all of their identifica tion. They were not allowed to participate in the elections and were forced to live in places away from the white (Magoon, 2008). In short, they were forced to be the underprivileged ones and suffer inequality in their own native land. Mandela believed in fighting for freedom through non-violent ways. However, he was arrested and sentenced to life imprisonment in 1964 (Limb, 2008). Nevertheless, even in prison, he became the beacon of hope for the people who continued to fight for freedom. When he was released from prison after 27 years, he told his people in his speech that he was disappointed by the troubles of urban black life. He was against those who were harassing innocent people and burning vehicles, pretending to be freedom fighters. He said, Freedom without civility, freedom without the ability to live in peace, was not true freedom at all (Mandela, 1994). South Africa had their first multi-racial elections in 1994 and Nelson Mandela won, therefore, becoming the first black president of South Africa. Mandelas attitude should serve as an inspiration for a special education administrator. In spite of the trials and problems he faced, he stood his ground, believed in his principles and kept on fighting. As a special education administrator, one will encounter challenges along the way. One has to set standards and policies for special education programs and make sure that these are complied. He will be the one who will fight for the students under the special education program and assure that they get to have all they need in terms of education. It will be a never-ending fight. People will be critical to students with disabilities and they will often be discriminated. However, the special education administrator, as a leader, must be an inspiration and a strong motivator of equality. With this I end with Mandelas famous line during one of his trials: I have fought against white domination, and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal, which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die (Mandela, 1994, p. 181). Special education administrators must depend on positive relations with local community agencies and other forms of social support (e.g., homeless shelters, foster care agencies/DHHS) in order to provide integrated transitional services for adolescents with disabilities. As such, special education administrators must promote, implement, and sustain effective collaborations. Identify how and with whom you should collaborate as a special education administrator responsible for the promotion of adolescents with disabilities and their independent living needs and self-determination. A fight fought by a united front is more successful than a fight fought by one. Just like Mandela in his fight for freedom, he was surrounded with people who he had inspired and continued to fight for their ideals. In special education, the fight for a brighter future for the children is not placed solely on the special education administrators shoulder. It is a collaboration of people, gathering for a purpose. People usually rely on family and friends for help but sometimes, their supports are limited and there is a need to search for additional help within the community. For most people, the Oakland County Community Mental Health Authority, as the administrator of public mental health aid in Oakland County, links this gap by giving assistance to those who need it (Community Housing Network, n.d.). The OCCMHA is in charge of providing services and support to adults with psychological illness, children with severe emotional disturbances and people with developmental disabilities (Oakland County Michigan, n.d.). The OCCMHA Board checks and assesses Oakland Countys mental health needs, regulates public and private services that are required to satisfy those needs, and surveys and recommends the annual budget and implementation of plans (Oakland County Michigan, n.d.). The OCCMHA does not directly provide the services, but it provides funding to a number of different agencies that provides direct services accessible to those who needs help (Community Housing Network, n.d.). It gives extra support for people with disabilities for them to expand their chanc es of relating, learning, working, playing and contributing their best to society. Aside from the OCCMHA, the Macomb-Oakland Regional Center, Inc. (MORC) believes that persons with disabilities are members of the society (MORC, n.d.). The MORC helps the differently-abled and the mentally-challenged to accomplish their dreams and desires. The MORC does an extensive service, education and training, and support. Throughout the years, the MORC has supported many children and adults leave from nursing homes and different institutions and integrate themselves into the community once again (MORC, n.d.). The ideas of Gentle Teaching, founded by John McGee, Ph.D., are being used by MORC since 1986. This teaching is founded on the principles of training the individual to feel safe, to feel loved, to be able to love others, and that it is all right to interact with others (MORC, n.d.). Another one is the Community Living Services (CLS), which is an organization that encourages individuals with disabilities to participate in the community and learn to live on self-reliance in order to have a more fulfilling life (Community Living, n.d.). The mission of CLS is to help each person practice making decisions for themselves, to help them learn to have and maintain relationships with family and friends, and to help them become full citizens of the community (Community Living, n.d.). Scenario: your districts special education rule waivers for resource room caseloads are set to expire in 12 months. You are the new Special Education Director for the district. The Superintendent tells you soon after you were hired that he wants the next round of waivers to be developed behind closed doors, with little of no publicity or involvement from the teaching staff or parents of students with disabilities. He also said that the district needs to save more money from the next round of waivers than the first approved waivers. Should you be concerned about anything? What kind of issues (legal, moral, ethical, practical) can you anticipate ahead in accomplishing this task? Certain problem might arise in this situation. The Superintendent has to be really careful what he puts on those waivers because in the end, his name goes on the signature line below the waivers and if something is wrong, he will get in trouble and that will cost his job. If the waivers are to be developed without the involvement of the teaching staff or parents of the students with disabilities, the school might not get the right resources that can help the students with disabilities with their education. Without sufficient preparation and conceptualization from consultation with the involved parties (the teaching staff and the parents of the students with disabilities), there might be serious complications (Huefner, 1988). According to Huefner (1988), insufficient preparation might lead to the following risks: Ineffective caseload management Any local education agency (LEA) would keep on looking for ways to lessen expenses. The first solution would always be to ask the consulting teachers to handle a bigger caseload than what he or she can effectively carry (Huefner, 1988). In the system of special education, a teacher could usually take on a maximum of fifteen students only for both indirect or consulting and direct or resource services (Lilly, 1977 as cited in Huefner, 1988). If a special educator is doing consulting services only, he or she could handle thirty-five students at most, according to the National Task Force on Teacher Consultation (Idol, 1986 as cited in Huefner, 1988). However, the Teacher Consultation Task Force argues that the number of caseload an educator could carry would be based on his or her experience and collective discernment (Huefner, 1988). Nevertheless, changes in student performance are insignificant with bigger caseloads (Haight, 1984 as cited in Huefner, 1988). Unreasonable and inaccurate expectations with the effectiveness of the program Special educators have a habit of jumping from one bandwagon to another. They use what is currently popular and when it does not deliver the intended results, they tend to jump to the next one (Huefner, 1988). They are just adding more problems to a series of problems, which could have been avoided. Insufficient funds Wang, Reynolds and Walberg (1986 as cited in Huefner 1988) have proposed the use of experimental waivers to allocate funds for integrated categorical programs. Their proposal could include the allotment of funds for consulting special educators that might risk the children in a regular classroom, whether they are special education students or not (Huefner, 1988). To avoid consuming all the accessible special education funds on students who are seriously handicapped, regular education should allot a portion of its funds for the fees of carrying out consultation services (Huefner, 1988). The principles of Universal Design for Learning (UDL), as applied to the schools physical space, technology, and instruction, should insure access to the curriculum for all students. How would you design your schools physical space, technology, and instruction to meet the principles of UDL? Please be sure to address the principles of multiple means of representation, expression, and engagement when you are discussing classroom instruction. Providing the educational facilities should always be one of the top priorities. These facilities provide an effective and well-organized learning environment that would be a medium for quality education. The design should effectively suit the users of the facility. The environment must be constructed in a way that it contributes to the complete development of the individual mental, physical, and spiritual potentials (Perkins, 1957). When designing a school building, these considerations must be included: Accessibility The designer should bear in mind that access must be equally provided to all of the facilities. Ramps should be provided whenever there is a change of level, so people on wheelchairs or crutches will not have a difficulty. Other examples of these are the use of visual and audio signage and tactile strips. Aesthetics Buildings should be visually appealing and should blend well with the surroundings to foster a sense of belongingness to the community that it is part of. Exterior and interior spaces should be clearly defined to avoid confusion to the students. Keeping it simple and straight to the point helps in nurturing a sense of place. Cost-effectiveness In looking for ways to lessen the construction and maintenance costs, quality of construction should never be sacrificed. Giving up quality over quantity has negative domino effects and would greatly affect the quality education the students deserve. Functionality The designers should create a learning environment fit for the students that would help in their learning process and provide them with a quality education. Productivity in order for the school building to be productive, it should provide a comfortable and healthy environment in order to support the quality education provided by the school. Security Safety would always be the most important factor in designing any building. Factors for safety includes fire protection system and resistance to natural hazards like rain, Sustainability It should be taken into consideration when planning for the school building to avoid high cost of construction and maintenance of the building. The use of local and energy-efficient materials should be incorporated into the design of the building. Community-centered Create social spaces to promote a sense of community among the students. Social interaction plays an integral part in maintaining quality education. A student learns in two ways: books and people. Special education administrators are in a pivotal position for influencing and leading policy initiatives that cross general and special education, at a variety of levels. You have been asked to provide policy recommendations to a foreign government about how to include students with disabilities in general education classrooms. Based on your research and knowledge of US law and regulation, what would you recommend? The number of high school dropouts has gradually increased over the years, especially with students with disabilities. The rates when it comes to high school graduation, acceptance to college, and success in career or employment are very low compared to those students without disabilities (National Council on Disability, 2004). The American government has noticed that there was a decline in the quality of education in the country; so in 2001, the No Child Left Behind (NCLB) Act was passed to improve students academic performances. The law requires schools to gather data on how the students are performing by giving out tests which will be sorted out by race and other aspects like native language and disability (National Council on Disability, 2004). Such legislation will aid a foreign government in the inclusion of students with disabilities in general education classrooms. The NCLB helps states and schools prepare their students, as well as those with disabilities, to be able to stand on their own, academically and financially (National Council on Disability, 2004). President George W. Bush signed it into a law in 2002. This act focuses on four basic principles for education reform: (1) greater accountability for outcomes; (2) adaptability and local control; (3) more options for parents; and (4) gives importance on teaching techniques that works (National Center on Educational Outcomes, 2003 as cited in National Council on Disability, 2004). The NCLB is related to the Individuals with Disabilities Education Act (IDEA), which controls services for students with disabilities and gives individual accountability by using Individualized Education Programs (IEPs) that are developed based on the individual students unique needs (National Council on Disability, 2004). The IDEA protects students with disabilities from discrimination and assures them that they will acquire services that are made to meet their needs in special education (American Youth Policy Forum Center on Education Policy, 2002 as cited in National Council on Disability, 2004). The National Center on Educational Outcomes believes that the NCLB complements the provisions of IDEA by giving public accountability to state, district, and school levels for every student with disability (National Council on Disability, 2004). The NCLB, in relation to IDEA, requires students with disabilities to participate in the assessment of states and districts through the tests given (National Center on Educational Outcomes, 2003 as cited in National Council on Disability, 2004). One of the main requirements of IDEA is to allow children with disabilities to be taught in the least restrictive environment as much as possible (National Council on Disability, 2004, p. 16). This means that students with disabilities are to be taught in regular or general education classrooms (National Council on Disability, 2004). The inclusion of students with disabilities in general education classrooms has garnered support from different organizations and this has proved to be doing well in terms of social and educational aspects (Loiacono Valenti, 2010).

Lab Report of the Preparation of Cds

EXPERIMENT REPORT (PREPARATION OF CdS) Experiment Purposes 1. To master the proper operations as well as the suitable situations of atmospheric pressure filtration, vacuum filtration, centrifugal separation & precipitation washing 2. To understand the relation between precipitation state % precipitating conditions 3. To learn the way to examine whether reactants are fully precipitated 4. To learn the principals of powder material synthesizing through room temperature solid phase method & liquid phase method directional growing rystal form of precipitation Experiment Principals 1. the process of precipitation forming constitutive crystal ion accumulating growing forming nuclei sediment particals amorphous precipitation crystal nuclei 2. the classification of precipitations amorphous precipitation, particle diameter smaller than 0. 02 m, ex. Fe(OH)3. the hydroxide of metals of high oxidation number would grow directionally with low rate, but accumulate very fast, forming amorphous prec ipitation curd-like precipitation, particle diameter 0. 02~0. 1 m, ex.AgCl crystal form of precipitation, diameter 0. 1~1 m, ex. BaSO4. Inorganic salts with strong polarizability grow directionally with high rate, forming crystal form of precipitation 3. CdS is a semiconductor material widely use. It can be preparated through room temperature solid phase method & liquid phase method & gas phase method. Use CdSO4 and NaS as reactants, through both room temperature solid phase method & liquid phase method to prepare CdS(s). Compare the two ways of preparation and their influence on product separation. Reactions as ollows, CdSO4+2NaS=CdS+Na2SO4 Chemical reagents: CdSO4(s), Na2S(s), 0. 3M HCL(aq), 0. 5M CdSO4(aq), 1M BaCl2(aq), widely pH tests strips, mortar, centrifugal text tube, bake oven, centrifuge, vacuum filtration apparatus, etc. Experiment Steps And Phenomena Room temperature solid phase method 1. according to the theoretically volume of product should be 1. 44g, weigh certain amount of CdSO4(s) and NaS(s), mix in dried mortal, then grind for 10-20 min. | In the mortal, White particles slowly turned into orange powders, bad egg smell is output. | 2. he product is transferred to a beaker and washed with distilled water for 3 times, until the supernatant is tested pH

A Research On The Family History Public Health Initiative

Current research activities related to concepts 1. Health History In 2002 the CDC launched the Family History Public Health Initiative, based on the notion that family history although a simple and inexpensive form of genetic assessment is an under used but effective tool for identifying patients risks. It has long been taught as one of the core foundations of the medical interview, yet over the years these skills have been lost or overwhelmed by the pressures and time constraints of day to day practice (Orlando et al. 2011). Two of the stated goals of the CDC initiative are to develop tools to enhance family health history (FHH) collection and to evaluate whether family history-based strategies work. Primary health providers partner in studying the implementation of family history collection into the medical decision making process. In an article published in BMC Health Services Research, the authors stated that bringing family history back into the realm of medical decision making is important for multiple reasons. First, disease prevention has the potential to reduce the ever escalating costs of medical care and relies entirely upon accurate disease risk prediction. Family history has been shown to improve disease risk prediction for colon cancer (Park et al 2009), breast cancer (Gail et al, 1989), and cardiovascular disease (Scheuner 2003). Second, using family history to predict disease requires several skills: understanding what family history is saying about risk,Show MoreRelatedMy Advocacy Paper On Nami Chicago1311 Words   |  6 PagesHealthcare facility which serves the mental health population. I have grown to be very aware of some of the struggles, stigmas, stereotypes and discrimination that people with mental illness are faced with. Background/History of NAMI Chicago. 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Did You Know That Barbie Has a Full Name

Mattel Inc manufactures the iconic Barbie doll. She first appeared on the world stage in 1959. American businesswoman Ruth Handler invented the Barbie doll. Ruth Handlers husband,  Elliot Handler, was the co-founder of Mattel Inc, and Ruth herself later served as president. Read on to discover how Ruth Handler came up with the idea for Barbie and the story behind Barbies full name: Barbara Millicent Roberts. Origin Story Ruth Handler came up with the idea of Barbie after she realized that her daughter liked to play with paper dolls that resembled grown-ups. Handler suggested making a doll that looked like an adult rather than a child. She also wanted the doll to be three-dimensional so that it could actually wear fabric clothing rather than paper clothing that two-dimensional paper dolls sported. The doll was named after Handlers daughter, Barbara Millicent Roberts. Barbie is a shortened version of Barbaras full name. Later, the Ken doll was added to the Barbie Collection. In a similar fashion, Ken was named after Ruth and Elliots son, Kenneth. Fictional Life Story While Barbara Millicent Roberts was a real child, the doll named Barbara Millicent Roberts was given a fictional life story as told in a series of novels published in the 1960s. According to these stories, Barbie is a high school student from a fictional town in Wisconsin. Her parents names are Margaret and George Roberts, and her off-and-on boyfriends name is Ken Carson. In the 1990s, a new life story for Barbie was published in which she lived and went to high school in Manhattan. Apparently, Barbie had a break with Ken in 2004 during which she met Blaine, an Australian surfer. Bild Lilli When Handler was conceptualizing Barbie, she used the Bild Lilli doll as inspiration. Bild Lilli was a German fashion doll invented by Max Weisbrodt and produced by Greiner Hausser Gmbh. It was not intended to be a childrens toy but rather a gag gift. The doll was produced for nine years, from 1955 until it was acquired by Mattel Inc. in 1964. The doll was based on a cartoon character named Lilli who flaunted a stylish and extensive 1950s wardrobe.   The First Barbie Outfit The Barbie doll was first seen at the 1959 American International Toy Fair in New York. The first edition of Barbie sported a zebra-striped swimsuit and a ponytail with either blonde or brunette hair. The clothes were designed by Charlotte Johnson and hand-stitched in Japan.