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