spanish Essays - Learning To Read, Language, Lexicography

ELEMENTARY SPANISH CURRICULUM PROJECT Third Grade - Topics (Last Updated: Aug 1, 2010) Names / Greetings / Numbers / Alphabet (4 lessons) Weather / Seasons (4 lessons; 2 extra lessons) Pastimes (4 lessons) Family (2 lessons) Animals (7 lessons) Body and Five Senses (3 lessons) Four Elements (1 lesson) Planets (4 lessons) Calendar: Days / Months / Dates (1 lesson) Extra: 10. House 11. City (includes review of Seasons plus sports terminology) 12. Market 13. Signs / Maps / Directions / Location Author Mrs. E Thompson Topic: Names / Greetings / Numbers / Alphabet (Last Updated: July 18, 2006) Objectives: Note: This topic is repeated from previous grades. More or less time should be spent on each subtopic, depending on background of students, and math calculations can be increased as students master the numbers. Students will be able to understand and use ? Se llama ____? and ?Me llamo___? , "Muy bien, gracias", "Adi?s". (This should be review from earlier years) Students will understand and respond appropriately to: "?C?mo se llama?", "?C?mo te llamas?", "Muchas gracias". Students will be able to greet people with: "Buenos d?as", "?C?mo est?s?" Students will be able to see, hear, and say numbers 0-20. Students will understand "m?s", "menos", "son". Students will understand and respond to: "?Cu?nto cuesta?" Students will carry out math calculations: addition, subtraction, multiplication (if this has been covered in English) Students will be introduced to the alphabet in Spanish Topic: Weather / Seasons (Last Updated: July 18, 2006) Objectives: Students will be introduced to el tiempo. Students will use appropriately: "hace fr?o/calor/buen tiempo/mal tiempo ". Students will use appropriately: hay sol/lluvia/nieve/viento/nubes. Students will use ?Qu? tiempo hace? Students will compare weather in Duluth and different parts of the Spanish-speaking world. Students will understand a story about the weather. Students will learn the four seasons: primavera, verano, oto?o, invierno Students will associate weather with each season Students will learn the differences in connections between timing of seasons in northern and southern hemispheres Topic: Pastimes (Last Updated: June 23, 2006) Objectives: Students will learn about different pastimes that are popular in Spanish-speaking countries (f?tbol & m?sica: tango/flamenco) Students will understand f?tbol vocabulary: f?tbol, pelota, jugador, equipo; aficionado, gol, golero, cancha; mirar, jugar Students will learn active vocabulary: me gusta; S?; No, no Students will respond appropriately to the following expressions: jueguen con la pelota; d?nle con el pie; tiren la pelota; agarren la pelota; ?gol! Students will understand: Eres/Soy aficionado de .... Students will learn about two types of music and dancing that are popular in the Spanish-speaking world: flamenco, tango Students will locate on map where this music is popular Students will understand dance and music vocabulary: m?sica, flamenco, tango, guitarra, viol?n, bandone?n, bailar, escuchar, tocar, cantar Student will understand different pastime activities: leer, correr, nadar, saltar, jugar, mirar televisi?n, cantar, caminar, tocar m?sica Student will be able to say what s/he does: Leo, corro, nado, salto, miro televisi?n, canto, camino, toco m?sica; juego Students will review alphabet through spelling of words Topic: Family (Last Updated: June 23, 2006) Objectives: Students will understand the following terms: la familia, el padre, la madre, el hermano, la hermana, el abuelo, la abuela Students will identify these people in pictures of families: "Es ...." Students will tell people's names: "Se llama...", "Me llamo..." Students will be able to say how many people there are in their family: "Somos + #" Students will plot the number of family members among their classmates Students will describe activities of people: baila, toca m?sica, cocina, come Students will look understand family activities/members in Mexican family Topic: Animals (Last Updated: July 12, 2006) Objectives: Students will understand how animals move (caminan, vuelan, nadan, corren; r?pido, lento) and different places for animals to live (casa, jard?n, granja, mar, bosque tropical, zool?gico) Students will identify where animals live Students will be able to say: "Vive en...", "Come...", "Es grande/peque?o", "Es anfibio/..." Students will identify animals of Spanish-speaking world: loro, quetzal, c?ndor, tuc?n, coqu?, jaguar, toro, llama, urraca Students will identify other animals: gato, caballo, vaca, pato, cerdo/chancho, perro, mariposa, abeja, ara?a, rat?n, conejo, ardilla, serpiente, p?jaro, rana, pez, caballo de mar, gaviota, cangrejo, tortuga, tibur?n, pulpo, cerdo, burro, gallina, pavo, oveja, cocodrilo, elefante, le?n, buho, oso, mono Students will listen to and understand stories about

The Failure of the Somme essays

The Failure of the Somme essays On the 1st July 1916, after a weeklong artillery bombardment; General Haig launched the "Big Push" attack across the river Somme. With the French Army being hard-pressed to the south at Verdun the British intended to breakthrough the German defences in a matter of hours. The mistrust that Haig had of the so-called "New Armies" showed itself in the orders to the troops to keep uniformed lines and to march towards the enemy across no-man's land. This, with the failure of the artillery bombardment to dislodge much of the German wire, or to destroy their machine-gun posts, led to one of the biggest slaughters in military history. When the attack began the Germans dragged themselves out of their dugouts, manned their posts and destroyed the oncoming waves of British infantry. There were also other factors, which contributed to the failure of the Battle of the Somme: 1) The Night before the initial attack men were sent into No-mans land to cut holes in the Allied barbed wire to allow troops to pass through the next day. After they had done this they then proceeded to tape the gaps, which allowed the troops to see where the gaps were. But this also allowed the Germans to see where they were coming from, so when the battle started they got up from the trenches and aimed their machine guns at the holes and the proceeded to mow down the incoming Allied troops. 2) Secondly, the five-day artillery bombardment had no affect on the barbed wire except for making it a larger deadlier mess. This was because the shells threw the wire into the air and then made it tangled which made it even more difficult for the Allied troops to advance towards the German Trenches. 3) Before the initial attack the Allies started stockpiling supplies and men behind the lines to prepare for the upcoming major attack. The Germans then found out about the attack because of reconnaissance planes who spotted the additi ...

Audit Assurance and Compliance Case Study

As per the specific roles and responsibilities of independent auditors, it can be said that the independent auditors have the accountability to prepare as well as present financial declarations based on the accurate historical data of the organization and by considering the company’s financial as well as trading standpoints (Glover et al. 2014). However, the financial announcements of the company need to replicate the actual financial condition of the firm during a particular period of time founded on the flows of cash, functional results, incomes as well as gains along with income and profits (Kend et al. 2014). Nevertheless, in certain cases, particular events or else circumstances might crop up after the specific date of authorizing and declaring the pecuniary reports of the firm. Therefore, it becomes important to adjust and incorporate the effects of these events in the financial declarations in the upcoming financial reports that is to be declared by the corporation. In addition to this, the independent auditors also have the need to attach significance to the events that take place prior to the process of preparation as well presentation of the financial declarations and take into account the material impacts of the events on the preparation of the financial statements related to the organization (Schmidt et al. 2016). Thus, there is pressing need for conducting obligatory adjustments for the purpose of disclosing several critical facts regarding the financial soundness of the organization during the specific period of time. As per the effective adjustments in the financial statements made during the period September 2002, the incidences triggered by the disclosures or else non disclosures can be indicated to the consequent events that involved several parties. As per the case study, it can be hereby ascertained that EFL had to bear huge amount of losses owing to the bankruptcy of the corporation Impulse. It can further inferred that this specific loss is mostly caused due to the non-disclosure of proper financial information of Impulse by the auditing and accounting firm King & Queen of Impulse Pty Ltd. Based on the norms and principles of auditing, it can be hereby inferred that the actions steered by the auditing firm King & Queen was immensely unethical. Consequently the auditing firm is accountable to the financing company EFL for the losses it has suffered by disbursing huge amount of loans to the company Impulse based on the financial reports of the firm (Messier Jr 2016). B.The analysis of the case study reveals the fact that King & Queen might not face legal charges based on certain condition. The independent auditing company would not face any legal charges in case if it delivered the right information concerning the financial condition of the firm Impulse to the EFL at the time when EFL asked about written explanation in quest of advice from King & Queen related to the financial condition of the firm. King & Queen had the need to provide credible financial information regarding the firm Impulse to the financing firm EFL if it had clearly written regarding their decision for disbursement of loan based on the financial announcements presented by the King & Queen. However, if EFL agreed to disburse loans to Impulse even after receiving and knowing the actual financial information regarding the company Impulse, then EFL cannot hold King & Queen responsible for the bitter consequences. However, as per the conditions stipulated under the â€Å"paragraph s (93 to 97) of â€Å"PCAOB Auditing Standard No 5†, the auditing corporation King & Queen had the need to undertake an assimilated audit of the financial announcement of the company Impulse in a bid to generate an appropriate financial statement of the firm and to declare about the real health and financial soundness of the company (Moroney et al. 2014). In addition to this, there was also need for maintenance of internal control related to the particular approach of the firm regarding auditing. The maintenance of internal control can help in delivering the direction associated to the consequent events as mentioned in the in the case study. The internal control in organization can also help in proper audit of financial reports and provide proper advice to the auditors. The right guidance to the auditing firm King & Queen can help in averting different liabilities that are associated to the different consequences of events as stated above. The auditing therefor, also needs to abide by the guidelines related to the associated to auditing standards for undertaking the practices of audit as well as their approaches of audit (Stuart 2012). The auditing firm such as King & Queen can adhere to the stipulations conditioned under the Australian Auditing Standards mentioned under the Section 336 of the Corporation Act (William Jr et al. 2016). In this case, King & Queen, the firm performing audit needs to review and audit of financial reports in addition to other financial information as per the conditions laid under the ASQC 1. In addition to this, they also need to maintain compliance with the ASA 102 that mentions the ethical obligations that need to be satisfied at the time of performance of audit, reviews as well as other types of assurance engagement of the firm (Eilifsen et al. 2013). Furthermore, the King & Queen also had the need to comply with the stipulations provided as per the section ASA 220 for maintenance of quality control of a particular audit of a financial statement together with other historical information (financial information) (Auasb.gov.au 2016). In addition to this, the auditors also need to maintain compliance with the directives mentioned under ASA240 for understanding the responsibilities of the auditors associated to fraudulent actions in a specific audit of financial declaration and take into consideration the regulations of ASA 250 for understanding the laws of auditing a financial report (Auasb.gov.au 2016). C.As rightly indicated by Glover et al. (2014), auditing independence deals with two wide aspects that can be discussed for comprehending the nature as well as characteristics of auditors. As such, there remains difference between the actual independence and perceived independence of auditing when considered in terms of appearance. Therefore, in a bid to attain goals as well as objectives of auditing, both the actual as well as the perceived independence is imperative from the viewpoint of the contributions of auditing. Louwers et al.   (2013) asserts that actual independence refers to the operations of the auditors that get impacted by the thinking potential. To put it simply, the actual independence of auditing is primarily reliant on the in dependent state of mind of the particular auditors. The state of the mind of the auditors exert considerable impact on the functioning as well as approaches of different auditors. This in turn affects the way auditors deal with particular sit uations associated to their auditing practices (Arens et al. 2012). Thus, freedom in the decision making can be observed during the time when directors of firms tries to negotiate positions of the auditors. The actual independence of auditing that depends on mental state of individuals is very difficult to enumerate. Therefore, this can be very challenging to gauge the objectivity of particular auditors. However, perceived independence of auditing can be considered as the grey area between the normal black and white aspects of the auditing and is based mainly on perceptions (Duncan and Whittington 2014). D.As rightly mentioned by Carson et al.   (2013), there are several important regulatory requirements along with auditing standards associated to the process of auditing as developed by Australian Securities and Investment Commission (ASIC). There are several directives as well as regulations stated in the regulations of ASIC that the independent auditors take into consideration for undertaking their actions (O’Donnell K. et al.   2015).    As mentioned in the first scenario, Bob has duplicated and at the same time used the financial information provided in the books of the company â€Å"Club Casino† in a bid to prepare university assignment task. Bob essentially removed the probable references that are related to the Club Casino that has the probabilities of breach of audit as Bob did not notify Clun Casino for any such kind of practices. Thus, it can be said that Bob is an independent auditor who needs to get approval from Club casino regarding the utilization and employment of financial information for satisfying the primary educational requirements. Bob also need to comply with the ethical requirement as stipulated under the ASA 102 (Auasb.gov.au 2016). Bob needs to adhere to the regulations in order to comply with ethical obligations during the performance of audit of firms. The second scenario explicates in detail the involvement of Wendy to the company Ace Limited. The company have the need for the auditor rotation as per the stipulations of ASIC. In addition, it is also imperative for the auditor to maintain adherence to the stipulations mentioned under ASA 220 Quality Control Aus A6.1 that specifies about the requirement of the auditor rotation (Auasb.gov.au 2016). The Corporation 2001 also mentions about the requirements of the rotation requirements necessary for meeting the ethical obligations of auditors (Auasb.gov.au 2016). Again, as per the guidelines of ASIC, there are several enforceable regulations for the auditors responsible for preparation as well as presentation of reports for main areas of different business actions and if the corporation is operating for more than 5 years. The third scenario refers to the assignment of Leo in the auditing procedure of organization Precision Machinery Limited. The scenario can help in comprehending the features of appointment that need to meet the capability and effectiveness levels. This is related to the quality assessment programs together with different disciplinary procedures of the professional accounting bodies. Therefore, it is important to adhere to the directives stipulated under ASA 220 for quality control of audit and assessment of quality of the particular audit evidence and ASA 510 Audit Engagement rules and regulations (Auasb.gov.au 2016). The fourth scenario indicates towards the occurrence particularly between Chan & Associates and the Classic Reproduction Pty Ltd. The present scenario refers to the application of registration requirements in the most suitable manner (Stuart 2012). Thus, it calls for the need of arrangement of full settlement actions for the particular claims related to the fees of auditing firm Chan & Associates. In addition to this, the present scenario also talks about the relation with Classic Reproductions for not fulfilling specific auditing requirements. Arens, A.A., Elder, R.J. and Beasley, M.S., 2012. Auditing and assurance services: an integrated approach. Prentice Hall. Auasb.gov.au. 2016. Auditing and Assurance Standards Board (AUASB) - Home. [online] Available at: https://www.auasb.gov.au/ [Accessed 15 Dec. 2016]. Carson, E., Simnett, R. and Vanstraelen, A., 2013, September. Auditing the auditors: An international analysis of the effectiveness of national inspection regimes on audit quality. In The University of Auckland Business School Seminar. Duncan, B. and Whittington, M., 2014, September. Compliance with standards, assurance and audit: does this equal security?. In Proceedings of the 7th International Conference on Security of Information and Networks (p. 77). ACM. Eilifsen, A., Messier, W.F., Glover, S.M. and Prawitt, D.F., 2013. Auditing and assurance services. McGraw-Hill. Glover, S.M., Prawitt, D.F. and Messier, W.F., 2014. Auditing & assurance services: a systematic approach. McGraw-Hill Education. Glover, S.M., Prawitt, D.F. and Messier, W.F., 2014. Auditing & assurance services: a systematic approach. McGraw-Hill Education. Kend, M., Houghton, K. and Jubb, C., 2014. Competition issues in the market for audit and assurance services: are the concerns justified?. Australian Accounting Review, 24(4), pp.313-320. Louwers, T.J., Ramsay, R.J., Sinason, D.H., Strawser, J.R. and Thibodeau, J.C., 2013. Auditing and assurance services. New York, NY: McGraw-Hill/Irwin. Messier Jr, W., 2016. Auditing & assurance services: A systematic approach. McGraw-Hill Higher Education. Moroney, R., Campbell, F., Hamilton, J. and Warren, V., 2014. Auditing: A Practical Approach. Wiley Global Education. O’Donnell, K., Hicks, B., Streeter, J. and Shantapriyan, P., 2015. Getting it right: directors’ assessment of information. Managerial Auditing Journal, 30(2), pp.117-131. Schmidt, P.J., Wood, J.T. and Grabski, S.V., 2016. Business in the Cloud: Research Questions on Governance, Audit and Assurance. Journal of Information Systems. Stuart, I., 2012. Auditing and assurance services: an applied approach. McGraw-Hill/Irwin. William Jr, M., Glover, S. and Prawitt, D., 2016. Auditing and Assurance Services: A Systematic Approach. Auditing and Assurance Services: A Systematic Approach. Looking for an answer 'who will do my essay for cheap',

Laguna Art Museum Research Paper Example | Topics and Well Written Essays - 500 words

Laguna Art Museum - Research Paper Example Roscoe Shrader (painter specializing in post impressionistic landscapes, figures and still life), Sean Duffy (installations), a tribute to Megan Hart Jones (daughter of John Paul Jones,specializes in paintings and ceramic sculpture) and Masterstrokes (members of Laguna Plein Air Painters Association). I was intrigued by the artworks of Megan Hart Jones who died at an early age of 20. Her Soul Portrait was sublime with an essence of ethereal beauty that captivates the viewers by her looks. Her painting was fairly simple in style, color and design (portraits, flowers, cloud studies) but are a beauty to behold. The Pierced Red Square by Suzanne Williams is a painting in oil on canvass appears very simple in design with geometric triangular shapes in red predominantly appearing. Painted in 1998, the painting actually appears timeless due to the utter simplicity in style. Kevin Arcell’s Media Miracle in 1999 combined elements of contemporary subjects in Maverick surf sport and the images of cherubs or angels descending from the sky. The Two Headed Coin by Travis Somerville is a contemporary rendition of oil, oil stick, collage on blueprints, mounted on canvas. The collage had prominent images of a rabbit, an old man, and some shadowed figures in the center. It is unique in its expression and style but not as beautiful as traditional paintings in oil. The Untitled acrylic on canvas by Tim Ebner, created in 1988 was mostly monochromatic with the color green seen predominantly in geometric columns of diverse shades. It does not provide opportunities to highlight the creative talent of the artist. A Piece of Cake by Scott Hess was disturbing in message being relayed by the artist due to the focal point of the painting, a black woman seated and indicated that she was recently raped. The spectators at the party offered her the piece of cake with others curiously appearing to get information from her. Michael

Introduction and conclusion Essay Example | Topics and Well Written Essays - 250 words

Introduction and conclusion - Essay Example out a group of people and imposing such restrictions to their fundamental rights is also tantamount to a violation of the equal protection clause guaranteed by the XIV Amendment.1 Is the act of performing voluntary work by the Ontario High School Students as a condition or requisite to graduate violative of their freedom and the equal protection clause? Is it not true that sometimes individual freedom may be curtailed or the exercise of the same be limited for the benefit of the larger group of people? Is it not also true that there is no violation of the equal protection clause when there is a â€Å"rational basis† behind the restriction or grouping? When one is compelled to do something against ones will or at peril of loss to oneself there is a violation of the freedom guaranteed by the US Constitution.2 To compel the Ontario High School students to do volunteer work at the cost of not graduating if one does not comply is violative of their individual freedom. There is no rational basis for the curtailment of such right. No greater good is brought to the bigger population. Lacking a rational basis and serving no legitimate state purpose this is a burden that also violative of the equal protection clause.3 This condition must be stricken off. There is no room for such unreasonable restrictions in the halls of learning where individualism and freedom is meant to take wings and fly; to soar and create bigger and greater things for humanity to appreciate and

Mtvs 16 & Pregnant Glorifies Teen Pregnancy Essay Example for Free

Mtvs 16 Pregnant Glorifies Teen Pregnancy Essay According to the National Center for Health Statistics, 86 percent of mothers who give birth out-of-wedlock are teenagers. MTV’s show â€Å"16 Pregnant,† which has only been on air since June 2009, is already reflecting the rapid boom in teenage pregnancy across various cities in America. Since the early eighties MTV has been considered somewhat of a cultural phenomenon for American adolescents and its depiction of gender has a strong impact that continues to this day (Holtzman 2000). Created by Morgan J.  Freeman (director of teen shows Dawson’s Creek and Laguna Beach), the show â€Å"16 Pregnant† has been said to be guilty of exacerbating, normalizing and even glorifying teen pregnancy. Perhaps, it’s just reflecting a current social dilemma occurring amongst female youth. Each week a new episode revolves around a different girl struggling with the challenges of teenage pregnancy. The network presents these characters as â€Å"real†, plucked from the grips of reality, validated and â€Å"chosen† to represent some sort of normalized or otherwise glamorized middle-class identity of teenage motherhood. The show depicts women’s roles that are often typified to include traditional gendered norms of heterosexual relationships, marriage, motherhood and femininity. â€Å"16 Pregnant† serves as a platform to broadcast what is seen as a stereotypical American culture that is now engulfing teen girls everywhere. The social identities MTV presents reinforces those of traditional female roles and gender norms and attempts to establish a new model for pregnant teens in a modern age. Just by airing the show, MTV is assimilating new ideas of teen pregnancy into American society. Historically, there has always been some sort of unspoken Christian tradition that has governed American women’s birth rights; that one should not get pregnant out-of-wedlock. Today, however, teenage pregnancy is so rampant that families are forced to deal with the situation in a positive manner, often honoring the decision the child has made in regards to keeping and raising the newborn child (Gallagher 2009). In a 2004 survey, the Parents Television Council reported that MTV is the most watched program for those between the ages of 12 and 19. Studies showed watching MTV created a more liberal attitude toward pre-martial sex. Teenagers who watch MTV receive messages about sex that are likely to sway their own behavior. MTV is shaping the identity of the â€Å"teenage mom,† a pregnant 16 year old high school student whose uncertainty about motherhood is due to the fact that she views her pregnancy as the consequence of a selfish action that was ultimately unavoidable. 16 Pregnant† normalizes sexual behavior that eventually forces teenage girls into the traditional gender role of the â€Å"grieving mother†, one who is forced to take care of a baby while struggling to support herself (Schmidt 2009). The first episode of â€Å"16 Pregnant† takes place in Chattanooga, Tennessee and documents the life of Maci who gets pregnant by her first boyfriend, Ryan. For Maci, adoption and abortion were never an option, she figured she made the decision to have unprotected sex so now she must deal with the consequences. At one point during an argument in the show, Ryan yells out, â€Å"If we didn‘t have a kid, we wouldn’t be together,† and it’s clear from watching the that the two are still just teens. Maci struggles to take care of her newborn child, who, once born, requires constant attention and deals with the turmoil of trying to get Ryan involved in the relationship of fatherhood. The â€Å"teen mom† is now a stable identity offered up on the MTV network to heterosexual female youth; a child who is forced to mature and deal with adult realities as an accepted way of life. The show is sending a message that it is normal for teenage girls to deal with such serious issues as: birth control, adoption, abortion, marriage, and finances, further cementing these issues into the female identity at a young age. Maci symbolizes that it is now acceptable for a sixteen year old girl to be a dedicated mother in America. Episode two introduces Farrah, a cheerleader from Council Bluffs, Iowa who juggles school, work and cheer practice. Her life becomes a lot more complicated when she finds out she is pregnant. Farrah’s best friend turns on her spreading nasty rumors, forcing Farrah to finish school online. Farrahs ex-boyfriend, also the babys father, begins to harass her after he finds out she is pregnant which leads her to change her number. â€Å"I would have never lost my virginity to someone I believed would treat me like this,† Farrah exclaims about her ex-boyfriend. Farrah struggles with single motherhood and has to deal with a judgmental parent who looks down upon her decisions. Episode two again reinforces traditional American cultural eliefs of female gender roles by portraying the woman as the single mother, ultimately responsible for the child, showing the girl dealing with emotional problems while trying to hold the family together, tasks and situations often associated with femininity. These images become engrained on a young viewers minds and being sixteen and pregnant becomes just another fad for young girls to consider. â€Å"MTV has a long history of reflecting the lives of our viewers with compelling reality stories, says Tony DiSanto, MTVs president of programming. The program’s featured girls come from rural Mid-Western or Southern states, usually from small, working-class towns, in attempt to appeal to teenage girls of the same background. The implicit message at the center of the series’ class prejudice implies that working-class girls from middle America, should opt to have a child because it’s as good a road to character development as working on the high school yearbook (Bellafante 2009). The show reinforces the stereotype that a woman is at least a good mother, if not anything else and displaces the identity of â€Å"teen mom† onto middle American teenage girls. 16 and Pregnant† seems to, above all, incite viewers to working-class voyeurism, given how many cliches of lower-income American life are exploited. It could be possible that other MTV shows, are themselves, responsible for increases in teenage pregnancy. Shows such as â€Å"The Hills† and â€Å"The Real World† both portray the loose sexual morals of a younger generation, which eventually leads to an adoption of those ideals from the show’s younger viewers. Researchers at the Rand Corp. say they have documented for the first time how such exposure to sexual content on TV can influence teen pregnancy rates. They found that teens exposed to the most sexual content on TV are twice as likely as teens watching less of this material to become pregnant before they reach age twenty. This means that if teenagers think having sex is the â€Å"norm† they will continue to engage in it. â€Å"The relationship between exposure of this kind of content on TV and the risk of later pregnancy is fairly strong, says Anita Chandra, a behavioral scientist. â€Å"Even if it were diminished by other contributing factors, the association still holds† (Bellafante 2009). So, is it in fact MTV who is esponsible for the abundance of pregnant teens it is helping to exploit? One thing for sure is that such a program like â€Å"16 Pregnant† is endorsing and sanctioning teenage girls as hyper-sexed individuals. So, why does a television show have such an immense impact on the female identity? Sociologist Chris Barker’s study of British Asian girls’ television viewing practices in the U. K. suggest that soap operas provide young women with resources to discuss issues that may not be sanctioned within some of the religious and cultural spaces they inhabit (NK 2008). Nayak and Kehily, authors of Gender Youth Culture (2008), would argue that this theory could be applied to teenage girls and reality television shows in the U. S. By watching these shows the conceptualization of â€Å"appropriate femininities† are derived. These shows allow young girls to make moral and ethical judgments about what they see and refashion gender values to suit their own identities (NK 2008). The girls in â€Å"16 Pregnant† largely conform to the values of normative femininity in their search for romance, marriage, and long term happiness with a male partner In the end, MTV is glamorizing the life of a teen mother and cementing its identity in a society where sex at a younger and younger age is already becoming the norm. â€Å"16 Pregnant† is perpetuating the normalization of traditional gender roles by portraying young girls who have already been forced to take on such general notions of femininity and female identity. The young, unwed mom has now become a new identity for young girls to aspire to. Popular culture and the ways in which it is consumed forms a key site for the learning of gender identities, and MTV is the designated teacher.

The Great Shah Abbas Essay -- Isfahan Ali Qapu Interior Design Essays

The Great Shah Abbas The Great Shah Abbas I reigned from 1588-1629. He was a ruler who relocated the capital from Saljuq to Isfahan, in the center of the country. This was his attempt to centralize political and religious authority, develop capital, and institute Safavid Iran as a world power, both economically and politically. Shah Abbas began his renovations with the transformation of the little Timurid palace into the Ali Qapu, or ‘sublime port’ an entrance to the royal gardens. Abbas made it his headquarters while his architects began the creation, under his direction and often under his personal supervision, of his new capital. Abbas built the Ali Qapu with a balcony from which he was able to observe the activities in the court below him. The columned porch provided an elevated reviewing stand for royalty and guests. The interior is decorated with hanging plaster vaults that are decorated like Chinese porcelains, similar to Persian lusterware. The rooms are decorated in red, white, blue and gold, the walls painted with landscapes and Hunting scenes, the floors covered with carpets of silk and gold. There are figure paintings on the walls of the upper rooms that are blandly erotic. In front of the Ali Qapu there is a rectangular shaped pool filled with water. The water was transp orted to the pool by means of hydraulic machines worked by oxen. The upper level contained a music room at the very top of the building. The Music room was intricately decorated with small niches that were filled with glass, pottery, enameled metal and semi-precious stones, this may have been an attempt to improve the acoustics of the room. The threshold of the main gateway was regarded with high respect during Safavid times... ...utifully decorated with a wide range of colors. The entrance portal is covered with a mosaic of many colored pieces cut from larger pieces and fitted together to form complex patterns. It has been estimated that 18 million bricks and half a million tiles were used in the building of the Shah Mosque. These were the principal buildings of Shah Abbas’s reign. In the short span of his reign, Isfahan had been transformed into a great metropolis of its time. Abbas was successful in his attempt to create a city that could compare to the great cities of Christendom, and the beauty of Isfahan and the buildings he constructed will be studied and admired forever. Bibliography Blunt, Wilfrid. Isfahan, Pearl of Persia. (New York: Stein and Day Publishers, 1966.) 208 pgs. Bloom, Jonathan and Sheila Blair. Islamic Arts. (London: Phaidon Press, 1997.) 446 Pgs.

According to Aristotle Essay

Laertes verbose and theatrical behaviour causes the audience to dislike him. Nevertheless, unlike Hamlet he is willing to seize revenge at the first opportunity. There are many different perspectives on how Shakespeare addresses the theme of revenge in Hamlet, and also whether it is done successfully. One criticism made by Catherine Belsey, undermines Shakespeare’s approach, as she believed the â€Å"secular injustice is not resolved†. I only agree with the statement to a certain extent, because although Hamlet puts it off and Claudius’ death isn’t planned by him – he does force Claudius to drink the poison, causing his death. If the injustice did remain unresolved, which I don’t believe it did, then that would support the criticism made by T. S Eliot that ‘Hamlet as a revenge tragedy play itself, is a failure’. In my opinion this accusation cannot be sustained as aside from the long wait, Shakespeare does manage to keep revenge the core theme throughout. According to Aristotle; an effective tragic hero is a protagonist who â€Å"†¦ is able to evoke both our pity and terror and is not thoroughly good or thoroughly bad, but a mixture of both†. I think Shakespeare is therefore successful as we do pity Hamlet because he does want to kill Claudius but his orthodox Christianity and strict moral codes acts as a barrier – his tragic flaw is procrastination. We are also scared of his ‘bad’ side which is when he kills Polonius, attacks his mother and rejects Ophelia. Shakespeare uses a number of antitheses; evil vs. good, life vs. death, secular vs. religion and so on and the audience is left to decide which successes over the other. I think Shakespeare constructs Hamlet’s character so that the audience could become him, it is natural for us to question ourselves when faced with a dilemma as imperative as his. We understand his procrastination, but on the other hand his character does raise many questions that remain unresolved even by the end of the play. For example, we question whether his love for his mother and jealousy of Claudius is simply an Oedipus complex – especially as scenes in the film and stage directions of his actions are ambiguous causing us to be unsure of what he’s actually doing to her. Overall, an audience of any century, can relate to him and he becomes a believable psychologically developed character, unlike the others who seem to me to be caricatures and representatives of certain types of people. Word Count: 1,715 A website: http://people. brandeis. edu/~teuber/earlycrit. html http://www. britannica. com/eb/article-9063348/revenge-tragedy http://en. wikipedia. org/wiki/Revenge_play A book: Gill, Roma ed. , ‘Hamlet’ (Oxford School, Shakespeare), Oxford University Press, 2007.

“Friendship. Does It Exist Nowadays?”

Every person has a devoted friend and their relations are called friendship. Could you give the definition of the word friendship? Friendship means relations between people who help each other, have common interests and hobbies, and share the same opinions. So, it’s great! The title of today’s special lesson called friendship. What words can you bring out as associations with a good friend and with a bad friend? (at the blackboard). Support Appreciate Betray Envy Feel jealous Ignore Honest Quarrel Defend – Children, do you know any proverbs about friends? One man – no man; One for all, all for one.A man is known by his friends. -I see, children, you know a lot! Good for you! -And I have some new proverbs for you. Look and match them! (at the blackboard).- And now I’ll give you a card with a question, you should address this question to any person.Do you have many friends?What is friendship for you?What is special about your friends?What is your friend like?Why do we like our friends?What shows that you are friends?Does your friend support you?Do you appreciate your friend’s advice?Does your friend envy your success?Do you have a friend in your class?Is your friend a kind person?Is your friend talkative?Is your friend honest?Do you like spending time with your friend? How?4. Thank you, children. And now – a special task for you. You see on your papers an extract from Oscar Wilde’s story. Could you translate the title? Let’s listen to the story and say who was the devoted friend. Oscar Wilde. The Devoted Friend. Once upon a time there was a young man whose name was Hans. He lived alone in little house. He had a lovely garden where he worked every day. His garden was the best in the village and there were a lot of beautiful flowers in it. Releted essay –  An Empty Purse Frightens Away FriendsLittle Hans had a devoted friend, big Hugh the Miller. Indeed, the rich Miller was so devoted to little Hans, that he always picked some flowers or took some fruit when he was passing Han’s garden. â€Å"Real friends must have everything in common,† the Miller used to say, and Hans smiled and felt very proud that a friend with such noble ideas. Sometimes the neighbours were surprised that the rich Miller never gave little Hans anything, but Hans never thought about these things. He worked and worked in his garden. In spring, summer and autumn he was very happy.But in winter he had no flowers or fruit to sell at the market, and he was often very hungry and cold. He was also very lonely, because the Miller never came to visit him in winter. â€Å"There is no good in my going to see little Hans in winter,† the Miller used to say his Wife, â€Å"Because when people are in trouble, you must leave them alo ne. That is my idea about friendship, and I am sure I am right. So I shall wait till spring comes, and then I shall go to see him, and he will give me a large basket of flowers, and that will make him happy. † The Miller’s Wife sat in her comfortable arm-chair near the fire. It is very pleasant,† she said. â€Å"to hear how you talk about friendship. † â€Å"But can’t we invite little Hans to our house? † said the Miller’s son. â€Å"If poor Hans is in trouble, I will give him half my supper and show him my white rabbits. † â€Å"What a silly boy you are! † cried the Miller.â€Å"If Hans comes here and sees our warm fire and our good supper, he may get envious, and envy is a terrible thing. Besides, maybe he will ask me to give him some flour, and I cannot do that! Flour is one thing and friendship is another. † â€Å"How well you talk,† said the Miller’s Wife. So, who was the devoted friend in this st ory and why? 5. Say what sentences are true or false. |   |True |False | |1. Little Hans lived in his little house without family. |   |   | |2. The rich Miller was so devoted to little Hans, that he always brought him some flowers or some fruit when he was passing. |   |   | |3. The Miller used to say that felt very proud to have a friend with such noble ideas.    |   | |4. â€Å"There is good in my going to see little Hans in winter,† the Miller used to say his Wife. |   |   | |5. Miller’s son suggested inviting poor Hans to their house. |   |   | |6. Miller didn’t want to make Hans feel bad. |   |   | |7. Hans would be glad to see his friend whenever he came. |   |   | 6. Some people say that there is difference between girls’ friendship and boys’ friendship. Now you’ll read the talk between two teenagers. Try to find out that difference.Tom: Is there any difference between girls’ friendship and boysâ €™ friendship? Mary: Yeah, definitely. I mean, it’s much more important for girls having close friends, we can tell each other everything, you know, our secrets and our feelings. We depend on each other much more. If I am upset, I know, I can get support from my best friend. Well, not, actually, from my best friend, but two or three other good friends, as well. Boys are not just like that. They always talk about things: sports, films, technology, whatever, never their feelings. Tom: OK, that’s true most of the times.But we can be very good, very close friends. I know some of my friends would lend me money or support me in a difficult situation. Mary: Boys don’t stick with their old friends. They are always getting new ones. My two best friends are from primary school, so I’ve known them for 15 years. Haven’t you got a friend from primary school? Tom: Well, no. The thing is they have changed, I’ve changed. I don’t think, it’ s a good thing to keep the same friends forever. I just mean, it’s boring. -So, children, is there any difference between girls’ friendship and boys’ friendship? And now let’s speak about an ideal friend. Make a small message on theme â€Å"An Ideal Friend†. Work in groups of 4. Pay attention to the following aspects: -Character -His or her attention to you 8. In conclusion I want to say that not everybody has a real friend. But if we have such a friend it makes our life happier and more interesting. It’s dear to us and we should care for friendship. Especially nowadays it’s necessary, perhaps more than ever to have a devoted friend. Let’s be patient and love each other. â€Å"Real friendship cannot be bought at a fair†.

How to Identify the Subject in French

How to Identify the Subject in French The subject  is the  noun or pronoun in a clause or sentence that performs the action of the verb. To find the subject, ask who or what is performing the action of  the verb. It is crucial to recognize the subject because  French verbs are  conjugated according to the number, person and gender of the subject noun or the subject pronoun. David lave la voiture.  / David is washing the car. Who is washing the car? David is, so David is the subject. Subject Pronouns Subject pronouns replace the specific names of people or things: SINGULAR      1st person  Ã‚  Ã‚  je  Ã‚  I  Ã‚  Ã‚  2nd person  Ã‚  tu   you  Ã‚  Ã‚  3rd person  Ã‚  Ã‚  il   he, it / elle   she, it /  on   one PLURAL   Ã‚   1st person  Ã‚  Ã‚  nous  Ã‚  we  Ã‚  Ã‚  2nd person  Ã‚  vous   you  Ã‚  Ã‚  3rd person  Ã‚  Ã‚  ils   they (m) /  elles   they (f) The French subject pronoun  on is an indefinite pronoun that means one, we, you and they. Its often equivalent to the English  passive voice.      On ne devrait pas poser cette question.  Ã‚  Ã‚  One shouldnt ask that question. / You shouldnt ask that quesiton. Note that, unlike the English I, the French  je  is only capitalized when it begins a sentence; otherwise it is lowercase. Subjects in Sentences Whether sentences be statements, exclamations, questions, or commands, there is always a subject, either  stated or implied. Only in a command is the subject not explicitly stated; it is implied by the imperative conjugation of the verb. Sentences can be separated into a subject (un sujet)  and a predicate (un prà ©dicat). The subject is the person or thing performing the action, and the predicate is the rest of the sentence, which usually begins with the verb.Je suis professeur.  Suject:  Je. Prà ©dicat:  suis professeur. I am a teacherSubject: I. Predicate: am a professor. La jeune fille est mignonne  Sujet:  La jeune fille.  Prà ©dicat:  est mignonne.   The young girl is cute.Subject: The young girl. Predicate: is cute.

Nursing Documentation in the Age of the Electronic Health Record Research Paper

Nursing Documentation in the Age of the Electronic Health Record - Research Paper Example Deficiencies in nursing recording have forced the stakeholders to implement interventions aimed at improving healthcare documentation. Healthcare providers need to determine the best approaches for incorporating the elements of nursing into Electronic Health Records. Electronic documentation ensures long-term preservation and storage of records, which promotes evidence-based nursing care (Busch, 2008). Capturing nursing’s independent contributions to patient care requires proper comprehension and application of standardized terminologies that reflect the uniqueness of the healthcare systems. Correct use of standardized terminologies benefits the nursing profession through enhancing communication among the nursing stakeholders, increasing visibility of nursing interventions and facilitating assessment of nursing competency. The Focus of Documentation of Patient Care Information recording is a critical part of medical endeavor. Busch (2008) maintains that medical care requires c ontinuous flow of information before and after each task to maintain continuity of care. The tasks in the medical care are interdependent and build on one another to achieve the goals of nursing practice. Nurses have the responsibility of managing and implementing the plans of the medical team for the patient through recording the progress towards the outcomes. Nurses collect the patient’s information during diagnosis and record the same in files kept in the hospitals. The objective of collecting this information is to enable the nurses to trace the medical history of the patients during diagnosis in order to help them identify genealogical and chronic diseases. Future nurses for patients will also need this data for understanding the earlier medicine and its effects on the patient over time. Lack of documentation may lead to lose of crucial information required by both the nursing organization and the patients (Azari, Janeja & Mohseni, 2012). Practicing nurses, therefore, ne ed to be educated to the necessity of documenting care using standardized nursing languages in this era when sectors are rapidly embracing electronic documentation. Documentation in healthcare focuses on enhancing communication and continuity of care among the nurses and other healthcare professionals involved in the profession. Communication between the nurses and the nurses and among doctors cannot be possible, unless there is proper documentation. Doctors do not meet physically to discuss the progress of patients in most cases; documents are sent from one section of the hospital to another for the intended provider to act appropriately (Busch, 2008). Proper documentation stimulates the process of communication in the hospital, which ensures that the healthcare stakeholders achieve their objectives. Another focus of medical documentation is ensuring evidence for future reference. There are cases where doctors give incorrect medication to patients. These patients may develop compli cations, which may lead to legal liabilities. The courts of law require the records to serve as evidence for incorrect treatment disseminated. Documentation ensures that these records are available whenever required. Additionally, proper documentation leads to recording of data that is crucial for research and education (Ripley, 2009). Practicing students of medicine and nursing can refer to these documents when there is a need to link theoretical knowledge to practical knowledge. Documentation,

Choose a recently published policy compare to What we have learned( Research Paper

Choose a recently published policy compare to What we have learned( Roman Republic, French absolutism, French Revolution) - Research Paper Example The transformation was done through a series of civil wars. The wars were between the patricians and the ordinary Romans who were not from famous families. The policy of balanced distribution of power led to the weakening of the patrician’s power to run big government offices as bound by the law. During this period, the Roman constitution was also amended to accommodate republican form of government. The Roman republic extended due to the many alliances from Italian peninsula and central Italy as well as conquests (Holkeskamp. 47). New laws and policies that prevented individuals from obtaining permanent political powers were established. The political system became free and democratic as the constitution prevented political supremacy among individuals but supported political ideologies. This is because Rome was undergoing a political transition thus the new government system needed ideas to establish peace, political stability and development. Roman Republic was forced to ada pt to the new constitution, which was designed to promote republican form of government. After the transition, the Roman Republic introduced a set of guiding principles, which acted as a new set of policies that would ensure civilized leadership. In the new constitution, the government was divided into three sections. ... The new system of government portrayed a practice of democracy as powers were centralized in the three branches of government, which was made by a set of elected representatives from all parts of the Roman Republic. However, the republic system of government was corrupted by dictatorship rule, which led to its collapsing. Absolutism is a monarchical form of government that gives the monarch great powers and is given much reverence. However, the powers of a monarch are limited to by the need of support from the aristocracy. The aristocracy provides the monarch with political and military support thus may challenge the authority from time to time. Absolutism system of governance was associated with King Louis XIII and Louis XIV of France. This form of rule centralized powers to the monarch who was given unlimited powers by the divined law. In this case power was confined to one person who had the rights to regulate as well as change the political system and make decisions. This form of rule is prone to was as a country using absolutism can descend into a civil war after its collapse. In the French absolutism, the king’s word was considered to be law. Most of the revenue is collected and managed by the army. The French monarchy depended on farming and Agriculture as the main economic activities. In this case, farmers were taxed heavily in order to maintain the economy of the monarchy. The absolutism form of government was mainly focused on dictatorship as the ruler was granted the powers to do as he or she pleased by the law. Absolution also used natural laws which were affiliated to cultural practices thus could not create room for modern