Informal Reading Inventory, A Valuable Diagnostic Tool

1. Why is an â€Å"Informal Reading Inventory† a valuable diagnostic tool? Informal Reading Inventory (IRI) are diagnostic assessment administered individually to evaluate different aspects of students’ reading. After reading the text, students orally are answering the questions following the text. Teachers take into the consideration additional factors,, such as fluency, students’ prior knowledge, and determine students’ reading levels. This information may to choose appropriate reading material for students, to form reading groups, and to plan future reading instruction taking into the considerations students strengths and needs. According to Chall (1983), the greatest value of IRI is to help educators to diagnose the gaps in the abilities of readers who struggle the most. For teachers, who looking for the better way to address students instructional needs of children, who have reading difficulties, IRI is a very valuable diagnostic tool. 2. What is a â€Å"running record†? How do they assist a teacher? Running Record is used by teachers to assess students’ reading performance as they read from the benchmark books, specially selected books chose for assessment purpose. It is a very valuable tool to identify patterns in students reading behavior that allows to see strategies students used to make meaning of individual words and texts as a whole. 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Communism An International Political Movement And A...

By definition, communism is â€Å"an international political movement and a political and economic system that has its origins in the philosophy of Karl Marx† (â€Å"Communism†). This system allows for the government to own and control all the land, capital, and means of production, with which the distribution was in accordance to need and limits how much each individual holds in comparison to others (Kennedy and Cohen 692). In theory, communism is a noble concept developed by two visionary philosophers who envisaged a utopian society– a new world where everyone within it is equally set in perfect conditions; there would be no poverty and no one who stands at the top to look down on people who weren’t economically favored by fate. Be that as it may, the perception of the word â€Å"communism† in today’s American society has become shrouded with fear and ignorance. It has developed into a common case: people are not recognizant of the importan t aspects of this ideology and are unable to distinguish between Marxism in theory and the subsequent European reality. Several events and figures of paramount importance have led to this culmination such as Vladimir Lenin and Joseph Stalin, key Soviet communist leaders; the Russo-American Cold War, from 1947 to 1991; and the Army-McCarthy hearings, known as the witch hunt for Communists. The origin of the term â€Å"communism† is believed to be a creation of men from secret French revolutionary groups in the 1830s, its definition being that of peopleShow MoreRelatedThe Great Depression Of The Twentieth Century1423 Words   |  6 Pagescommunist movement is often forgotten. The change in political platforms, inspired by the Theory of Communism by Karl Marx was theoretically perfect. However when ____ (number of countries that used communism) adopted communism, its universal failure resulted in the misunderstanding and contempt of human nature . Communism was well designed for military strength and intimidation , which explained the violence and fear that emerged out of this movement. North America did not change their political platformRead MoreThe Soviet Union During The Cold War1702 Words   |  7 PagesUnion and sparking unprecedented political and economic reforms. Two years later, the Soviet Union itself disintegrated. The Cold War ended along with it, a sharply defined historical era stretching back to 1914. The end of the Cold War renewed the commitment to democracy and capitalism in the West, accelerated the existing movement toward unification in Europe, and left the United States standing as the sole military superpower in the world. 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But, it was inconceivable, for economic reasons, for these European countries to let their colonies being independent. Only, USA and the Soviet Union took positions against colonialism. On both sides, decolonization was unavoidable because of their political convictions. Thus, these two superpowersRead MoreCommunism: A Social Economic System1801 Words   |  7 PagesCommunism: A Social Economic System in which all property and resources are collectively owned by a society not by individual citizens. It is a system of Government in which state controls the economy or the elected party is responsible for the progress of people and economy, and all goods are equally shared and distributed among all the people by the state or the elected Party who holds Power. The Theory of Communism is to create Government under which all the natives are equal. 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Unlike his predecessors, Gorbachev was open to the ideologies of the west and understoodRead MoreKarl Marx And Friedrich Engels974 Words   |  4 PagesThe Communist Manifesto, hereafter referred to as the CM, was published in London, 1848 and served as the culmination of the collaboration between Karl Marx and Friedrich Engels. The CM was to serve as the basis for the communist platform, a political system which, in Marx’s and Engel’s view, served as the final destination in the natural progression of society. Marx attributed this progression to the idea that â€Å"class struggle† served as the driving force in the history of all previous civilizationsRead MoreDemocratiziation Processes in Post-War Germany1081 Words   |  5 PagesDemocratization after World War II was a c ompletely different scenario, and it flourished due to international support and the willingness of the German people to assimilate to a democratic government. The Treaty of Versailles negotiated the terms of defeat for Germany after the First World War. The Weimar Republic, established in 1919, was a democratic government with parliamentary and federal systems. Frank Wilson indicates that the Weimar Republic looked great on paper and appeared to

Does delegated legislation represent a threat to t Essay Example For Students

Does delegated legislation represent a threat to t Essay he democratic proces Delegated legislation is the power delegated by Parliament to some person or body to make law. The Act of Parliament that enacts a valid piece of delegated legislation, and the latter itself, both have the same legal force and effect. Parliament retains general control over the procedure for enacting such law. There are various types of delegated legislation. Orders in Council, Statutory Instruments, Bye-laws, Court Rule Committees, Professional regulations. It is essential to focus on the facts that specific controls have been established to oversee an unjust or inapplicable delegated legislation. Apart from the parliamentary control of the Join Select Committee on Statutory Instruments, Courts can also challenge ultra vires provisions through judicial review. Due to the complex nature of the delegated legislation, there are contradicting opinions about its democratic or not- characteristics. Some people argue that as long as there is some control over delegated legislation not only by Parliament by more importantly by judiciary, this kind of legislation doesnt seem to threaten the democratic process. In fact, given the pressure and waste of time on debating, it is more beneficial for the government to spend its precious time in a thorough consideration of the principles of the enabling Act, leaving the appropriate minister or body to establish the working details. The time saving and the fact that particular problems are faced swiftly from the minister or body overview provides greater flexibility in governmental and sociopolitical activity. In addition, it practically goes without saying that the majority of the members of Parliament simply do not have sufficient expertees to consider specialized provisions effectively. A good example supporting this allegation is the Bye-laws. As a result of the above, delegated legislation is a necessity because it can produce flexible, quick but still well-examined Acts, especially in situations of state emergency. In this case, the government will resort to the Privy Council without going through the full process. Those who oppose to the use of delegated legislation will answer to this argument that the Privy Council and most of such bodies are simply a means through which the government in the form of the committee of ministers can introduce legislation without disputes and reactions. It is generally acceptable that the ordinary members of Parliament cannot fully understand what is being enacted; partly because of the highly specific and technical phrasing of these Acts and partly because regulations appear outside the context of their enabling legislation. Furthermore, the lack of scrutiny by the ordinary member of Parliament is increased by magnitude of delegated legislation which some times becomes law only because no one was informed about their existence, so to vote against them. Lastly, since the very form of delegated legislation makes it extremely difficult for ordinary members to monitor it effectively, it is impossible for a reasonable man not to question the accountability and erosion of the Parliament. Certain people notably government ministers and the civil servants who work under them have more power that might be thought constitutionally correct. To conclude, it is understandable that delegated legislation is needed at some extent. Still, delegated legislation tends to be used to avoid political cost. It shouldnt be disregarded that in a democratic society, the view of the people who disagree must be heard and taken into account. Bibliography:1.Principles of the English Legal System, Gary Slapper David Kelly

Tragic Heroes Essays - Fiction, Literature, Cleopatra, Inhumans

Tragic Heroes Romeo is a tragic hero because he fought and did everything he did to be with Juliet but it still didn't work out and he ended up killing himself to be with Juliet, then finding she wasn't dead just as he had drunken the poison. Then Juliet saw her dead Romeo and killed herself with a dagger. The movie "End of Days" has something like this. The main character fights Satan because he came to earth to take it over. At the end of the movie the demon possesses him and he must throw himself onto a statue holding a sword killing himself but saving the world, This is another example of a Tragic Hero. The movie Gladiator's main hero, Maximus Aries is also a tragic hero. It's about a Roman army general who's empire turned on him and imprisoned him after Caesar made him the heir to Rome. Caesar didn't choose his own son because he was corrupt, when he told his son this his son suffocated Caesar before he annoced to Rome who the heir of Caesars empire was, and of course everyone would think it was his son, but it was actually Maximus. Caesar's son told some troops to take Maximus and kill him in the forest but he escaped. They then had his wife and child crucified. He then gets sold as a slave, to an entertainer who makes Gladiators. Maximus then rises up and becomes undefeated and in the end and takes on Caesars son in a gladiator match. Caesar's son wounded Maximus before the match but Maximus still managed to come through and kill him. He told everyone Caesars last dying wishes and his own to take Rome and make it republic once again then Maximus fell to the ground and died. These 2 examples are like Romeo because they died or did something heroic and the outcome for them was bad and tragic. Tragic heroes usually die or have something bad happen to them at the end of the story, but they die for a good cause making it tragic that they died but they may have saved the world, or be reunited with there loved ones.

Crime Is on Increase Essays

Crime Is on Increase Essays Crime Is on Increase Essay Crime Is on Increase Essay Crime is on increase Unorganized society commonly caused by many reasons especially the vandalism that leads to unexpected crimes. As we know that, the number of crime committed is increasing day by day while there are also the varieties of its consequences as well as the solutions. In the next paragraphs, both causes and effects of crime will be discussed after one anther which will also be followed by the beneficial solutions. One of the causes of crime is the poor parenting skill which simply refers to the dysfunction of the family; divorce is the best match example that most of the children will definitely bring their feedback after its occurrence. By doing so, they will easily become the victim and thus commit the crime immediately. Similarly, fatherlessness also contributes to criminal activities after one has withdrawn oneself from the others or accidentally taken up with gangsters. Usually, they start either being absent or dropping out of school clustering their own friends into a small group and end up doing something for fun; the reasons behind their reaction is because of the ignorance of the parents toward them, so they will be automatically upset sometimes even lonely that they had to hang out with friends in order to get rid of boredom. Another significant cause that cannot be blamed for is the poverty throughout their whole life. Having nothing will sooner or later form the ambition which is the creation of greed; consequently, the poor will be the volunteers in any group works without thinking twice if it is a legal affair. No matter how many bad things they have done, they will try their best to earn the money for their own sake to put themselves equal as the people surrounded them for both position and wealth. Therefore, they will happily enjoy their life which has always been praying for. Yet all they have to do to be rich in a blink of an eye; for instance, a drug seller whose job is to sell the illegal drug for addictive gangsters. If one refuses to get involved in such a business, possibly means that he or she is trying to drive the luck away and having no interest in searching for a good chance to be the well-off person. There are even much more causes of crime which occurred daily while there are also many solutions at the same time. Firstly, there should be a reformation of the system especially education must be put on the first hand due to the fact that it helps people gaining knowledge for making better decision. Once education has been improved, there will be the varieties of employment provided by the local firms; searching for the qualified candidates to be the permanent member of its business activities. Hence, higher salary will be provided without hesitation if that candidate is the right person for recruitment; in addition, he or she is able to improve their living standard by having not only the money to get what they want, but also the reputation of being the rich. The last solution to deals with criminal activities is the punishment which is strengthened by law to scare away those who love committing crimes. The more criminal activities they have done, the more serious punishment they will get. In this case, it includes two different kind of punishments such as: the less serious punishment is to fine the money which is the law set by the local government, the more serious punishment is to sentence in prison many years according to the degree of how serious the crime is. With these solutions, there will be the automatic reduction of crime rate for sure. In conclusion, problem will be solved after its solutions have already found and used. Just like a quote says God never created a lock without its fixed keys. Solving problem is far different from taking an exam, taking exam, students need to complete the space where answers are required unless they know nothing, whereas you have to be flexible to deal with the problem confidentially and of course cannot skip any tasks at all; otherwise, something bad will happen continuously after one another.

A Character Profile of Romeos Juliet

A Character Profile of Romeos Juliet Juliet, from Romeo and Juliet, is the young teenage daughter of Capulet and Lady Capulet. At age 13, Juliet is beautiful, innocent, and at a marriageable age. Before meeting Romeo, Juliet had thought little about love and marriage. Her parents, on the other hand, are keen to marry her to a rich and well-connected husband and have chosen Count Paris, who has expressed his interest in Juliet, as their daughters future husband. Whether Juliet likes him is not a concern to anyone but her. Meeting Romeo Changes Juliets Life However, Juliet soon stumbles upon her ​fate when she meets Romeo and instantly falls in love with him, despite his  being the son of her family’s enemy, Lord Montague. â€Å"My only love sprung from my only hate,† she exclaims. Like many women in Shakespeares plays, Juliet has very little freedom, but she is connected to the outside world through her closest friend, Nurse. Juliet, though, is prepared to abandon Nurse entirely when Nurse turns against Romeo. Juliet matures throughout the plot of the play and is eventually prepared to abandon her family in order to be with Romeo. Juliet, a Complex Character At the beginning of the play, Juliet Capulet appears to be a shy and innocent young girl, but the depth of her character shows as she meets Romeo, defies her father, marries Romeo, and ultimately commits suicide. While appearing quiet and obedient, Juliet displays inner strength, intelligence, bravery,  wit, and independence. It is, in fact, Juliet who asks Romeo to marry her. Juliet dispels the notion of shyness in scenes where she speaks as much as Romeo and with the same degree of confidence. Juliet shows her inner strength and independent nature in her decision to die rather marry Paris: If all else fail, myself have power to die. By so doing, she takes control of her own destiny, rather than allow her life to be controlled by others, as so many young women in her circumstances at that time would. Juliets Quotes of Character Juliets own words demonstrate her strength of character, independence, and growing maturity, especially regarding love. Here are some examples: Well, do not swear. Although I joy in thee,  I have no joy of this contract tonight.  It is too rash, too unadvised, too sudden, too like the lightning, which doth cease to be ere one can say It lightens. Sweet, good night. My only love sprung from my only hate!  Too early seen unknown, and known too late!  Prodigious birth of love it is to me that I must love a loathed enemy. Three words, dear Romeo, and good night indeed.  If that thy bent of love be honorable, thy purpose marriage, send me word tomorrow, by one that Ill procure to come to thee, where and what time thou wilt perform the rite, and all my fortunes at thy foot Ill lay and follow thee my lord throughout the world.

Individual Rights and the Law Case Study Example | Topics and Well Written Essays - 1500 words

Individual Rights and the Law - Case Study Example Article 5of the Human Rights Act guaranteeing liberty is the most important article for detained mentally disordered people. Interpretations of article 5in the context of persons of unsound mind resulted from the decision of the European Court in the case of Winterwerp V the Netherlands. Detention under article 5(1) e is considered lawful only if the patient is deemed to be of unsound mind. Also, it is necessary that the mental disorder must be of a kind or degree warranting compulsory confinement. Further, continued confinement should depend on the persistence of the disorder. Finally, the detention must be in accordance with the prescribed law. (Potential impact of the Human Rights Act on psychiatric practice: the best of British values Rosanne MacgregorMorris, Jane Ewbank, Luke Birmingham). Scottish and other European Cases challenging restricted medical treatment have largely been unsuccessful as current clinical practice generally does not breach an individual's human rights and recent Scottish Case Laws, have high - lighted that an individual patient's rights may be of a lower priority than public safety. Following the decision of the European Court of Human Rights, in X V United Kingdom, 1981, 4EHRR 188, The Mental Health (Scotland) Act 1983, introduced a periodic right of appeal for restricted patients enabling them to apply to the sheriff annually for a discharge. The relevant provision is section 63 of 1984 act. According to this section as long as it is required, the sheriff and Scottish ministers do not discharge a restricted patient from the hospital. This is in order to protect the public from serious harm, regardless of whether, the patient is treatable or not. These cases bring into focus the conflict between the individual's right to liberty, now enshrined in The European Convention for the Protection of Human Rights and Fundamental Freedom (The Convention) and the duty of the state to protect its citizens from harm. We will now, consider three very important cases in this context. Case One. The applicant Karl Anderson formerly known as Karl Tonner pleaded guilty to manslaughter on the basis of diminished responsibility at Dundee Sheriff Court in 1968 to an indictment containing a charge of culpable homicide in respect of assaulting a girl aged 12 and then killing her, . Tonner was charged with culpable homicide and in the High Court at Edinburgh, on 6 December 1968, the judge authorized his admission to, and detention without time limit in, the State Hospital at Carstairs under Section 55 of the Mental Health (Scotland) Act 1960 ("the 1960 Act"). On 8 July 1999 Anderson appealed to the Sheriff at Lanark under Section 63 of the 1984 Act for an absolute discharge under Section 64. This appeal was based on the 2 August 1999 judgment was given in the case of Ruddle v. The Secretary of State for Scotland 1999 G.W.D. 29-1395. In this case Noel Ruddle appealed to the Sheriff under Section 63(2) of the Mental Health (Scotland) Act 1984. He sought an order in terms of Section 64(1) (a) of that Act directing his absolute discharge. Ruddle's argument was that he was no longer liable to be detained in a hospital for treatment since: he no longer suffered from a mental illness justifying his detention as a restricted pati

Ratio and Financial Statement Analysis Essay Example | Topics and Well Written Essays - 1750 words - 1

Ratio and Financial Statement Analysis - Essay Example Concepts that have been used include annuity which is a series of constant cash flows that occurs at the end of each period called a term, perpetuity which is a financial asset that does not have a maturity period but keep making payments indefinitely, compounding which is finding the future value of one or more cash flows, discounting which is determining the present value of one or more future cash flows. Financial decisions are made based on future value or present value. Future value is what one or more cash flows are worth at the end of the period while the present value measures the worth of one or more cash flows to be received in the future are worth today. The effective annual interest rate which is the annual growth rate that takes into account compounding. These concepts are fully covered in the paper while handing the questions. Financial management ratios are an area of expertise that every manager in any financial position should get acquainted with. They are useful in helping him to make sound financial decisions on the source of funds, the investment option to undertake and the financial prudence needed in the running of a business entity. What the time value of money is and why it is so important in the field of finance: The question that comes to mind is what the value of a future cash flow is today. The time value of money is the value of the stream of future cash flows today. Money has a time value since a dollar held today is worth more than a dollar to be received in the future. If you had the money today, you would have probably invested it and earned interest thus time value of money is the opportunity cost of foregoing todays consumption. Time value of money is important in the field of fiancà © because before investment decisions are made there is required that a comparison be made between the value funds invested today and the value of expected future cash inflows. The

Experiment on the Effects of Eating Breakfast Essay Example for Free

Experiment on the Effects of Eating Breakfast Essay It is always said that it is important to eat a hearty breakfast before a big day to ensure success. However, does this statement hold true when it comes to eating breakfast before taking standardized tests? We designed an experiment which would put an answer to this question. The experiment tests the spectrum of standardized test scores of those who ate breakfast versus the scores of those who ate nothing. This experiment would be a single blind study because the scientists would not be biased therefore they would have no reason to alter the test results; it is a purely research type experiment. There would be two groups involved in the experiment- the experimental group, which would be given a hearty breakfast thirty minutes prior to taking the test, and the control group, which would be given nothing to eat. The two groups would then be given the same amount of time to take identical tests. The test scores of the experimental group would be compared to the scores of the control group. If, as a whole, the breakfast-eating group’s scores were higher than the other group’s, it would prove that eating before taking a test would be beneficial to the grade received. The breakfast would be the independent variable and the scores would be the dependent variable. It would be important for the scientists to receive informed consent because they could not just experiment without the person’s permission because of ethical reasons. We learned a lot from doing this project. We learned how to set up a psychological experiment and identify different components of that experiment. We liked the satisfaction of setting up and describing our own experiment successfully. We disliked the rest of it. We designed an experiment to test how eating breakfast impacts the outcome of test scores taken shortly afterwards.

A Proposal to Ban Smoking in Public Areas Essay -- Argumentative Persu

A Proposal to Ban Smoking in Public Areas Every year, there are over 400,000 smoking-related deaths in the United States. A large percentage of these are due to lung cancer, whose leading cause is smoking. However, not all deaths are smokers themselves. Anyone in the vicinity can fall victim to second hand smoke. These people, through no action of their own, can have their lives threatened. This problem, which plagues all Americans, should have action taken on a local scale to help protect the health of the public. The Ames City Council is in the process of debating a city ordanince which whould ban smoking in all public places, with the exception of those designated as "smokng areas". A public place shall be defined by Subsection 142B.1(3) Code of IowaAmes City Council, Current Odrances, http://www.city.ames.ia.us/Whatsnew/smokingban.htm). Several other methods for solving the problem of second-hand smoke have been suggested in the past. One method is to use air purifiers to clean the air. While this can remove some smoke particles from the air, even the most expensive air filtration system cannot remove all of the poisons and toxins put into the air by second hand smoke. Another solution would be to have separate rooms in which smoking is allowed, such as a lounge or parlor. This idea is also flawed, because for this to work, the rooms in which smoking is allowed would require entirely separate ventilation systems to accomplish the objective of protecting others (from the New York Times, 1/12/99, Public Smoking Ban: Alternatives?) The need for this legislation is made obvious by statistics, as well as by example situations. As the Saskatchewan Institute on Prevention of Handicaps states on their web page about seco... ...aw, rendering it useless. A fine should be set at $250, with increasing severity for multiple offenses. The current ordanance does not contain this ever important increase for repeat offenses, and should thus be amended in "Sec.21A.300 PENALTY" to reflect this change. It is this clause which will keep people from smoking in public places, and this provision must also be added to make the ordanence effective in accomplishing its objective. Today, through out the country, and even right here in Ames, Iowa, there is an enormous problem of cigarette smoke putting people?s lives in danger. By passing a ban to make smoking illegal in public places, the lives of people who have been made to suffer from second-hand smoke will be improved, and people who currently smoke will be discouraged from continuing to do so. This will help to improve the lives of all Ames citizens.

The Bully – Original Writing

Susan stood sobbing quietly in a toilet cubicle. She waited for the pounding footsteps to die away before emerging. Cautiously she gazed out of the entrance and then turned to face the dirty mirrors in front of her. She gently prodded the skin below her swelling left eye and flinched with pain. On examining her face she saw that as well as the blotchy redness that appears on your face after crying the beginnings of bruising were also emerging. She heard footsteps approaching and ran quickly back into the cubicle and locked the door. â€Å"Susan! Susan are you in here?† called a voice softly, â€Å"It's me, Nadine.† The door to the cubicle opened slowly and Susan emerged. â€Å"Oh my God!† exclaimed Nadine, â€Å"I heard them laughing and talking but I didn't think they'd actually done anything! Are you ok? Does it hurt?† â€Å"I'm fine!† snapped Susan â€Å"It doesn't matter now anyway. Do you have any foundation? I can't let Mom and Dad see this.† â€Å"Yeah, yeah of course I do† murmured Nadine; she had given up trying to persuade Susan to tell her parents about the bullies a long time ago. Nadine delved into her bag and pulled out a stick of foundation. The two girls went over the afternoons happenings as Susan carefully applied foundation to cover the bruising which was now a shade of red on her pale face. By the time she was finished the bell had rung and it was lunchtime. Susan and Nadine said goodbye and Susan left for home. â€Å"Susan? Is that you?† she heard her mother's voice sing from the sitting room. â€Å"Yeah, I wasn't feeling too good so I came home.† Susan mumbled. You should have called and asked me to pick you up† her mother replied sharply, † We bought you that mobile phone for a reason.† Susan, who was still standing in the hallway, hadn't told her parents about the gang of girls who tormented her. Therefore they did not know that her new Nokia phone had been stolen from her bag last week and by now had probably been sold on to someone for half the price Susan's parents had paid for it. â€Å"Susan? Come sit in here with me and I'll make you a nice cup of camomile tea.† â€Å"No it's ok mom,† Susan wondered why camomile tea was her mother's answer for everything, â€Å"I think I'll just go lie in my room for a while I've got a really bad headache.† And with that Susan trudged upstairs. â€Å"Susan! Nadine's on the phone!† her mother called upstairs sometime later. Susan padded across the hallway and picked up the extension in her parent's room she spoke to Nadine and assured her that she was all right, whilst going over the day's events in her head. She had not gone down for dinner that evening but had called hello to her father from the top of the stairs when he arrived home from work so that he would not get suspicious. Half an hour later Susan had hung up the phone and was trying to do a little revision for the GCSE's she had coming up later that year but her thoughts continued to return to the bullies. She wondered what would happen if she told her parents of the suffering she had endured due to her persecutors. She could imagine her mothers reaction, a completely over the top drama queen act during which she would insist on going directly to talk to the headmaster in whose office she would continually sob about her daughter's anguish and demand justice as though it were a court room. Her father on the other hand would tell her to stand up for herself and fight back. â€Å"You're a big girl now.† He would tell her in that patronising tone of voice she knew so well, â€Å"You can't continue to rely upon your mother and I to fight your battles for you. You have simply got to stand up for yourself.† Yeah, a fat lot of good telling them would do she told herself before falling in a fitful sleep. The next morning she heard her mother come bustling into the bedroom, â€Å"How are feeling today dear?† she asked in that singsong tone of voice that got on Susan's nerves. Remembering what had happened the previous day Susan quickly drew her head under her covers and told her mother in a muffled voice that she was feeling no better but agreed to have some breakfast and asked for a head ache tablet. As soon as her mom left the room Susan clambered out of her bed and looked into the mirror that hung above her dressing table. The bruising was not as bad as it had looked like it was going to be yesterday although, it was dark under her eye and along the left side of her face. Susan scurried into the bathroom, foundation in hand. By the time she went downstairs for breakfast it was impossible to see the bruising. Susan took that Friday off and by the time Monday morning arrived the violent wave of purple bruising was almost gone. Nadine arrived at Susan's house at 8-30am on Monday morning so that the two friends could walk to school together. â€Å"I thought I was never gonna get out of there!† exclaimed Susan as she locked the front gate on her way out. â€Å"Did they not notice the bruising at all?† Nadine asked looking at Susan's face, Susan had covered it with foundation and you couldn't tell there were any marks on her face whatsoever. â€Å"Nope. And even if they did they didn't say anything to me.† The girls walked in silence until they reached the school. Susan froze outside. â€Å"It'll be fine. They won't say anything.† Nadine assured her. † Yeah, it'll be fine.† Echoed Susan, speaking more to herself then Nadine. Susan walked into her registration class and immediately she saw them, Lauren and Sophie glared at her as she marched purposefully to her teacher's desk, taking out the note her mother had written Susan handed it to Mrs. Fraeser and sat down at her seat beside Nadine. Susan felt that the next few weeks were fairly manageable, the two bullies did not go out of their way to intimidate her. Instead they stuck to small things, tripping her in hallways and throwing Polo's at her, but she was able to cope with all the little things that Sophie and Lauren did to put her down. Soon, Susan found that she was feeling better than she had done in a long while, the bruising had completely vanished and she and Nadine were getting along fine. One Friday morning about four weeks after returning to school Susan and Nadine arranged to go shopping in town. â€Å"I'll pick you up at about 10am tomorrow morning!† called Nadine as the bell signalling the end of the lunch break rang. â€Å"Ok!† was Susan's reply as she gathered her bag and made her way out of the toilets. She felt someone bump into her and glanced up to apologise when she saw Sophie and Lauren standing in front of the door. Susan straightened up and looked about her, the three of them were alone except for a girl who was applying make-up at the sink. Hastily Susan grabbed her things and headed for the door but before she got there she felt someone grab her roughly by the arm, spinning round she saw Sophie's leering face. â€Å"You!† Lauren called to the little girl at the sink, â€Å"Get out!† The girl looked up questioningly but left the bathroom anyway. â€Å"Long time, no see. Wouldn't you say so?† muttered Sophie, tightening her grip. â€Å"Let me go!† said Susan through gritted teeth. â€Å"Now, now.† Lauren chided sarcastically â€Å"That's no way to talk is it? Not very nice at all.† â€Å"Let me go! I'll scream if I have to.† Susan's voice was becoming high-pitched and her eyes were filling with tears. â€Å"Ooh! Poor ickle baby gonna have a cry. Here, I'll give you something to cry about.† Muttered Sophie letting go of Susan's arm and punching her. Susan tried to hit back but the two bullies wouldn't back off, Susan felt the punches and kicks rain down on her body. She sank to the ground but Lauren pulled her back to her feet. â€Å"No, we're going to do it properly this time!† she yelled banging Susan's head on the tiled walls. After that Susan could not tell how many times she was punched and she felt as if there were more than two people hitting her, suddenly she felt someone grab her throat and felt her head bang off something solid. She slumped to the ground and felt warm, sticky blood running down the back of her neck and the last thing she heard before slipping out of consciousness was the sound of laughter and running footsteps. It was a few hours later when she woke up in a hospital room and heard her father's voice, â€Å"Susan? How do you feel?† he asked. â€Å"I've got a headache.† Susan answered groggily, looking around her. Immediately a nurse bustled into the room and began fluffing pillows and checking Susan's pupils and pulse. After the nurse left Susan saw her mother sitting in a chair at the foot of the bed. â€Å"We're so sorry that we let this happen to you. But you've got a very good friend who told us what has been going on.† Said her mother with tears in her eyes. At that Nadine stepped in from behind the curtains and smiled at Susan. â€Å"They're going to be expelled, They're never gong to be able to get at you again.† Nadine said approaching Susan's bed and squeezing her hand. Susan nodded before finally falling into a much yearned for peaceful slumber.

I Believe Essay

Traveling to â€Å"land of opportunities† for future studies is a dream of many people as standards and quality of education is the best in the world. I am one of those lucky people who wished to study in America and finally landed in United States for this purpose. But it was not an easy task as rules and regulation for obtaining a student’s visa is hard. But troubles do not end with getting a student visa as after coming to United States, one finds himself entangled in other difficult rules. I myself experienced all these difficulties and hardships before arrival and after arrival in United States. When I applied at the United States consulate in my native country, I had to produce certain security documents in addition to my I-20 Form (Admission letter from my institute), funding document and passport. Although these security documents were necessary to clear the security conditions but it took me many days to get these from local authorities. Additionally, I wanted to come to America thirty days prior to the start of my course date in order to accommodate myself in the American environment and learn the culture and values of Americans. But again it was not a simple thing as I have to get a visitor visa first and it was also required to register with Department of Homeland Security office upon my arrival in United States. After one month, before beginning any studies, I must obtain a change of classification through Form I-539 (application for Change of Nonimmigrant Status). As these rules were hard to understand and were harder to follw, so I decided to end this venture. I believe that these procedures are cumbersome and forces one not to apply for a visa thirty days prior to the corse start date. I also believe that student must come earlier (more than thirty days) to United States to get an acquintance with the local customs, traditions and environment. There is another condition for F-1 visa that students must be enrolled as a full-time student at the institution. But sometime Institute does offer long duration courses in Language Proficiency but does not give it full time course status to these courses. This creates a lot of problem in getting student visa and students in this case only gets visit visa. I think that Language courses must also be included in the category of full time courses or the Visa rule about these courses should be relaxed and a student visa should be issued for these. There is another part of the visa application process; an interview at the embassy consular section is required for visa applicants. I believe that this interview process is an extra thing as students waits a lot to be called for interview. Again a communication barrier is another problem because students can not convey the real information due to language inability. He can not understand the questions of the Visa Clearance Office in the right context. This results in the failure of getting a visa. The immigration rules related to medical check-up and vaccinations is another problem that students face. I myself have to undergo a lot of difficult procedures. I believe that vaccination is necessary and United States has the right to allow only the healthy person to enter in its territory but these procedures must be simplified. Another hard rule is related to employment. According to the F-1 rules, maximum of 20 hours/week is allowed while the studies are in progress whereas during annual break periods one can work up to 40 hours a week. I believe that students must be given more time so that they can earn enough to partially support their non-curricular activities. It does not mean that their studies should be sacrificed but they should be allowed according heir spare time. Students should use this money to visit various parts of America and to get knowledge of American culture and geography. Another employment rule is related to on-campus job. One can not take jobs outside the college or institute premises. I think that this regulation is unfair as only few jobs are available on the campus. Furthermore, every international student tries to get job on the premises. This makes the situation difficult. So it is not possible for every student to get a job on his/her own campus. I think that this rule should be relaxed and students should b allowed to work in the surroundings of the university or institute. Again after one year, students are allowed to work off-campus bit it needs the approval of the institute. I believe that this procedure again creates difficulties for the students. Although jobs in the local surroundings are not rare but they are processed so quickly that after getting an approval from institute, they remain no more available. Although I suffered from only a few of these hard rules but most of the prospective students become a victim of one or more of these rules. So I think that these rules should be altered in order to take care of the students’ needs. Government must take initiative to accommodate the students and their genuine requirements.

Conjugation Tables for the Italian Verb Giocare

Conjugation Tables for the Italian Verb 'Giocare' Giocare is a versatile Italian verb meaning to play, matter, come into play, gamble, deceive, or even trick. It is a regular  first-conjugation Italian verb.  Giocare  is either a transitive verb (meaning it takes a  direct object) or intransitive verb (meaning it does not take a  direct object) and is conjugated with the  auxiliary verb  avere. First-Conjugation Verbs Before conjugating  giocare, its important to understand what first-conjugation Italian verbs are and how they are conjugated. Verbs with infinitives ending in –are are called first-conjugation, or –are, verbs. The present tense of a regular –are verb is formed by dropping the infinitive ending –are and adding the appropriate endings to the resulting stem. There is a different ending for each person. There are two types of first-conjugation verbs: with verbs like giocare ending in –care (as well as similar verbs like  cercare,  to try  and  caricare,  to charge) and –gare (such as  litigare, to fight, and  legare, to bond), you add an h immediately after the root with declinations startining with e or i to  maintain the hard c or hard g sound. The Auxiliary Verb Avere In Italian, an auxiliary verb- either  avere  (which is paired with giocare) or  essere- is used whenever forming  compound tenses. The auxiliary (or helping) verb, in combination with another, gives a particular meaning to the conjugated verb form. For example, compound tenses such as the  passato prossimo  are formed with the present indicative of the auxiliary verb  avere  or  essere  and the  participio  passato, â€Å" past participle. Conjugating Giocare The tables provide conjugations for tenses and moods of the verb giocare.  Where available, links provide an opportunity to find further information about the meaning and use of the mood or tense. Indicative/Indicativo Presente io gioco tu giochi lui, lei, Lei gioca noi giochiamo voi giocate loro, Loro giocano Imperfetto io giocavo tu giocavi lui, lei, Lei giocava noi giocavamo voi giocavate loro, Loro giocavano Passato Remoto io giocai tu giocasti lui, lei, Lei gioc noi giocammo voi giocaste loro, Loro giocarono Futuro Semplice io giocher tu giocherai lui, lei, Lei giocher noi giocheremo voi giocherete loro, Loro giocheranno Passato Prossimo io ho giocato tu hai giocato lui, lei, Lei ha giocato noi abbiamo giocato voi avete giocato loro, Loro hanno giocato Trapassato Prossimo io avevo giocato tu avevi giocato lui, lei, Lei aveva giocato noi avevamo giocato voi avevate giocato loro, Loro avevano giocato Trapassato Remoto io ebbi giocato tu avesti giocato lui, lei, Lei ebbe giocato noi avemmo giocato voi aveste giocato loro, Loro ebbero giocato Future Anteriore io avr giocato tu avrai giocato lui, lei, Lei avr giocato noi avremo giocato voi avrete giocato loro, Loro avranno giocato Subjunctive/Congiuntivo Presente io giochi tu giochi lui, lei, Lei giochi noi giochiamo voi giochiate loro, Loro giochino Imperfetto io giocassi tu giocassi lui, lei, Lei giocasse noi giocassimo voi giocaste loro, Loro giocassero Passato io abbia giocato tu abbia giocato lui, lei, Lei abbia giocato noi abbiamo giocato voi abbiate giocato loro, Loro abbiano giocato Trapassato io avessi giocato tu avessi giocato lui, lei, Lei avesse giocato noi avessimo giocato voi aveste giocato loro, Loro avessero giocato Conditional/Condizionale Presente io giocherei tu giocheresti lui, lei, Lei giocherebbe noi giocheremmo voi giochereste loro, Loro giocherebbero Passato io avrei giocato tu avresti giocato lui, lei, Lei avrebbe giocato noi avremmo giocato voi avreste giocato loro, Loro avrebbero giocato Imperative/Imperativo Presente gioca giochi giochiamo giocate giochino Infinitive/Infinito Presente giocare Passato avere giocato Participle/Participio Presente giocante Passato giocato Gerund/Gerundio Presente giocando Passato avendo giocato

Participar Conjugation in Spanish, Translation, and Examples

Participar Conjugation in Spanish, Translation, and Examples The Spanish verb participar is a cognate of the English verb to participate, which means that both words are derived from the same root word and have similar meanings. Participar is a regular -ar verb, like tratar and ayudar. This article includes participar conjugations in the indicative mood (present, past, conditional, and future), the subjunctive mood (present and past), the imperative mood, and other verb forms. Using the Verb Participar Since participar is a cognate of the English participate, it has the same meaning in both languages. Therefore, you can use participar in most contexts when you would use the English verb participate. For example, you can say Quiero participar en la competencia (I want to participate in the competition). However, in Spanish participar can be used in a few ways that do not translate to English. For example, it can be used to mean to share information or inform, as in Ella me participà ³ de la fecha de la reunià ³n (She shared with me the date of the meeting); or to share or get a share of something, as in Todos participamos de los beneficios de la compaà ±Ãƒ ­a (We all share in the companys benefits). Participar Present Indicative Yo participo I participate Yo participo en la clase. Tà º participas You participate Tà º participas en las reuniones importantes. Usted/à ©l/ella participa You/he/she participates Ella participa en la conferencia como invitada especial. Nosotros participamos We participate Nosotros participamosen la carrera. Vosotros participis Youparticipate Vosotros participis en la organizacià ³n de la fiesta. Ustedes/ellos/ellas participan You/they participate Ellos participanen las elecciones polà ­ticas. Participar Preterite Indicative The preterite tense is usually translated to English as the simple past. It is used to describe completed actions in the past. Yo participà © I participated Yo participà © en la clase. Tà º participaste You participated Tà º participaste en las reuniones importantes. Usted/à ©l/ella participà ³ You/he/she participated Ella participà ³ en la conferencia como invitada especial. Nosotros participamos We participated Nosotros participamosen la carrera. Vosotros participasteis Youparticipated Vosotros participasteis en la organizacià ³n de la fiesta. Ustedes/ellos/ellas participaron You/they participated Ellos participaron en las elecciones polà ­ticas. Participar Imperfect Indicative The imperfect tense is also a past tense, but it is used to talk about ongoing or repeated actions in the past. It is usually translated to English as was participating or used to participate. Yo participaba I used to participate Yo participaba en la clase. Tà º participabas You used to participate Tà º participabas en las reuniones importantes. Usted/à ©l/ella participaba You/he/she used to participate Ella participaba en la conferencia como invitada especial. Nosotros participbamos We used to participate Nosotros participbamosen la carrera. Vosotros participabais Youused to participate Vosotros participabais en la organizacià ³n de la fiesta. Ustedes/ellos/ellas participaban You/they used to participate Ellos participaban en las elecciones polà ­ticas. Participar Future Indicative Yo participarà © I will participate Yo participarà © en la clase. Tà º participars You will participate Tà º participars en las reuniones importantes. Usted/à ©l/ella participar You/he/she will participate Ella participar en la conferencia como invitada especial. Nosotros participaremos We will participate Nosotros participaremosen la carrera. Vosotros participarà ©is Youwill participate Vosotros participarà ©is en la organizacià ³n de la fiesta. Ustedes/ellos/ellas participarn You/they will participate Ellos participarn en las elecciones polà ­ticas. Participar Periphrastic  Future Indicative   The periphrastic future has three different components: the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive participar. Yo voy a participar I am going to participate Yo voya participar en la clase. Tà º vasa participar You aregoing toparticipate Tà º vasa participar en las reuniones importantes. Usted/à ©l/ella vaa participar You/he/she isgoing toparticipate Ella vaa participar en la conferencia como invitada especial. Nosotros vamosa participar We aregoing toparticipate Nosotros vamosa participar en la carrera. Vosotros vaisa participar Youaregoing toparticipate Vosotros vaisa participar en la organizacià ³n de la fiesta. Ustedes/ellos/ellas vana participar You/they aregoing toparticipate Ellos vana participar en las elecciones polà ­ticas. Participar Present Progressive/Gerund Form The present participle or gerund is a verb form that is often used as an adverb or to form progressive verb forms like the present progressive. Present Progressive ofParticipar est participando Is participating Ella est participando en la conferencia como invitada especial. Participar Past Participle The past participle can be used as an adjective or to form perfect tenses like the present perfect. Present Perfect of Participar ha participado Has participated Ella ha participado en la conferencia como invitada especial. Participar Conditional Indicative The conditional tense is usually translated to English as would verb, and it is used to talk about possibilities. Yo participarà ­a I will participate Yo participarà ­a en la clase si no fuera tan tà ­mida. Tà º participarà ­as You will participate Tà º participarà ­as en las reuniones importantes si te invitaran. Usted/à ©l/ella participarà ­a You/he/she will participate Ella participarà ­a en la conferencia como invitada especial si pudiera asistir. Nosotros participarà ­amos We will participate Nosotros participarà ­amosen la carrera si entrenramos suficiente. Vosotros participarà ­ais Youwill participate Vosotros participarà ­ais en la organizacià ³n de la fiesta si pudierais asistir. Ustedes/ellos/ellas participarà ­an You/they will participate Ellos participarà ­an en las elecciones polà ­ticas si pudieran votar. Participar Present Subjunctive Que yo participe That I participate La maestra quiere que yo participe en la clase. Que tà º participes That you participate El jefe pide que tà º participes en las reuniones importantes. Que usted/à ©l/ella participe That you/he/she participate La profesora espera que ella participe en la conferencia como invitada especial. Que nosotros participemos That we participate El entrenador quiere que nosotros participemos en la carrera. Que vosotros participà ©is That you participate Patricia necesita que vosotros participà ©isen la organizacià ³n de la fiesta. Que ustedes/ellos/ellas participen That you/they participate El gobernador quiere que ellos participen en las elecciones polà ­ticas. Participar Imperfect Subjunctive The imperfect subjunctive can be conjugated in two different ways, shown in the tables below. Option 1 Que yo participara That I participated La maestra querà ­a que yo participara en la clase. Que tà º participaras That you participated El jefe pidià ³ que tà º participaras en las reuniones importantes. Que usted/à ©l/ella participara That you/he/she participated La profesora esperaba que ella participara en la conferencia como invitada especial. Que nosotros participramos That we participated El entrenador querà ­a que nosotros participramosen la carrera. Que vosotros participarais That you participated Patricia necesitaba que vosotros participaraisen la organizacià ³n de la fiesta. Que ustedes/ellos/ellas participaran That you/they participated El gobernador querà ­a que ellos participaran en las elecciones polà ­ticas. Option 2 Que yo participase That I participated La maestra querà ­a que yo participase en la clase. Que tà º participases That you participated El jefe pidià ³ que tà º participases en las reuniones importantes. Que usted/à ©l/ella participase That you/he/she participated La profesora esperaba que ella participase en la conferencia como invitada especial. Que nosotros participsemos That we participated El entrenador querà ­a que nosotros participsemosen la carrera. Que vosotros participaseis That you participated Patricia necesitaba que vosotros participaseisen la organizacià ³n de la fiesta. Que ustedes/ellos/ellas participasen That you/they participated El gobernador querà ­a que ellos participasen en las elecciones polà ­ticas. Participar Imperative The imperative mood consists of commands, both positive and negative. Positive Commands Tà º participa Participate!  ¡Participa en las reuniones importantes! Usted participe Participate!  ¡Participe en la conferencia como invitada especial! Nosotros participemos Let's participate!  ¡Participemos en la carrera! Vosotros participad Participate!  ¡Participad en la organizacià ³n de la fiesta! Ustedes participen Participate!  ¡Participen en las elecciones polà ­ticas! Negative Commands Tà º no participes Don't participate!  ¡No participes en las reuniones importantes! Usted no participe Don't participate!  ¡No participe en la conferencia como invitada especial! Nosotros no participemos Let's not participate!  ¡No participemos en la carrera! Vosotros no participà ©is Don't participate!  ¡No participà ©is en la planeacià ³n de la fiesta! Ustedes no participen Don't participate!  ¡No participen en las elecciones polà ­ticas!

Critical Response Paper Research Example | Topics and Well Written Essays - 750 words

Critical Response - Research Paper Example This paper will explore the film’s content, as well as formal aspects, including, among others, performance and genre. Almodovar appreciates the element of desire, particularly homosexual desire, which is a tough topic regarding a normal human condition. The director considers desire as the absolute necessity to be wanted or desired, however, the interplay of desires often makes it difficult for two desires to correspond. The integration of such a sensitive topic in the film not only adds to its richness, but also highlights the array of formal aspects employed to present the issue in a delicate manner. Almodovar’s use of comedy and comic sensibilities eases the manner in which the touchy issues of homosexuality, nudity, violence, jealousy and lust are presented and discussed. According to Smith (187) La Ley del Deseo develops the central theme of morality as highlighted by homosexuality and transsexuality. Almodovar’s style also encompasses the use of themes to develop new themes. For instance, the theme of love without constraints results in the emergence of the theme of death. The disregard of sexual differences in the endeavor to find love without restrictions results in the eventuality of death. Pally (35) perceives Almodovar’s presentation of these touchy issues as celebratory instead of frightening. Almodovar uses light to frame the film’s characters’ faces with a sense of protection and care, which does away with the characters’ inherent confusion. This use of light allows the viewer to appreciate the braveness and joyousness of the characters that choose to be true to their true emotions regardless of the outcome. The extravagant use of bright color in the film speaks to Almodovar’s visual style. In addition to the integration of color in the film, Almodovar incorporates art, for instance, the hopper print that appears in Pablo’s apartment. The use of bright colors and art adds to the filmà ¢â‚¬â„¢s overall visual superiority. In addition, Almodovar uses other stylistic touches such as fade and close-up. For instance, in one scene, framing shifts from a close-up of Pablo’s eyes to the revolving wheels of his car, the wheel cover aligns perfectly with Pablo’s pupils (La Ley del Deseo). In essence, even when Almodovar portrays Pablo’s makeshift family as incredibly outrageous through silly narrative, the director protects the nobility, emotional richness and strength of all characters. Characterization adds to the richness of the film. For instance, while the film appears to be falling apart in some instances, characters such as Tina who is fierce, funny and independent do not fall apart, thereby holding the film together. Operating in a cultural environment that frowns upon nudity, especially male nudity, Almodovar does his best to deal with the awkwardness of the topic in a comic manner. However, according to Medhurst (127) the use of comedy in pre senting serious issues in La Ley del Deseo complicates the manner in which Almodovar and the film are perceived culturally. Notably, since comedy relies on inside cultural knowledge, the region from which La Ley del Deseo was generated largely influences the appreciation of the film’s message (Medhurst 132). Spanish roots have significantly influenced the film’s raw material, thereby impacting the way people from other cultures perceive its intrinsic message. On