Almost, But Not Quite

Almost, But Not Quite One of the most popular features on this site has been the list of false friends, those words that look the same or almost the same as English words but have different meanings. However, such words arent the only dangerous ones for those who believe (usually correctly) that knowing English gives them a head start on Spanish vocabulary. For there also are a number of words that might be called fickle friends, words that are roughly synonymous with English words but have a different connotation, or that are synonymous some of the time but not always. These words can be confusing to anyone with a knowledge of English who is speaking Spanish as a second language. (Although technically not accurate, false friends are often referred to as false cognates. Presumably, that would make fickle friends known as partial cognates.) To take an extreme example of a fickle friend, one so extreme it is on the list of false friends, look at molestar, which is related to the English verb to molest. In English, the verb can mean to bother, which is its Spanish meaning, as in the sentence they continued on their journey unmolested. But far more often, almost always, the English word has a sexual connotation that is absent in Spanish. Many of the words on the following list are something like that, in that they have a meaning similar to an English one but often mean something different. Translating them as the English cognates may make sense some of the time but frequently it wont. Accià ³n: It is usually synonymous with action in its various meanings. But to a stock broker it can also mean a share, and to an artist it can be posture or pose. Adecuado: This word can mean adequate in the sense of being appropriate. But adequate can have a negative connotation that adecuado doesnt. Its usually better to translade adecuado as suitable or fitting. Admirar: It can mean to admire. But it frequently means to surprise or to astonish. Afeccià ³n: Once in a while, this word does refer to a fondness toward somebody or something. But far more commonly it refers to a disease or some other sort of medical condition. Better words for affection are another cognate, afecto, and a separate word, carià ±o. Agonà ­a: Nobody wants to be in agony, but the Spanish agonà ­a is much worse, usually suggesting that someone is in the final stages of death. Americano: The understanding of this word varies from place to place. If youre from the United States, its safest to say soy de los Estados Unidos. Aparente: It can mean the same as the English apparent. However, the Spanish usually carries a strong implication that things arent what they appear to be. Thus, aparentemente fue a la tienda would usually be understood not as he apparently went to the store but as it appeared like he had gone to the store but he didnt. Aplicar: Yes, this word does mean apply, as in applying an ointment or a theory. But if youre applying for a job, use solicitar (although there is some regional usage of aplicar). Similarly, an application for a job or something else you would apply for is a solicitud. Apologà ­a: The Spanish word doesnt have anything to do with saying youre sorry. But it is synonymous with the English word apology only when it means a defense, as in a defense of the faith. An apology in the usual sense of the word is excusa or disculpa. Arena: In sports, arena can refer to an arena. But it is more commonly used as the word for sand. Argumento: This word and its verb form, argumenta r, refer to the type of argument a lawyer might make. It can also refer to the theme of a book, play or similar work. On the other hand, a quarrel could be a discusià ³n or disputa. Balance, balanceo, balancear: Although these words can sometimes be translated as balance, they most often refer to a swinging or oscillation. Words with meanings more closely related to the English balance include balanza, equilibrio, saldo, equilibrar, contrapesar  and saldar. Cndido: Although this word can mean frank, it more often means naively innocent. Colegio: The Spanish word can refer to almost any school, not just ones that provide university-level classes. Collar: This word is used when referring to the collar a pet (such as a dog) might wear, and it also can refer to a ringlike mechanical item known as a collar. But the collar of a shirt, jacket or similar type of apparel is a cuello (the word for neck). Collar can also refer to a necklace or similar item worn around the neck. Conducir: It can mean to conduct or (in the reflexive form conducirse) to conduct oneself. But it more often means to drive or to transport. For that reason, a conductor on a train (or other veh icle) is the person in the driving seat, not someone who handles tickets. Confidencia: Its meaning is related to the English meaning of confidence as a secret. If youre referring to trust in someone, confianza would be more appropriate. Criatura: Most commonly it means creature or being, including humans. But it is also commonly used to refer to babies and even to fetuses. Debate: This word often does refer to a debate, particularly one in a legislative body. But it also frequently refers to a discussion, one that doesnt have to include opposing viewpoints. Defraudar: This verb doesnt have to imply wrongdoing. Although it can mean to defraud, it more often means to disappoint. Demandar: As a legal term only, demandar and the noun form, la demanda, are similar to the English demand. But to demand something in a less formal situation, use exigir or exigencia. Direccià ³n: It usually means direction in most of the ways it is used in English. But it is also the most common way of referring to a postal or email address. Discusià ³n: The Spanish word often ca rries the connotation that a discussion has become heated. Alternatives include conversacià ³n and debate (which doesnt have to refer to a formal debate). En efecto: This phrase can mean in effect. But it also can mean in fact, not quite the same thing. Estupor: In medical usage, this word refers to a stupor. But in everyday meaning it refers to a state of amazement or astonishment. Usually the context will make clear what meaning is meant. Etiqueta: It can refer to etiquette and the requirements of formality. However, it also frequently means tag or label. The verb form, etiquetar, means to label. Excitado: This adjective can be synonymous with excited, but a closer equivalent is aroused - which doesnt necessarily have to do with sexual overtones but usually does. Better translations of excited include emocionado and agitado. Experimentar: This is what scientists and other people do when theyre trying something out. However, the word also often means to suffer or to experience. Familiar: In Spanish, the adjective is more closely connected with the meaning of family than in English. Often a better word to use for something youre fami liar with is conocido (known) or comà ºn (common). Habitual: The word often does mean habitual and it is a common translation for the English word. But it can refer to something that is normal, typical or customary. Hindà º: Hindà º can refer to a Hindu, but it can also refer to someone from India regardless of the persons religion. Someone from India can also be called an indio, a word also used to refer to indigenous people of North and South America. An American Indian is also often called an indà ­gena (a word both masculine and feminine). Historia: This word is obviously related to the English word history, but it is also similar to story. It can mean either one. Honesto: It can mean honest. But honesto and its negative form, deshonesto, more often have sexual overtones, meaning chaste and lewd or slutty, respectively. Better words for honest are honrado and sincero. Intentar: Like the English cognate, it can mean to plan or want to do something. But it also is frequently used to indicate more than a mental state, referring to an actual attempt. It thus is often a good translation for to try. Intoxicado, intoxicar: These words refer to almost any kind of poisoning. To refer specifically to the symptoms of alcohol poisoning, use borracho or any number of slang terms. Introducir: This verb can be translated as, among other things, to introduce in the sense of to bring in, to begin, to put or to place. For example, se introduce la ley en 1998, the law was introduced (put in effect) in 1998. But its not the verb to use to introduce someone. For that purpose, use presentar. Marcar: While it usually means to mark in some way, it also can mean to dial a telephone, to score in a game, and to notice. Marca is most often brand (with origins similar to the English trademark), while marco can be a window frame or picture frame. Miserà ­a: In Spanish, the word more often carries the connotation of extreme poverty than does the English misery. Notorio: Like the English notorious, it means well-known, but in Spanish it usually doesnt have the negative connotation. Opaco: It can mean opaque, but it can also mean dark or gloomy. Oracià ³n: Like the English oration, an oracià ³n can refer to a speech. But it also can refer to a prayer or a sentence (in the grammatical sense). Oscuro: It can mean obscure, but it more often means dark. Parientes: All of ones relatives are parientes in Spanish, not just parents. To refer to parents specifically, use padres. Peticià ³n: In English, petition as a noun most often means a list of names or a legal demand of some sort. Peticià ³n (among other words) can be used as a Spanish translation in such cases, but most often peticià ³n refers to almost any kind of request. Pimienta, pimiento: Although the English words pimento and pimiento come from the Spanish words pimienta and pimiento, they arent all interchangeable. Depending on region and speaker, the English terms can refer to allspice (malageta in Spanish) or a type of sweet garden pepper known as pimiento morrà ³n. Standing alone, both pimiento and pimienta are general words meaning pepper. More specifically, pimienta usually refers to a black or white pepper, while pimiento refers to a red or green pepper. Unless the context is clear, Spanish usually uses these words as part of a phrase such as pimiento de Padrà ³na (a type of small green pepper) or pimienta negra (black pepper). Preservativo: You might find yourself embarrassed if you go to a store and ask for one of these, because you could end up with a condom (sometimes referred to as a condà ³n in Spanish). If you want a preservative, ask for a conservante (although the word preservativo is also used at times). Probar: It can mean to probe or to test. But it is frequently used to mean to taste or to try on clothes. Profundo: It can have some of the meanings of the English profound. But it more often means deep. Propaganda: The Spanish word can have the negative implications of the English word, but it often doesnt, simply meaning advertising. Punto: Point often works as a translation of this word, but it also has a variety of other meanings such as dot, period, a type of stitch, belt hole, cog, opportunity, and taxi stand. Real, realismo: Real and realism are the obvious meanings, but these words also can mean royal and regalism. Similarly, a realista can be either a realist or a royalist. Fortunately, realidad is reality; to say royalty, use realeza.Relativo: As an adjective, relativo and relative are often synonymous. But there is no Spanish noun relativo corresponding to the English relative when it refers to a family member. In that case, use pariente.Rentar: In some areas of Latin America, rentar can indeed mean to rent. But it also has a more common meaning, to yield a profit. Similarly, the most common meaning of rentable is profitable.Rodeo: In the right context, it can mean rodeo, although there are differences between the typical rodeos of the United States and of Mexico. But it can also mean an encirclement, a stockyard, or an indirect path. Figuratively, it also can mean an evasive reply, a beating around the bush.Rumor: When used in a figurative sense, it indeed does mean rumor. But it als o often means a low, soft sound of voices, commonly translated as murmurring, or any soft, vague sound, such as the gurgling of a creek. Soportar: Although it can be translated as to support in some usages, it often is better translated as to tolerate or to endure. Some of the verbs that are better used to mean to support include sostener or aguantar in the sense of supporting weight, and apoyar or ayudar in the sense of supporting a friend.Suburbio: Both suburbs and suburbios can refer to areas outside a city proper, but in Spanish the word usually has a negative connotation, referring to slums. A more neutral word to refer to suburbs is las afueras.Tà ­pico: This word usually does mean typical, but it doesnt have the negative connotation that the English word often has. Also, tà ­pico often means something along the lines of traditional or having the characteristics of the local area. Thus if you see a restaurant offering comidas tà ­picas, expect food that is characteristic for the region, not merely typical food.Tortilla: In Spanish, the word can refer not only to a tortilla but also to an omelet.Último: Alt hough something that is the best can be referred to as lo à ºltimo, the word more commonly means last or most recent. Vicioso: Although this word is sometimes translated as vicious, it more often means depraved or simply faulty.Violar, violador: These words and words related to them have a sexual connotation more often than they do in English. While in English a violator may simply be someone who drives too fast, in Spanish a violador is a rapist.

Why Russian Jew Made good immigrants essays

Why Russian Jew Made good immigrants essays Almost 3 million Jews of Eastern European and Russian decent settled in New York Citys Lower East side between 1890 and 1910. The primary reason for this large migration in such numbers was to escape the harsh persecution of the Russian government. During this time of mass European migration, many ethnic groups such as Italian and Irish were frowned upon by natural born Americans and other immigrants from England, France and Germany. But Russian Jews were deemed the least desirable of all immigrants. The thoughts of most Americans were that the Jews were unclean, illiterate and had no desire to adapt to the American culture. Russian Jews possessed many traits that should have been considered desirable by all immigrants. Russian Jews considered education extremely important and held educated men in high regard. Russian Jews tended not to engage in excessive drinking or other vices that led to crime and sickness. And as a group Russian Jews were law-abiding citizens who came to America be productive and not drain the public and private charities set up to help the poor. Jewish immigrants possessed a great respect for education and educators. In Eastern Europe and Russia education was restricted for Jews. Many immigrates came here unable to read and write their native language. Once in America, it became a priority for them to learn the language of their new country. Many Jewish immigrants filled the classes of night schools or hired educated Hebrews to tutor them in the tenements. And this was after working long hours in the sweatshops. Jewish immigrant parents made huge sacrifices to send their children to school. They have high hopes for the futures of their children, and often set lofty professional goals for them. The public schools in the Jewish ghettos were overcrowded, but they still maintained a high standard of learning and achievement for its students. The Russian Jews were generally not a peop ...

Qestuions Assignment Example | Topics and Well Written Essays - 2000 words

Qestuions - Assignment Example Births are accompanied by responsibilities that relate to taking care of the new born. Preparation and planning for the arrival of a newborn is a form of inherent stress that is normal for any family. Normal Stress outside the Family. An example of a stress in this category is tax liabilities. Tax liabilities emanate from the external environment of the family as they are regulated and imposed by the external legal systems. Adherence to tax requirements is a compulsory condition that the family has to contend through inclusion of a budget. Any budget deficits or failure to comply causes stress. The compulsory nature of tax remittance makes the stress normal. Abnormal Stress inside the Family. Family violence is a vice. Therefore, it is abnormal for families to experience the events of violence as they are preventable and unnecessary. Family violence subjects the family members to harm and loss as well as undermining of their dignity. Abnormal Stress outside the Body. War is a vice th at is external to a family as it involves conflict among many social units. War may lead to stress related to replacement and loss of property. This form of stress can be averted through promoting harmony in the society. Reaction to Stress Normal Stress Inside The Family Normal Stress Outside The Family -Family planning -Health security -Clear role definition -Saving -National planning -Tax preparedness -Venturing on self employment -Self reliance Abnormal Stress Outside The Family Abnormal Stress Outside The Family -Promoting awareness on the dangers of drug abuse -Legal action against offenders -National planning -Disaster preparedness -International sanctions towards war instigators 2. A good beginning definition of "theory" might be "A theory suggests a model, or representation, of the way things are." With this definition in mind, describe:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A. A good theoretical answer to the Hobbesian Question   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hobbesian question seeks t o understand how order is possible in a world characterized by competition for scarce resources. Order is possible because every person is dependent and connected to their own social world. Social role play and specialization determine the part to be played by every member of a family; thus avoiding conflict and enhancing the maintenance of order. The nature of the social roles that the families undertake are normally interconnected, and alienated by time and sequence of events. For instance, school goers normally take showers every morning at a certain sequence. The changing social demands force people to change survival tactics while still adhering to social order. Maintenance of social order eliminates any form of disagreements. A. How are family rituals important to the study of family crises? Family rituals refer to the family’s adaptation to the changing social demands. According to John Pardeck, adherence to rituals avoids conflicts as the changes are enacted in refere nce to the stipulated order. Disagreements may occur if the family members do not adhere to the rituals. For instance, the existence of a standard operating procedure enables the success of morning rituals. Rituals help researchers to understand the source of any conflict arising from the

Autism - discusion Coursework Example | Topics and Well Written Essays - 250 words

Autism - discusion - Coursework Example 946). Over time, the new system may prove to be hard when used in diagnosing children and those are already on the spectrum of autism. It has been noted that there is the likelihood of one child to be diagnosed with several diagnosis when subjected for diagnosis by different clinicians. In the old system, disagreement has always been noted when labels are given to children who are within range of autism hence creating confusion to the child and the family members (Regier et al., p. 645). The new system of autism diagnosis will, therefore, do away with the labels that have not been useful over time. The new system has combined all the diagnosis into one single â€Å"autism spectrum disorder†. Some children who are already diagnosed with autism will still qualify for a diagnosis. Some will not and this will create confusion to the parents concerning their treatment since they will not have qualified to receive any. The question remains on how to treat this those who will not qualify for the new DSM-v be treated. Will they receive a different diagnosis that should improve their treatment or what will be the best step to

Bury My Heart at Wounded Knee Essay Example for Free

Bury My Heart at Wounded Knee Essay Americans who have always looked westward when reading about this period should read this book facing eastward†. Despite the popularity of the eyewitness accounts, Brown is not an absentee narrator. In the book Brown emphasizes two main points, the language he uses and the storyline of the book. He uses these two things to give the eyewitness accounts as much impact as possible. In the process, he attempts to defile his enemy in all kinds of different manners: The way Brown makes his readers; view eastward is by using the faults that have plagued the Native Americans. Brown’s way of emphasizes language allows the readers to connect to the Native Americans and this allows the book to thrive and continue. This book differs from a lot of other books about Native Americans, because he uses many Native American interpretations. For example, the Sioux and Cheyenne’s frequently see trains pass through their land in the Powder River country. Says Brown: ‘‘Sometimes they saw Iron Horses dragging wooden houses on wheels at great speed along the tracks . They were puzzled over what could be inside the houses. ’’ Brown uses the terms ‘‘Iron Horses’’ and ‘‘wooden houses’’ to describe trains and train cars, as a Native American at this time would have perceived them. Brown also uses the Native American designations for U. S. military ranks in his descriptions. For example, to a Native American at this time, a general was known as a â€Å"Star Chief† and a colonel was an â€Å"Eagle Chief†. In addition, Brown refers to prominent American historical figures by their Native American names. For example, many Native Americans called General George Armstrong Custer ‘‘Hard Backsides,† â€Å"because he chased them over long distances for many hours without leaving his saddle †. Brown also uses Native American naming systems for natural processes like time. Because Americans during this time divide the year into twelve months and refer to these months by names like May and June, however, Native Americans referred to these time periods by their relationship to nature. So, in Brown’s book, May is â€Å"the Moon When the Ponies Shed† and June is â€Å"the Strawberry Moon†. By using distinctly Native American interpretations like these in his narration, Brown takes his readers deep into the Native American experience. In the process, the reader begins to identify with the Native Americans. When readers identify with characters, they tend to feel sympathy for them. Through Dee Browns thesis, Brown organizes his story to maximize his readers’ sympathetic emotions. Brown establishes a three? part structure for most chapters, which demonstrates again and again that Native Americans lost no matter what they did. Francis Paul Prucha for examples states that â€Å"The materials have been selected to make the authors point, not to present a balanced view of what happened, from the Native American standpoint or from any other†. Typically, the chapter begins with a discussion of a chief or tribe who has lost something, generally a piece of their land and still has more to lose. For example, in the beginning of the second chapter, Brown notes: â€Å"As the result of two deceptive treaties, the woodland Sioux surrendered nine? tenths of their land and were crowded into a narrow strip of territory along the Minnesota River†. Following the discussion of what has been already lost; Brown introduces the second part, the struggle. For Native Americans in the nineteenth century, the struggles were many, whether they decided to go to war or did not. Many tribes in the book do choose to fight to retain their remaining land and freedom. In most cases, the tribes win some battles but end up losing the war. The U. S. soldiers are too advanced and numerous to be defeated, something that the Native Americans begin to realize. For example, Little Crow is cautious about fighting at first, because he had been to the East and seen the power of the Americans. They were everywhere and with cannons they would destroy everything in their path. Even when the Native Americans outnumber the whites, the military technology can be the decisive factor in the victory. As many Native Americans learned, even though they had bravery, numbers, and massive charges all of that would mean nothing if the Native Americans were armed only with bows, lances, and clubs. In cases where the Native Americans try to remain peaceful, Brown shows many ways that they are provoked into war. In several cases, settlers or miners hungry for the Native Americans’ remaining land spread lies in an effort to get the government to take their land. During the Civil War, Native Americans were sometimes provoked into fighting because it was the safer of two options for white, male citizens. For example, Brown says there was political pressure on soldiers from Coloradans who wanted to avoid the military draft of 1864 by serving in uniform against a few poorly armed Indians rather than against the Confederates farther east. Even after the Civil War, when the draft was no longer an issue, some drafted soldiers used lies to provoke Native Americans and kill them because peace was not profitable for the settlers. The final part of Brown’s argument in most chapters is the ending. Due to the massive struggles that Native Americans faced whether or not they chose to remain peaceful, most chapters end badly. The chiefs, who are often depicted as strong in the beginning and middle of the chapters when they are fighting for their land and people, end up dead, in prison, in exile, or on a reservation with the rest of their people. Even the exceptions to this rule, such as the chapter depicting Red Clouds successful war, ultimately end negatively. Red Cloud’s story is an example of the overall structure of the book. The book starts out with many Native Americans living free and retaining parcels of their land. As the story progresses and the white emigration start to take over, large armies and groups of white settlers cut down the various tribes. By the end of the book, the effect of white emigration has impacted around so much of the country that most Native Americans are dead, in prison, or on scattered reservations. To conclude I felt the effect on the reader is profound. Brown has gotten his readers to root for the underdogs by using eyewitness accounts and language to draw readers into the Native American experience. Yet, in each chapter Brown steadily crushes any hope that the reader might have for the Native Americans winning much of anything by using his plot. By using these strategies, Brown makes his readers feel more into the book by trying to make them sympathize to the Natives. Brown’s tone, or attitude towards his subject matter, is one of barely restrained outrage, and he wants readers to get angry, too. Tom Phillips, another reviewer states, â€Å"Brown has gone too far at some points and is guilty of the same faults as those who created the raditional image of the Native American as savage, alcoholic and expendable†.

The Destructive Nature of Man Depicted in Keyes Flowers for Algernon E

Imagine how you would feel if you were always being treated as though you were not human, or if people acted as though they created you. Well this is how you would feel if you were the subject of a science experiment. Science experiments should not be performed on humans or animals because of the unknown outcome. Flowers for Algernon by Daniel Keyes shows a destructive nature of man through stereotypes, absence of family, and the various IQ levels needed to mature. Scientific experimentation shows a destructive nature of man through stereotypes. Stereotypes are cruel and heartless. â€Å"He makes the same mistakes as the others when they look at a feeble-minded person and laugh because they don’t understand there are human feelings involved. He doesn’t realise I was a person before I came here.† (Keyes, 145) Before the surgery Charlie was looked down upon because of his mental state. However, after the surgery he is treated like he was made by the scientists, as though he was their very own ‘Frankenstein’. This is a destructive nature of man because after the surgery Charlie finds out that his so called friends have been making fun of him his whole life. Stereotypes show a destructive nature of man. â€Å"People with mental illness are depicted as burdens to society and incapable of contributing in positive ways to their communities.† (Edney) Through this book the reader knows this statement is false, b ecause Charlie is able to function fairly well in society, considering he has a job and he is doing very well there. Stereotypes show a destructive nature of man because they belittle people and make them feel worthless. There is a destructive nature of man is shown in Daniel Keyes’ Flowers for Algernon through the absence of family. Sci... ...es not necessarily mean just a fully grown up individual it is a combination of age, awareness, intelligence and decision making ability.† (V, Jayram) when you are intelligent you are able to become mature. When Charlie is trying to decide whether or not to tell Donner about Gimpy, this shows he is becoming more mature because of his decision making ability. This proves that there is a destructive nature of man shown through the various IQ levels needed to mature. In the end, Charlie is returned to his previous mental state proving that scientific experimentation leads to a destructive nature of man. In Flowers for Algernon Daniel Keyes shows the reader a destructive nature of man through stereotypes, absence of family, and the various IQ levels needed to mature. Therefore, science experiments should be left for chemicals and labs not humans and animals. The Destructive Nature of Man Depicted in Keyes' Flowers for Algernon E Imagine how you would feel if you were always being treated as though you were not human, or if people acted as though they created you. Well this is how you would feel if you were the subject of a science experiment. Science experiments should not be performed on humans or animals because of the unknown outcome. Flowers for Algernon by Daniel Keyes shows a destructive nature of man through stereotypes, absence of family, and the various IQ levels needed to mature. Scientific experimentation shows a destructive nature of man through stereotypes. Stereotypes are cruel and heartless. â€Å"He makes the same mistakes as the others when they look at a feeble-minded person and laugh because they don’t understand there are human feelings involved. He doesn’t realise I was a person before I came here.† (Keyes, 145) Before the surgery Charlie was looked down upon because of his mental state. However, after the surgery he is treated like he was made by the scientists, as though he was their very own ‘Frankenstein’. This is a destructive nature of man because after the surgery Charlie finds out that his so called friends have been making fun of him his whole life. Stereotypes show a destructive nature of man. â€Å"People with mental illness are depicted as burdens to society and incapable of contributing in positive ways to their communities.† (Edney) Through this book the reader knows this statement is false, b ecause Charlie is able to function fairly well in society, considering he has a job and he is doing very well there. Stereotypes show a destructive nature of man because they belittle people and make them feel worthless. There is a destructive nature of man is shown in Daniel Keyes’ Flowers for Algernon through the absence of family. Sci... ...es not necessarily mean just a fully grown up individual it is a combination of age, awareness, intelligence and decision making ability.† (V, Jayram) when you are intelligent you are able to become mature. When Charlie is trying to decide whether or not to tell Donner about Gimpy, this shows he is becoming more mature because of his decision making ability. This proves that there is a destructive nature of man shown through the various IQ levels needed to mature. In the end, Charlie is returned to his previous mental state proving that scientific experimentation leads to a destructive nature of man. In Flowers for Algernon Daniel Keyes shows the reader a destructive nature of man through stereotypes, absence of family, and the various IQ levels needed to mature. Therefore, science experiments should be left for chemicals and labs not humans and animals.

Commentary on Turning point in Othello

The passage in Act 3, Scene III of Shakespeare's Othello, where Othello cracks down on Iago and demands proof from him of Desdemona's unfaithfulness, is the turning point of the play. Iago has Othello in the palm of his hand, and has Othello's entire fate planned out. He has done this by making him think that Desdemona is cheating on him with Cassio. In this scene, Shakespeare employs the use of three literary devices to construct the scene as a turning point and push the play forward. Firstly, the use of metaphors are essentially to provide the atmosphere of the scene. Then, Shakespeare uses dramatic irony to foreshadow what Iago is going to do. Finally, the setting is used to position and set up the scene as the turning point where Othello's tragic flaw will be exposed. All of this helps to achieve the purpose of showing how this is the turning point in the play. The first literary device used is vile metaphors. Othello, who is the one who talks the most during this passage and uses very contemptible language, which is quite different to how people talk before this point. Othello's harsh language serves to heighten the tension in the atmosphere. In addition, it demonstrates the decay of Othello's character by the theme of jealousy and its power. The first place in the passage where Othello demonstrates this is near the beginning of the passage by saying, â€Å"Thou hast set me on the rack. † Othello's metaphor between his torture and medieval torture shows not only the seriousness of the situation, but that his character would refer to such heinous instruments. Furthermore, Othello blatantly threatens Iago when he says, â€Å"Thou hadst been better have been born a dog/ Than answer my waked wrath! This language would be unbecoming of a gentleman, during Shakespeare's time, thus it demonstrates that Othello's character has degraded completely because of the jealousy planted by Iago. The second literary device used by Shakespeare is that of dramatic irony. However, it is in its most extreme form. This is shown in the passage when Othello tells Iago, â€Å"Villain, be sure thou prove my love a whore! / Be sure of it. G ive me the ocular proof. † Here Othello is demanding Iago to prove that Desdemona unfaithful with visual evidence. The ocular proof is Othello's entire basis for killing Desdemona, and the proof is coming from Iago, thus putting him in control of Othello's fate. The handkerchief is the ocular proof that Iago produces in order prove Desdemona a cheater and a liar. This makes the passage a turning point in the play when Iago gains total control over Othello, while Othello doesn't realize he's being played, and will only after the plan is complete. Finally, the third literary device used is setting. The passage is in the middle of Act 3, which would place it close or right on top of the climax, for a standard 5-part play. At the beginning of the scene, Cassio was talking to Desdemona about getting reinstated, and with Iago's help Othello misinterprets it and thinks that Cassio is sneaking around behind his back. This shows that Iago has started to mold Othello into a jealous monster that will eventually lead to his downfall. This scene is the turning point because Iago has had the opportunity to have Othello see Cassio in Othello's bedroom, talking to Othello's wife, while whispering like a snake to him, that perhaps there's something more between Desdemona and Cassio than meets the eye. In conclusion, these three literary devices, metaphors, dramatic irony, and setting allow the scene to ascertain itself as being the turning point of the play. Othello has the seeds of jealousy planted within him now, and Iago is gulling both Othello and Roderigo. The effect on the audience is that they feel Othello's emotions and can see the complete degradation of Othello's character, allowing the audience to get in the mood for the downfall of Othello.

Citizen United vs. Federal Election Essay

Analyze the arguments presented in the â€Å"Citizens United vs. Federal Election Commission† case to determine which arguments you find the most persuasive. Explain both your rationale and the probable impact of the outcome of this case on corporate governance moving forward. Prof Armstrong I must agree with the argument of Justice Stevens†¦.In the context of election to public office, the distinction between corporate and human speakers is significant. Although they make enormous contributions to our society, corporations are not actually members of it. They cannot vote or run for office. His argument was based on the distinction between corporate and human speakers. I feel that because corporations contribute a vast amount of money to political candidates for election they believe they have the right to dictate our countries policies. The breakdown of this argument basically shows the more Money you have (Corporations) the greater your Power (voice) in the political arena. (Halbert, T., & Ingulli, E., 2012 p. 34). The breakdown of this argument basically shows the more Money you have the greater your Power (voice) in the political arena. From the e-Activity, discuss ways in which the company you researched could leverage corporate social responsibility as a competitive strategy. Provide specific examples to support your response. I believe this argument fits in well with my discussion on the attempted merger between AT&T and T-Mobile. According to the wall street journal AT&T is one of the top 10 companies to give political contributions in the current election cycle (2012). The donations include monies give to political parties, candidates, and political action committees. AT&T attempted to gain a monopoly in the telecommunications arena by merging with their small competitors. The more money you have the deeper you power and influence over politics. Sources: http://www.huffingtonpost.com/2012/07/02/corporate-political-donations_n_1644375.html Halbert T., & Ingulli, E. (2012). Law and Ethics in the Business Environment. (7th ed.) Mason, OH: South-Western Cengage Learning.

Camera Lucida essays

Camera Lucida essays The book Camera Lucida: Reflections on Photography was written by Roland Barthes and is 119 pages long. Camera Lucida was the final book written Barthes and is actually part of a trilogy which also includes the books, Roland Barthes and A Lovers Discourse. Camera Lucida discusses several aspects of the art of photography according to Barthes. The topics discussed in the book include; Emotion as Departure, Photography as Adventure, and photography as a casual Phenomenology. Barthes also explores the responsibility that photography has to inform, to surprise, to signify, to paint and to waken desire. Barthes begins the book by explaining his amazement with photography from an early age. The author describes a photograph of Napoleon's youngest brother saying that he was immediately intrigued by the eyes of the young men. This particular photograph actually caused Barthes to desire to know more about the art of photography. In the book Barthes mentions that he was "overcome by an ontological desire; I wanted to learn at all costs to what Photography was in itself" (Barthes) Barthes spent the rest of his life in pursuit of the definition of photography. Barthes also explains that the motivation behind writing the book was the death of his mother. Barthes asserts that he had a difficult time finding a photograph of his mother that really captured her personality. After search through hundreds of pictures Barthes actually chooses a photograph that was taken of his mother when she was five years old. The author refers to the picture, which also features her seven year old brother, as the Winter Garden Photograph. Barthes explains that this picture helped him to uncover who his mother truly was. He seemed to believe that this photo captured a time in his mother life when she was being her authentic self. Barthes also suggests that the picture is so pure becaus...

Behavior Management versus Classroom Management

Behavior Management versus Classroom Management We sometimes make the mistake of interchanging the terms behavior management and classroom management. The two terms are related, one might even say intertwined, but they are different. Classroom management means creating systems that support the kind of positive behavior across a classroom. Behavior management is made strategies and systems that will manage and eliminate difficult behaviors that prevent students from succeeding in an academic environment. A Continuum of Management Strategies and RTI Response To Intervention is built on universal assessment and universal instruction followed by more targeted interventions, Tier 2 which applies research-based strategies, and finally Tier 3, which applies intensive interventions. Response to Intervention also applies to behavior, though since our students have already been identified, they do not participate in RTI. Still, the strategies for our students will be the same. in RTI are universal interventions. This is where classroom management is applied. Positive Behavior Support is about planning for your students to succeed. When we fail to plan . . . we plan to fail. Positive behavior support puts reinforcement in place ahead of time, with explicit identification of preferred behavior and reinforcement. By having these things in place, you avoid the poisonous reactive responses, the Cant you do anything right? or What do you think you are doing? Reactive measures present the danger if not the certainty that you will sour relationships with your students without really solving the problem (or lead to a decrease in the unwanted behavior.) Classroom Management Strategies, to succeed, must include: Consistency: Rules must be reinforced consistently, and reinforcement (rewards) must be delivered consistently and quickly. No changing the rules: If a child earns a five-minute break on the computer, dont take it away because you didnt like how they behaved in line on the way to lunch.Contingency: Students need to understand how consequences and rewards are related to behavior. Clearly define how the consequence or the reward are contingent on the classroom behavior or performance that is expected.No Drama. Delivering a consequence should never involve negative speech or snarky response. Classroom Management Classroom Management Strategies needed to successfully manage your classroom need to include I. Structure: Structure includes rules, visual schedules, classroom job charts, and the way your organize the desks ( Seating Plans) and how you store or provide access to materials. Rules.Seating Plans that support the instruction that you will be using. Rows will not facilitate small group instruction, but islands or clusters may not facilitate the kind of attention you may want for large group instruction.Visual Schedules , everything from sticker charts to encourage work completion to visual daily schedules to support transitions. II. Accountability: You want to make your students accountable for their behavior as a structural underpinning of your management plan. There are a number of straightforward methods to create systems for accountability. A Behavior Chart for a Classroom.Sticker Charts to manage breaks and workflow.A Token System. This will also appear under reinforcement, but it creates a visual way for students to account for completed work. III. Reinforcement: Reinforcement will range from praise to break time. How you reinforce your students work will depend on your students. Some will respond well to secondary reinforcers, like praise, privileges and having their name on a certificate or an honors board. Other students may need more concrete reinforcement, such as access to preferred activities, even food ( for children for whom secondary reinforcement doesnt work. Behavior Management Behavior management refers to managing problem behaviors from specific children. It is helpful to do some Triage to decide what behaviors are creating the most challenges to success in your classroom. Is the problem a specific child, or is it a problem with your classroom management plan? I have found that in many cases addressing a cluster of problem behaviors with a specific strategy may resolve some difficulties while at the same time teaching the replacement behavior. I had ongoing problems with appropriate behavior at group, which I use not only for calendar, but also to support language, instruction, and compliance. I created a time out for reinforcement chart, which has provided the right amount of feedback and consequence to motivate my students to evaluate and improve group behavior At the same time the behaviors of specific students demanded attention and intervention as well. While addressing group issues, it is equally important to address and intervene with individual students. There are a number of different strategies to use to teach the replacement behavior. Behavior management requires two kinds of interventions: proactive and reactive. Proactive approaches involve teaching the replacement, or desired behavior. Proactive approaches involve creating lots of opportunities to use the replacement behavior and reinforce them. Reactive approaches involve creating consequences or punishment for the undesired behavior. Even though the best way to create the behavior you desire is reinforce the replacement behavior, extinguishing a behavior is often not possible in a classroom setting. You need to provide some negative consequences in order to avoid seeing peers adopt a problem behavior because they only see the positive results of the behavior, whether it is tantrumming or work refusal. In order to create successful interventions and to create a Behavior Improvement Plan, there are a number of strategies that will provide success: Positive Strategies Social Narratives: Creating a social narrative that models the replacement behavior with the target student can be a powerful way to remind them of what the replacement behavior should look like. Students love having these social narrative books, and they have proven (Theres lots of data) to be effective in changing behavior.Behavior Contracts A behavior contract will lay out the expected behaviors and both the reward and consequences for specific behaviors. I have found behavior contracts to be an essential part of success, since it involves parents.Home Notes. This might be considered parts of both proactive and reactive responses. Still, providing parents ongoing feedback and providing hourly feedback to students makes this a powerful tool to focus on the desired behavior. Reactive Strategies Consequences. A good system of logical consequences help teach the behavior you want and put everyone on notice that some behaviors are not acceptable.Removal. Part of a reactive plan should include moving children with aggressive or dangerous behavior to another setting with an adult to be sure that education programming continues. Isolation is used in some places, but is increasingly being proscribed by law. It is also ineffective.Time out from Reinforcement. There are several ways to administer a time out from reinforcement plan that does not remove the child from the classroom and exposes them to instruction.Response Cost. Response cost can be used with a token chart, but not necessarily for all children. It works best with students who clearly understand the contingent relationship between the token chart and receiving reinforcement.

Environmental Science Lab Assignment Example | Topics and Well Written Essays - 500 words

Environmental Science Lab - Assignment Example This is because of production of commercial livestock, and processing of the same, which consumes so many resources and emits carbon. Secondly, the choice of natural foods, which are grown organically influences the environment positively, and is a good reflection on my health. This is because organic farming practices are designed to reduce pollution from chemicals like herbicides and pesticides, and ensure soil and water preservation. Eating habits, at times ignored may have grave results on the environment. Due to my busy schedule that demands that I spend a lot of time outside home, I balance between eating out and eating from home. However, I find that I mostly eat out during the weekdays when I have to be in town. During the evenings and weekends, I prefer eating at home.   King Corn Movie was a development from two new graduates from Yale University, who decided to trace the roots of the food they had known and used for many years. The movie challenges one to think through the consequences of U.S agricultural policies, our own eating habits and the intersection between the two. Initial bills and policies were meant to keep family farmers on the land without flooding the market with cheap crops. This has been reversed by introduction of rewards for all-output production. For farmers to achieve such output, they need to use heavy machinery on vast lands and huge usage of fertilizers, herbicides and pesticides, which discourages small farmers interested in any farming. This could be reversed by re-introduction of initial bills that valued quality other than quantity. 3. Ian points out that in his great grandfather’s day, 40-bushel-an-acre harvests were considered excellent. Today that same acre produces 180 bushels. The film suggests that this modern efficiency might be contributing to â€Å"overproduction† of food. Do you agree? Is it possible to produce too much?   I agree that the modern

The Responsibility to Protect (R2P) principle is ill suited for the Essay

The Responsibility to Protect (R2P) principle is ill suited for the international legal system and must be abolished - Essay Example The R2P principle required the states to have the first priority in the protection of its citizens but failure to the concerned state to meet to the needs of its citizens, the international community will have the obligation to intervene. The international community would not wait and watch as it had the responsibility to preserve international peace, but not to enforce the laws of the concerned countries.2 However, the mandate of the principle has been exploited through interpretation of its tenets and through the application by humanitarian countries who intrude on the sovereignty of affected states leading to abuse. As such, it is imperative to note that the R2P principle is ill suited for the international legal system and must be abolished. The R2P principle gives consent to the international community to undertake humanitarian intervention with the aim of maintaining peace. However, narrowing down the concept of intervention implies that the international community can get involved in the internal affairs of a country without the consent of the affected country. That is clearly a violation of state sovereignty, which is in most times accompanied by military force.3 Furthermore, such form of intervention results in violations of fundamental human rights. When military forces from outside the boundaries of the country are involved in peace keeping mission without an obligation to enforce the law, the state of lawlessness is likely to result in a huge number of casualties and fatalities in case of combat.4 The UN Charter 2(4) holds ‘protection of human rights’ as its core purpose but then goes ahead to claim that any state can use force â€Å"in any other manner inconsistent with the Purposes of the United Nations†.5 This shows a problem in the interpretation of the mandate of R2P principle given the application of â€Å"force for good† theory. This interpretation is against territorial