Pelear Conjugation in Spanish, Translation, and Examples

Pelear Conjugation in Spanish, Translation, and Examples The Spanish action word pelear intends to battle. It can intend to have a physical battle, yet additionally a verbal battle like to contend or fight. Pelear is an ordinary - ar action word, so it has a normal conjugation, as other - ar action words, for example, buscar, tratar and ayudar. This article incorporates pelear conjugations in the characteristic state of mind (present, past, contingent, and future), the subjunctive mind-set (present and past), the basic mind-set, and other action word structures. Utilizing Pelear and Pelearse The action word pelear can be utilized when looking at battling or contending with somebody, as in Yo peleo mucho con mi jefe (I contend with my supervisor a great deal). It can likewise be utilized to discuss battling for something, as in Ella pelea por sus derechos (She battles for her privileges), or to seek something, as in Nuestro equipo pelea por el groundwork lugar (Our group battles for the lead position). At the point when utilized with the reflexive pronoun it can basically mean to have a battle with somebody, as in Ella se peleã ³ con su hermana (She had a battle with her sister), however it can likewise have the equal importance of battling with one another, as in Los enemigos se pelean tasks los dã ­as (The foes battle with one another consistently). Pelear Present Indicative The current characteristic conjugation of pelear is customary, so it follows a similar example of other - ar ordinary action words. Yo peleo I battle Yo peleo con mi hermano frecuentemente. Tã º peleas You battle Tã º peleas por la igualdad de gã ©nero. Usted/à ©l/ella pelea You/he/she battles Ella pelea por sus derechos. Nosotros peleamos We battle Nosotros peleamos para ganar la carrera. Vosotros peleis Youfight Vosotros peleis mucho por los juguetes. Ustedes/ellos/ellas pelean You/they battle Ellos pelean por cualquier cosa. Pelear Preterite Indicative The preterite tense is utilized to discuss finished activities before. Yo peleã © I battled Yo peleã © con mi hermano frecuentemente. Tã º peleaste You battled Tã º peleaste por la igualdad de gã ©nero. Usted/à ©l/ella peleã ³ You/he/she battled Ella peleã ³ por sus derechos. Nosotros peleamos We battled Nosotros peleamos para ganar la carrera. Vosotros peleasteis Youfought Vosotros peleasteis mucho por los juguetes. Ustedes/ellos/ellas pelearon You/they battled Ellos pelearon por cualquier cosa. Pelear Imperfect Indicative The flawed tense is utilized to discuss progressing or rehashed activities previously. It very well may be meant English as was battling or used to battle. Yo peleaba I used to battle Yo peleaba con mi hermano frecuentemente. Tã º peleabas You used to battle Tã º peleabas por la igualdad de gã ©nero. Usted/à ©l/ella peleaba You/he/she used to battle Ella peleaba por sus derechos. Nosotros pelebamos We used to battle Nosotros pelebamos para ganar la carrera. Vosotros peleabais Youused to battle Vosotros peleabais mucho por los juguetes. Ustedes/ellos/ellas peleaban You/they used to battle Ellos peleabanpor cualquier cosa. Pelear Future Indicative The future tense conjugation begins with the infinitive (pelear) and afterward you include the endings (à ©, s, , emos, à ©is, n). Yo pelearã © I will battle Yo pelearã © con mi hermano frecuentemente. Tã º pelears You will battle Tã º pelears por la igualdad de gã ©nero. Usted/à ©l/ella pelear You/he/she will battle Ella pelear por sus derechos. Nosotros pelearemos We will battle Nosotros pelearemos para ganar la carrera. Vosotros pelearã ©is Youwill battle Vosotros peleareis mucho por los juguetes. Ustedes/ellos/ellas pelearn You/they will battle Ellos pelearn por cualquier cosa. Pelear PeriphrasticFuture Indicative The periphrastic future is conjugated by utilizing the current characteristic conjugation of the action word ir (to go), the relational word an, and the infinitive pelear. Yo voy a pelear I am going to battle Yo voy a pelear con mi hermano frecuentemente. Tã º vasa pelear You are going to battle Tã º vasa pelear por la igualdad de gã ©nero. Usted/à ©l/ella vaa pelear You/he/she is going to battle Ella vaa pelear por sus derechos. Nosotros vamosa pelear We are going to battle Nosotros vamosa pelear para ganar la carrera. Vosotros vaisa pelear Youare going to battle Vosotros vaisa pelear mucho por los juguetes. Ustedes/ellos/ellas vana pelear You/they are going to battle Ellos vana pelearpor cualquier cosa. Pelear Present Progressive/Gerund Form The current participle or ing word is shaped with the completion - ando (for - ar action words). It tends to be utilized as a qualifier or to shape dynamic tenses like the current dynamic, which utilizes the helper action word estar. Present Progressive ofPelear est peleando Is battling Ella est peleando por sus derechos. Pelear Past Participle The past participle is shaped with the completion - ado (for - ar action words). It tends to be utilized as a modifier or to shape impeccable tenses like the current great, which utilizes the helper action word haber. Present Perfect of Pelear ha peleado Has battled Ella ha peleado por sus derechos. Pelear Conditional Indicative The contingent tense is generally meant English as would action word, and is utilized to discuss prospects. It is framed correspondingly to the future tense, beginning with the infinitive structure (pelear) and including the contingent closure. Yo pelearã ­a I would battle Yo pelearã ­a con mi hermano frecuentemente si viviera con à ©l. Tã º pelearã ­as You would battle Tã º pelearã ­as por la igualdad de gã ©nero si te interesara ms. Usted/à ©l/ella pelearã ­a You/he/she would battle Ella pelearã ­a por sus derechos, pero no tiene apoyo. Nosotros pelearã ­amos We would battle Nosotros pelearã ­amos para ganar la carrera si tuviã ©ramos ms energã ­a. Vosotros pelearã ­ais Youwould battle Vosotros pelearã ­ais mucho por los juguetes si no tuvierais suficientes. Ustedes/ellos/ellas pelearã ­an You/they would battle Ellos pelearã ­an por cualquier cosa, pero no tiene sentido. Pelear Present Subjunctive The current subjunctive beginnings with the stem of the principal individual particular present characteristic (yo peleo) and afterward you include the subjunctive endings. Que yo pelee That I battle Mi madre no quiere que yo pelee con mi hermano frecuentemente. Que tã º pelees That you battle El jefe sugiere que tã º pelees por la igualdad de gã ©nero. Que usted/à ©l/ella pelee That you/he/she battle La abogada recomienda que ella pelee por sus derechos. Que nosotros peleemos That we battle El entrenador quiere que nosotros peleemos por ganar la carrera. Que vosotros peleã ©is That you battle Pap no quiere que vosotros peleã ©is por los juguetes. Que ustedes/ellos/ellas peleen That you/they battle La maestra no quiere que ellos peleen por cualquier cosa. Pelear Imperfect Subjunctive The blemished subjunctive can be conjugated in two unique manners. They are both viewed as right. Alternative 1 Que yo peleara That I battled Mam no querã ­a que yo peleara con mi hermano frecuentemente. Que tã º pelearas That you battled El jefe sugerã ­a que tã º pelearas por la igualdad de gã ©nero. Que usted/à ©l/ella peleara That you/he/she battled La abogada recomendaba que ella peleara por sus derechos. Que nosotros peleramos That we battled El entrenador querã ­a que nosotros peleramos por ganar la carrera. Que vosotros pelearais That you battled Pap no querã ­a que vosotros pelearais por los juguetes. Que ustedes/ellos/ellas pelearan That you/they battled La maestra no querã ­a que ellos pelearan por cualquier cosa. Alternative 2 Que yo pelease That I battled Mam no querã ­a que yo pelease con mi hermano frecuentemente. Que tã º peleases That you battled El jefe sugerã ­a que tã º peleases por la igualdad de gã ©nero. Que usted/à ©l/ella pelease That you/he/she battled La abogada recomendaba que ella pelease por sus derechos. Que nosotros pelesemos That we battled El entrenador querã ­a que nosotros pelesemos por ganar la carrera. Que vosotros peleaseis That you battled Pap no querã ­a que vosotros peleaseis por los juguetes. Que ustedes/ellos/ellas peleasen That you/they battled La maestra no querã ­a que ellos peleasen por cualquier cosa. Pelear Imperative The basic state of mind is utilized to provide orders or requests. The tables underneath show positive and negative orders. Positive Commands Tã º pelea Battle!  ¡Pelea por la igualdad de gã ©nero! Usted pelee Battle!  ¡Pelee por sus derechos! Nosotros peleemos Battle!  ¡Peleemos por ganar la carrera! Vosotros pelead Battle!  ¡Pelead por los juguetes! Ustedes peleen Battle!  ¡Peleen por cualquier cosa! Negative Commands Tã º no pelees Try not to battle!  ¡No pelees por la igualdad de gã ©nero! Usted no pelee Try not to battle!  ¡No pelee por sus derechos! Nosotros no peleemos We should not battle!  ¡No peleemos por ganar la carrera! Vosotros no peleã ©is Try not to battle!!  ¡No peleã ©is por los juguetes! Ustedes no peleen Try not to battle!!  ¡No peleen por cualquier cosa!

African American Politics and Rap free essay sample

Kelly portrays packs rap as a window into, and an evaluate of, the crystallization of dark youth. Its focal subjects spin around a solid establishment in male strength, just as a depiction of the predicaments In the dark regular workers. Posses rap began In low Income territories, for example, South Bronx. Individuals In these networks were confronting major financial hardships because of the conclusion of processing plants, along these lines putting a significant number of them In joblessness. This, alongside the steady separation they confronted, pushed huge numbers of the adolescents who lived in this circumstance to each to another approach to show the world what they are experiencing; and this was done through rap music. All the more explicitly, groups rappers would investigate the way law authorization organizations managed the young people of their locale. They did this by underlining the superfluous measure of police mercilessness they confronted and how the police culpability the dark youth. We will compose a custom paper test on African American Politics and Rap or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page While looked downward on by many, it is over the top to state that packs rap has not helped open up the publics eyes to the challenges of their consistently lives. 2. Tyson considers packs rap to be a path for the dark network to uncover their ice. Aryans and Matthews, in any case, accept that packs rap must be negative to the dark network all in all. Why? Since packs rap will in general show the country a negative depiction of the dark network basically due to the manner in which they manage their own family.Aryans and Matthews guarantee that through rap, ladies have been externalized and debased. While Tyson concurs that rap will in general be sexist, he additionally says that rap isn't at fault. These perspectives have been around before raps birth and keeping in mind that rap may depict this negative view, sexism would not vanish if rap somehow happened to vanish. Posses music is like dark conservatism as in the two of them take on the man centric position inside the dark community.I accept that Tyson debris the right perspective since he recognizes the way that packs rap can be hindering to the point of view toward dark women's liberation, yet at the same time accepts that the advantages of rap exceed the preventions. 3. Dawson handles four cases that are related with rap music. Right off the bat, he assesses the case that rap assumes a significant job in making a dark open circle; rap is a wellspring of star dark data and a CNN to the dark network. Also, AP music gives its audience members a feeling of political training by permitting the dark network to get see the point of view of somebody who they can associate to.Thirdly, the financial aspects behind rap takes into consideration them to offer back to their locale, making a type of racial inspire. At long last, rap will in general slam on ladies and gay people accordingly not considering a total dark open circle to be made due to the rejection of ladies and gay people. Research concurs with the possibility that rap firmly connects to a dark patriot see, yet It additionally concurs with the Idea that rap leads too progressively negative view on dark dreadfulness. I accept that the portrayal of dark individuals in expressions of the human experienc e has prompted a generalization that portrayal has been rethought and has prompted the for the most part acknowledged view that these generalizations are a substance of the past. I accept that the portrayal of dark individuals in writing assumes an imperative job in demonstrating individuals these days what the circumstance resembled during their time from their viewpoint. I likewise imagine that these days sexual orientation and race portrayal doesnt impact the manner in which individuals see others, we are past that, yet it is as yet important with the end goal for us to get history.

Blog Archive In Other News The Best Online MBA Programs, Tips for Older Applicants, and NYU Sterns New Sustainable Business Center

Blog Archive In Other News… The Best Online MBA Programs, Tips for Older Applicants, and NYU Sterns New Sustainable Business Center IE Business School campus, located in Madrid, Spain. The business school world is constantly buzzing with change and innovation. Each week, in addition to our regular news posts, we briefly touch on a few notable stories from this dynamic field in one roundup. Here is what caught our eye this week: Online MBA programs have been a hot discussion topic for a while now. Although the jury is still out as to whether online degrees will gain widespread popularity in the future, the Financial Times annually  ranks the programs offering them. The 2016 rankings were released recently, with the top three programs unchanged from the previous year: IE Business School, located in Madrid, Spain, again claimed the number-one position, with Warwick Business School at the University of Warwick (United Kingdom) and the Hough Graduate School of Business at the University of Florida taking second and third, respectively. Are you an older MBA applicant? By “older,” we mean 30 years or moreâ€"which is young by most standards, but a bit above the average age for business school hopefuls. If you are, you may be overlooking some important aspects when considering your target schools, a recent Forbes article suggests. According to the article, the upsides to being older than many other applicants include likely having a number of accomplishments on your resume and the related success stories to boot, while the downsides include the widely held notion that older candidates are “set in their ways and not […] as open to new ideas.” The New York University (NYU) Stern School of Business recently announced in a press release  the establishment of  its new Center for Sustainable Business. The Citi Foundation donated $1M to fund the center, which will host such introductory events as a fireside chat with the CEO of Nespresso, a job fair, and a TED Talk by Tensie Whelan, an environmentalist and the founding director of the center. Share ThisTweet New York University (Stern) News

Work and Adolescence in the Middle Ages

Few medieval teenagers enjoyed a formal education as it was rare in the Middle Ages. As a result, not all adolescents went to school, and even those who did were not wholly consumed by learning. Many teens worked, and just about all of them played.   Working at Home Teens in peasant families were most likely to work instead of attending school. Offspring could be an integral part of a peasant familys income as productive workers contributing to the farming operation. As a paid servant in another household, frequently in another town, an adolescent could either contribute to the total income or simply cease using the family resources, thereby increasing the overall economic standing of those he left behind. In the peasant household, children provided valuable assistance to the family as early as age five or six. This assistance took the form of simple chores and did not take up a great deal of the childs time. Such chores included fetching water, herding geese, sheep or goats, gathering fruit, nuts, or firewood, walking and watering horses, and fishing. Older children were often enlisted to care for or at least watch over their younger siblings. At the house, girls would help their mothers with tending a vegetable or herb garden, making or mending clothes, churning butter, brewing beer and performing simple tasks to help with the cooking. In the fields, a boy no younger than 9-years-old and usually 12 years or older, might assist his father by goading the ox while his father handled the plow. As children reached their teens, they might continue to perform these chores unless younger siblings were there to do them, and they would most definitely increase their workloads with more demanding tasks. Yet the most difficult of tasks were reserved for those with the most experience; handling a scythe, for example, was something that took great skill and care, and it was unlikely for an adolescent to be given the responsibility of using it during the most pressing times of harvest. Work for teenagers was not limited to within the family; rather, it was fairly common for a teen to find work as a servant in another household. Service Work In all but the poorest medieval households, it would not be surprising to find a servant of one variety or another. Service could mean part-time work, day labor, or working and living under the roof of an employer. The type of work that occupied a servants time was no less variable: there were shop servants, craft assistants, laborers in agriculture and manufacturing, and, of course, household servants of every stripe. Although some individuals took on the role of servant for life, service was frequently a temporary stage in the life of an adolescent. These years of  labor—often spent in another familys home—gave teenagers the chance to save up some money, acquire skills, make social and business connections, and absorb a general understanding of the way society conducted itself, all in preparation for entry into that society as an adult. A child might possibly enter service as young as age seven,  but most employers sought older children to hire for their advanced skills and responsibility. It was far more common for children to take up positions as servants at age ten or twelve. The amount of work carried out by younger servants was necessarily limited; pre-adolescents are rarely if ever suited to heavy lifting or to tasks that require fine manual dexterity. An employer who took on a seven-year-old servant would expect the child to take some time learning his tasks, and he would probably start with very simple chores. Common Occupations Employed in a household, boys might become grooms, valets, or porters, girls could be housemaids, nurses, or scullery maids, and children of either gender could work in the kitchens. With a little training young men and women might assist at skilled trades, including  silk making, weaving, metalworking, brewing, or winemaking. In  villages,  they could acquire skills involving clothmaking, milling,  baking, and blacksmithing as well as help in the fields or household. By far, the majority of servants in town and countryside came from poorer families. The same network of friends, family and business associates that provided apprentices also yielded workers. And, much like apprentices, servants sometimes had to post bonds so that prospective employers might take them on, assuring their new bosses they would not leave before the agreed-upon term of service was up. Hierarchies and Relationships There were also servants of nobler origins, particularly those who served as valets, ladies maids, and other confidential assistants in illustrious households. Such individuals might be temporary adolescent employees from the same class as their employers or long-term servants from the gentry or urban middle class. They might even have been educated at a University before taking up their posts. By the 15th century, several advice manuals for such esteemed servants were in circulation in London and other large towns,  and not only noblemen but high city officials and wealthy merchants would seek to hire individuals who could perform delicate duties with tact and finesse. It was not unusual for a servants brothers and sisters to find work in the same household. When an older sibling moved on from service, his younger sibling might take his place, or perhaps theyd be employed simultaneously at different jobs. It was also not uncommon for servants to work for family members: for example, a childless man of prosperity in a town or city might employ his country-dwelling brothers or cousins children. This might seem exploitative or high-handed, but it was also a way for a man to give his relatives economic assistance and a good start in life while still allowing them to keep their dignity and pride in accomplishment. Terms of Employment It was  common  procedure to draw up a service contract that would outline the terms of service, including payment,  length  of service, and living arrangements. Some servants saw little legal recourse if they encountered difficulty with their masters, and it was more common for them to suffer their lot or run away rather than turn to the courts for redress. Yet court records show this was not always the case: masters and servants both brought their conflicts to legal authorities for resolution on a regular basis. Household servants almost always lived with their employers, and to deny housing after having promised it was considered a disgrace. Living together in such close quarters could result in terrible abuse or close bonds of loyalty. In fact, masters and servants of close rank and age were known to form lifelong bonds of friendship during the term of service. On the other hand, it was not unknown for masters to take advantage of their servants, particularly teenage girls in their employ. The relationship of most teenage servants to their masters fell somewhere in between fear and adulation. They did the work that was asked of them, were fed, clothed, sheltered and paid, and during their free time sought out ways to relax and have fun. Recreation A common misconception about the Middle Ages is that life was dreary and dull, and none but the nobility ever enjoyed any leisure or recreational activities. And, of course, life was indeed hard compared to our comfortable modern existence. But all was not darkness and drudgery. From peasants to  townsfolk  to gentry, people of the Middle Ages knew how to have fun, and teens were certainly no exception. A teenager might spend a large part of each day working or studying but, in most cases, he would still have a little time for recreation in the evenings. Hed have still more free time on holidays such as Saints Days, which were fairly frequent. Such liberty might be spent alone, but it was more likely to be an opportunity for him to socialize with coworkers, fellow students, fellow apprentices, family or friends. For some teenagers, childhood games that occupied the younger years such as marbles and shuttlecocks evolved into more sophisticated or strenuous pastimes like bowls and tennis. Adolescents engaged in more dangerous wrestling matches than the playful contests theyd attempted as children, and they played some very rough sports like football—variations that were precursors to todays rugby and soccer. Horseracing was fairly popular on the outskirts of London, and younger teens and pre-teens were frequently jockeys due to their lighter weight. Mock battles among the lower classes were frowned upon by authorities, for fighting rightfully belonged to the nobility, and violence and misconduct could ensue if youths learned how to use swords.  However,  archery  was encouraged in England due to its significant role in what has come to be called the  Hundred Years War. Recreation such as falconry and hunting were usually limited to the upper classes, primarily due to the cost of such pastimes. Furthermore,  forests, where sporting game might be found, were almost exclusively the province of the nobility, and peasants found hunting there—which they usually did for food rather than sport—would be fined. Games of Strategy and Gambling Archaeologists have discovered among castle remains intricately carved sets of chess and tables (a precursor to backgammon),  hinting at some popularity of board games among the noble classes. There is no doubt that peasants would be unlikely at best to acquire such costly trifles. While it is possible that less expensive or home-made versions could have been enjoyed by the middle and lower classes, none have yet been found to support such a theory; and the leisure time required to master such skills would have been prohibited by the lifestyles of all but the wealthiest folk. However, other games such as  merrills, which required only three pieces per player and a rough three-by-three board, could easily have been enjoyed by anyone willing to spend a few moments collecting stones and roughing out a crude gaming area. One pastime that was definitely enjoyed by city teens was dicing. Long before the Middle Ages, carved cube dice had evolved to replace the original game of rolling bones, but bones were occasionally still used. Rules varied from era to era, region to region and even from game to game, but as a game of pure chance (when honestly played), dicing was a popular basis for gambling. This prompted some cities and towns to pass legislation against the activity. Teens who engaged in gambling were likely to indulge in other unsavory activities that could result in violence, and riots were far from unknown. In hopes of heading off such incidents, city fathers, recognizing the need of adolescents to find release for their youthful exuberance, declared certain saints  days  occasions for great festivals. The celebrations that ensued were opportunities for people of all ages to enjoy public spectacles ranging from morality plays to bear-baiting as well as contests of skill,  feasting, and processions. Sources: Hanawalt, Barbara,  Growing Up in Medieval London  (Oxford University Press, 1993).Reeves, Compton,  Pleasures  Ã‚  (Oxford University Press, 1995).and Pastimes in Medieval England

Meaning and Origin of the Surname Arthur

Arthur is an English and Welsh surname with several possible meanings: Last name meaning strong man, from Ar, meaning man and thor, meaning strong.A surname meaning bear man, hero, or man of strength, from the Welsh arth, meaning bear and ur, an ending meaning man.From  the  Gaelic Artair, Middle Gaelic Artuir, both derived from the Old Irish art, meaning a bear. Surname Origin: English, Welsh, Scottish Alternate Surname Spellings: ARTUR, ARTURS, ARTHOR Where in the World is the ARTHUR Surname Found? The Arthur surname is common today in New Zealand and Australia, according to  WorldNames PublicProfiler, especially the New Zealand districts of Stratford, Waimate, Hurunui, Central Otago, and Clutha. The Arthur last name is fairly evenly distributed throughout England, Scotland and Northern Ireland. Surname distribution data from Forebears  indicates the Arthur surname is most prevalent in Ghana, where it ranks as the 14th most common surname in the nation. It is also relatively common in Australia (ranked 516th) and England (857th). Census data from 1881–1901 in the British Isles shows the Arthur surname was prevalent in the Shetland Isles of Scotland, Jersey in the Channel Islands, and Brecknockshire, Carmarthenshire, and Merionethshire in Wales. Famous People with the Last Name ARTHUR Chester A. Arthur - 21st President of the United StatesBea Arthur (born Frankel) - Emmy and Tony Award-winning American actress  Jean Arthur (stage name, born Gladys Georgianna Greene) -  American actress best known for her roles in films such as Mr. Smith Goes To Washington and The More The MerrierTimothy Shay Arthur (T. S. Arthur) - popular 19th-century American authorWilfred Arthur - WWII flying ace of the Royal Australian Air Force (RAAF) Genealogy Resources for the Surname ARTHUR Presidential Surname Meanings and OriginsDo the surnames of U.S. presidents really have more prestige than your average Smith and Jones? While the proliferance of babies named Tyler, Madison, and Monroe may seem to point in that direction, presidential surnames are really just a cross-section of the American melting pot.   Arthur Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as an Arthur family crest or coat of arms for the Arthur surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted. Arthur Family Genealogy ForumSearch this popular genealogy forum for the Arthur surname to find others who might be researching your ancestors, or post your own Arthur query. DistantCousin.com - ARTHUR Genealogy Family HistoryExplore free databases and genealogy links for the last name Arthur. The Arthur Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the popular last name Arthur from the website of Genealogy Today. Sources Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick, and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

Home Mothers And Working Mothers - 1684 Words

Participants: The participants included two working mothers and two stay-at-home mothers within the ages of 20-35. All the participants I found were close friends or acquaintances but the hardest part was to find stay at home mothers. The method used for my research was interview questions. I asked five questions for each mother, two separate sets of questions for stay-at-home mothers and working mothers. The first participant was a thirty-two year old, full-time working mother who is also currently enrolled at Sacramento State has three children. The second participant was a twenty-two year old, who is a full-time mother working at a dental office in Stockton, CA. She is a long-time friend who has a three-year old boy. The third participant a twenty-six year old, is a stay-at-home mother with two boys, ages three and four. My last participant was my sister’s best friend, a stay-at-home mother, but also a part-time student with two boys, a ten year old and a five year old. Three of the moth ers that I interviewed were single with only one that has a husband. Findings: Some of the major findings about stay-at-home mothers were that there weren’t very many to interview. The majority of the people that I socialize with are either part-time mothers or full-time working mothers. For my research I decided to choose two stay-at-home mothers that had no part-time job. I also found that stay-at-home mothers main motivation is their children, staying home with their children gaveShow MoreRelatedStay At Home Mothers Or Working Mothers920 Words   |  4 PagesSTAY AT HOME MOTHERS OR WORKING MOTHERS 1. Introduction When a child is born into a family and one also have to look for the household expenses such as a mortgage, one needs to choose between either continuing working full time or staying at home. Statistics show that the number of working mothers is declining and trends are shifting to stay-at-home mothers. Employment figures for married mothers with children under the age of 6 have declined about 7% to 10% since the peak yearsRead MoreWorking Mother Vs. Stay-At-Home Mother1800 Words   |  8 Pagestheir home. Mothers have reasons for their choices, whether it’d be staying at home or continuing to work following the birth of their child; the choices they make can have different effects on everything around them, from the development of her child to their very own mental health. In the United States, financial necessity has been the general reason in which women have decided to work (Siegel and Hass 523). Many of us know how expensive raising a child can be which is why many mothers decideRead MoreThe Dissimilarity Between Working Mother And Stay Home Mother1487 Words   |  6 PagesSang Min Yue Professor Dr. Rosalyn Jacobs ENGL 1102 24, April 2016 â€Å"The Dissimilarity between Working Mother and stay home Mother† During the early years of the 1900’s most women were not allowed to work, they also did not have any rights to vote. All the women during these times could only stay inside the house and take care of the familial duties and chores. Women were primarily cooking meals, cleaning inside the house, and also taking care of their own child. On the other hand, most ofRead MoreChildren of Working Mothers vs. Stay At Home Mothers and Their Effects1102 Words   |  5 PagesChildren of Working Mothers vs. Stay At Home Mothers and Their Effects Looking back at the past there have been women struggling for equal rights throughout the United States of America this includes the right to work or stay at home with their children. Ever since women started working the argument has been forthcoming over mothers who work and those who stay home with their children. One concern is what differences, if any, are there in children who are raised by stay-at-home moms and working moms. ThisRead More Stay-At-Home vs. Working Mothers743 Words   |  3 Pages Mothers play an important role in a child’s life. Whether it is being present when the baby takes their first step, or being in the crowd for the childs first recital. Two different types of mothers have evolved in society. One is a stay-at-home mother. These mothers take care of the children while the husband makes a living for the family. Working mothers go to work everyday to provide a living (like the husband), and are also expected to take care of the children once home. Stay-At-Home mothersRead MoreWorking Mothers At Home And Acquire The Traditional Homemaker Job3367 Words   |  14 PagesSome mothers can make the decision to stay at home and acquire the traditional homemaker job. Other mothers can choose to work outside of the home. Both of these decisions can come with many great benefits as well as a negative impact. The role a mother has to achieve has significantly changed over the last century. Throughout history working mothers as well as stay at home mother has changed and increased. Attitudes towards these two types of mothers have also differed. Working mothers have definitelyRead MorePositive And Negative Influences Of Working And Stay At Home Mothers On Children1308 Words   |  6 PagesPositive and Negative Influences of Working and Stay-at-home Mothers on Children A child needs stable family connections with the nurturing presence of their parents, particularly their mother. Childhood is the most impersonating time of a person’s life which either makes or breaks a person. A mother is the direct source of influence and her ability to form a bond provides paternal security and nurturing children’s needs by a constant guidance throughout. There are several factors, situations, conditionsRead MorePositive And Negative Influences Of Working And Stay At Home Mothers On Children1409 Words   |  6 PagesInfluences of Working and Stay-At-Home Mothers on Children Are children better off if mothers stay at home to take care of them? Recently, whether mother should stay home taking care of children or work as normal have been argued a lot, Some mothers may rather choose stay at home and take the traditional homemaker role. Others may prefer to work outside home to meet her full personal potential. There can be both positive and negative effects of working mothers on their children. While working mothers canRead More Battle of the Moms Essay1495 Words   |  6 Pagesalways be a battle between working mothers and stay at home mothers, and the debate has always been controversial. Although there are many factors that differentiate children raised by a stay at home mother and a working mother, there is no right way on how to raise a child. The differences between both moms have both positive and negative characteristics but neither one can be said to be the correct way on raising a child. A â€Å"right way† does not exist. WHY WORKING MOTHERS WORK? â€Å"In the United StatesRead MoreWorking Mothers Essays1626 Words   |  7 PagesWorking Mothers Carrie Grubb Axia College of University of Phoenix Working Mothers In previous generations, women had one role to accomplish; to care for their children. As mothers, women were required to play the role of June Cleaver. Mothers need to care for the children and keep the home in smooth working order. After many protests, women wanted to empower their equal rights, and become career women. Thanks to women’s perseverance, today women are able to work, and be just as qualified

Case Study of Schwartz-Free-Samples for Students-Myassignment

Question: Complete a Law Report Case Study of Schwartz. Answer: Facts of the case: Application under section 206G of the Corporations Act 2001 was made by Mr. Schwartz on 7 August 2007, for the purpose of granting leave to manage the proprietary company. This company was registered under the Act and named as Baby belle Pty Ltd. Application made by Mr. Schwartz also applied for the leave to appoint as director of the Baby belle. However, it must be noted that application was not made as per the terms of the issue. Legal issues: The main issue related to this case is whether it is possible to give leave to Schwartz under Section 206G of the Corporation Act 2001, for the purpose of managing the specific corporation named as Baby belle? It must be noted that, Mr. Schwartz wants leave for appointing in Baby belle as director, but application made by them was not made as per the terms of the issue. Issue involved in this case was complicated in nature because it involves charges of early prosecution related to Mr. Schwartz. Law: Legal rules related to this case are stated in the Corporation Act 2001. Case mainly involves rules stated below: Section 206G (1) of the Corporation Act 2001 states that, in case any was person disqualified for managing the operations of the Company, then such person has right to apply to the Court for granting leave to manage a corporation, specific types of corporation, or any particular corporation if ASIC does not disqualify such person. Mr. Schwartz made application under clause c of this section for the purpose of managing Baby belle. Section 206B (1) states that, person is disqualified from managing the corporation if such person was previously involve in any offence which involves dishonesty and imprisonment for at least 3 months. In the present case, Plaintiff was engaged in the offense stated in section 206B (1), and also convicted for the period of 5 years. This case also involves Section 206A (1). As per this section if person is disqualified by the Act for the purpose of managing the corporation then such person commits offence if such person participate in decision making process or provide instructions, etc. Decision of the case: Application made by Mr. Schwartz was dismissed by the Court. Court stated that evidence provided by Mr. Schwartz was unjustified because of the following reasons: Summary related to evidence raised some serious issues such as whether section 206A was contravened by Mr. Schwartz and whether he continuously contravenes this section. Court also stated that Mr. Schwartz engaged in conduct which was disqualified and includes offences related to dishonesty. Judge further stated that, he must review the facts of the case presented before him, and he was bound to apply the principles stated above for the purpose of determining the issue whether it was right for the Court to grant leave to Mr. Schwartz. Judge further stated that on the basis of current material, Court was not bound to grant leave for managing the Babybelle. It must be noted that, Mr. Schwartz can make a fresh application to the Court, if any evidences related to the stated issues are available. References: Corporation Act 2001- Section 206G. Corporation Act 2001- Section 206A. Corporation Act 2001- Section 206B.

Shania Woodard Hist 1323 03/27/18 1230-150pm Fig Essays

Shania Woodard Hist 1323 03/27/18 12:30-1:50pm Fighting Back In 1954 the supreme court announce black children to go school with white, but the south disagree. Fighting back started during the civil right between 1957-1962, in Little Rock, Arkansas. It was the traces of African American community from the historic case of Brown Vs board of education decision in the effect of the first blacks in a all white school and universities. I believe that the Little Rock nine during this time at Little Rock Central High School, they came in without violence, they protested silently through the school which made a major balances for blacks today generation to have an education and be able to integrate with other races. If the Little Rock Nine could state an honest opinion on the progress of today education has overcome, then they might say they are uplifted from the hard work and success of integration of all race to be able to learn in same class. Also In the vid eo, in Alabama 1956 named Autherine Lucy black young educated women who quietly enrolled to all white university of Alabama. A mob of white rule and violence to keep her from enrolling the universities. After court decision to back her support of the case , they end up expelling her from the school. The black community has lacking in the attention of fighting back for they race to receive the same learning experience at the same level. Now as the rest of the America, steadily noticing the predicament throughout the Harlem Renaissance era, many Caucasians migrated to the suburban cities whereas blacks were forced financially and economically to remain in poor areas. The Little Rock nine, Autherine Lucy, and James Meredith compromised their lives against furious mobs of whites that resisted against the desegregation law that was set forth. The South was in a great turmoil and that the blacks fought for equality in the education system. *Fighting back in the civil rights era was the only option because many had sat back for years and let many situations get swept under rugs but as times continued and many people like Rosa Parks grew tired of the ridiculous occurrences, a stand was taken. Fight back became the only way to get what they want and that was being equal in educations, just like being able to have free right and freedom. The Blacks being rejected "separate but equal" education for quite some time and since times changed, the whites began to move away and scatter away to areas where blacks couldn't afford to live. To face so many battles in a many major mark of histories, The Little Rock Nine is strong and brave because without education, so many black be left ignorant and uneducated young. I think the approach that the little Rock nine made was a very moderate strategy for equality in the education board , they forced integration whether if the whites agreed with them going with this plan or not. While the mob of whites act unruly manor, they formally walked together in silence with guards surrounding them for safety in a nonviolent way. This somewhat have frightened them a bit but drove their confident and thrive to continue to fight for what was right. As blacks were caught up with commending the accomplishment of achievement integration in schools, years passed and they have started to lack in the implementation of education. As Young black student are receiving poor knowledge through the low of income in the communities. In conclusion, even though autherine Lucy, resist the hope for white to equal right in education, and Jame Meredith to register again at the Christie of Mississippi, the Little Rock Nine achieved what they fought for which it is as yet our obligation in this day and time, as a black community, to uphold the victory that was fought for us. The Little Rock Nine would not be in agreement with the failure to take proper care that poor income schools face today. The Little Rock Nine would mos t likely be in disappointment and wonder why an excess of individuals allow our education to be dabbled with. we must fight back like they

Advanced Mouse Processing in Delphi Applications

Advanced Mouse Processing in Delphi Applications You might already know how to handle some basic mouse events like MouseUp/MouseDown and MouseMove. However, there are times when you want your mouse to do what you tell it. Basic API stuff Many of us write programs that are designed to work only with the mouse. If we are writing programs that require mouse presence and/or are dependent on the mouse we have to be sure that various things are set up the right way. Is Mouse Present? The quickest way to see if the mouse is present: Animated Mouse Cursor Heres how to use animated cursors (or even how to use a BMP as a CUR): Positioning the Mouse The SetCursorPos API function moves the cursor to the specified screen coordinates. Since this function does not get a windows handle as a parameter, x/y have to be screen coordinates. Your component does use relative coordinates, e.g. relative to a TForm. You have to use the ClientToScreen function to calculate the proper screen coordinates. Simulations On most occasions we want the mouse to move to a certain position on the screen. We know that some components do not respond to a cursor change until the user moves the mouse, we have to provide some small move-from-code technique. And what about simulation mouse clicks without calling the OnClick event handler? The following example will simulate mouse click event on Button2 after the click to Button1. We have to use mouse_event() API call. The mouse_event function synthesizes mouse motion and button clicks. Mouse coordinates given are in Mickeys, where there are 65535 Mickeys to a screens width. Restrict The Mouse Movement Using the Windows API function ClipCursor, it is possible to restrict the movement of the mouse to a specific rectangular region on the screen: Mouse Enter, Mouse Leave? Detecting entering and exiting of the mouse pointer over a component is often coming up when writing your own component. All descendants of TComponent send a CM_MOUSEENTER and CM_MOUSELEAVE message when the mouse enters and leaves the bounds of the component. You will need to write a message handler for the respective messages if we wish to respond to them.

What do you believe to be the main force driving change in the Essay

What do you believe to be the main force driving change in the International Business Environment - Essay Example The traditional ways of transacting businesses are becoming obsolete due rapid changes and inventions. Cultural, political, environmental, and economical forces characterize globalization and have great impact in the international business environment. Introduction Globalization is the process by which people all over the globe are interconnected into one village such that an occurrence in one part of the world will have a direct impact on the other part. Major changes in international business environment and business operations are because of globalization of business. Today, several significant transformations can be observed in the international business environment and most of these transformations are occurring spontaneously. The changes are unpredictable and inevitable such that one transformation is leading to emergence of more numerous changes. Similar to industrial revolution that completely transformed business environment in Europe, these transformations are necessary in both their outcome and magnitude. The main transformation includes increased competition, rapid changes, and increased use of computers and adoption of sophisticated information technology and networks. Investors or rather employers need to learn the new principles of success, and keep reinventing the objectives of the business (Batra and Dangwal, 2005, p.88). People from different states have developed similar tastes and preferences leading to homogeneity of needs. Globalization encompasses numerous processes by which, institutions, money, people, goods, and services are able to cross territorial or domestic boundaries freely Globalization as a process is a result of sociocultural, political, economic, and technological forces. Globalization is mostly used to mean economic globalization, which is the connectedness of world economies into international economy though exchange of goods, capital investment, migration, and increased use of technology (Brooks and Weatherston et al., 201 1, p.165). The continuing increase in globalization raises the need to understand the different cultures of the world more so corporates and communities cultures. There is an increased transfer of workforce or experts from one country to another, in effort to assist establish new locations of the company or boost existing ones in order to achieve their objectives (KPMG International, 2013, p. 2). Mere knowledge of communication skills is not enough but also the understanding of cultural influences, varied communication designs and social settings of every society do drive the success of globalization. The real standing of globalization can be understood by focusing on three main changes. The first major change is the one witnessed in the job markets. The increased demand of employees with multilingual knowledge has led to people moving from state to another for employment or travelling internationally for the purpose of business transactions (Gelbart, 2012, p. 1). Also of important is the emergence of e-commerce, which have a major impact on competition and growth of market as the original location of firm is not an issue anymore. Increased in cross boarders travels has in turn led to wide spread of traditional cultures and practices all over the world. People’s cultures all over the world seem to rhyme and everybody seems to be adapting to global behaviors, especially in trade industry. Focusing on our social environment

Early childhood education Research Paper Example | Topics and Well Written Essays - 1750 words

Early childhood education - Research Paper Example Early Childhood Education (ECD) is one of the substantial and essential components for the students that help them grow in every field of their lives that can lead them to the attainment of success, status, and prosperity. With the advancements and developments that the world is encountering, the educational and learning curriculum and the teaching methods have improved and enhanced in a continuous way that have left an indelible impression on the achievement of the student’s progress in a productive and positive manner Education is the learning, knowledge, insight and the information that students get in their academic levels that can provide them with an understanding about how and in which direction to lead their lives. Moreover, quality in education helps the students to make their lives in a much better position as they have the power of knowledge. Due to such importance, that education holds in itself, education, and predominantly early childhood education is one of the prime concerns that cannot come under ignorance. Nonetheless, like any other sphere of influence, the area of education also has numerous issues that the students’ experience in their academic lives (Saracho & Spodek, pp. 1-4). Besides, students have a strong need to develop specific skills that takes account of problem solving, analytical and critical thinking skills in order to survive and cope up the world of global competition. Early childhood educators play an integral role in setting the underpinning for developing the future leaders of the planet. However, with respect to the broad spectrum of early childhood education, the primary and first question that comes to mind is regarding the program of study of the students. Therefore, the thesis statement of the dissertation is â€Å"when designing the curriculum for the preschool of young child’s classroom, what are the prime concern areas, concepts or subjects to focus that can lead to the progress of the student in a most constructive way†. Literature Review According to various researches, it has come under notice that the physical environment of the classroom plays a significant role in the learning styles of the students that has failed to come under notice and ignored to great extent. In addition, these studies conclude that the prime focus of the educators or the teachers is only on pedagogy, content of the core curriculum and interpersonal dynamics, which eradicates their focus from the physical contexts, which is one of the imperative contributors of teaching and learning. The physical environment of the classroom includes the classroom setting as well as the outdoor setting. However, these studies conclude that by changing the classroom environment that persuade and endorse play would facilitate in escalating and promoting literacy activities among children during their early childhood or preschool years (Essa, pp. 189-191). In addition, the environment ought to be such that m ust provide opportunities to the children that can lead them to explore and learn. Studies also exhibit that the arrangement of shelves, comfortable and sturdy furniture, learning materials displayed on shelved and classroom design on an overall basis when taken into strong consideration demonstrates to be very fruitful (Essa, pp. 192-195). According to some schools of thoughts, it has come under observation that teachers and educators of early childhood is another vital and crucial facet that must have a proper background knowledge and information regarding the early childhood education or child development. This is because courses related to such studies provide massive emphasis on the development of the child and the

Higher education Essay Example for Free

Higher education Essay Education â€Å"Knowledge is power† as Focault stated. This quote is commonly used to define not only the importance of knowledge and its effect, but ones decision to attain knowledge demonstrates power of developing knowledge. Education is one of the main factors in attaining knowledge. Education serves and effects society in numerous of ways. The influence of educational institutions, the structure it has on children and adolescents, the control education has on society, how education transform lives , and the social benefits that comes with having a higher education. Education may be defined as the process by which a society transmits knowledge, values, norms, and ideologies from young people to adult roles. The influence of educational institutions is one example of how education affects our society. According to the article â€Å"Universal Education†, Mr. Gatto states â€Å"School is the first impression children get out of an organized society. Like most first impressions, it lasts† (N. P). To me, this statement clearly represents not only how school is an educational institution influencing the lives of many, but how Gatos express that schools are a part of the children’s socialization process in development (1 ). Our youth, which is considered the future of our society, develop some their values and learning processes from institutions. School is very crucial and necessary in a child’s upbringing, because it takes the child from childhood and prepares them for adult activities. Institutions serve as a backbone to create, maintain order, and control our environment which entails the rules and monitoring systems. Schools have provided a structured system with policies, and procedures that influence the youth. Educational institutions help create a social world for children. One of the main factors of education is that its structures the lives of children and adolescents. Education gives an opportunity to enhance careers and skills for beneficial purposes. That is why schools prepare students to be effective economic competitors, reliable workers for employers, and well-adjusted individuals. In â€Å"Letters to a Young Brother†, Mr. Harper states â€Å"Since the key to staying in the game is education, it is essential that you take control of your relationship with school† (56). This statement clearly shows Harper’s affirmation about the bond between one’s education and financial success. Mr. Harper expounds greatly on the importance of education and how it influences and affects the life of young adolescents. Schools shape the life of a child from childhood years well into adulthood. For instance, the beginning years of school develops the child’s interactions and social skills. In one’s early school years, one learns how to read, write, and how to develop key social skills that one will utilize for a life long period. Even in adulthood, education affects our lives, because of the careers available and the amount of one’s salary tends to increase with the completion of academic programs and degrees. Education also motivates, pushes our youth to do better, and want to amount something professional in their lifetime. Education has a major control on society as a whole. Educational institutions affect not only our surroundings, but the daily lives of all people within that society. In my opinion, every neighborhood should contain some sort of institutions, whether it’s a community college, high school, or even an elementary school. Education improves lives and minds, and offers more opportunities and possibilities. Our education system embeds our youth with a structure of discipline, and knowledge that will be utilized for further advancement in one’s life. On a collective note, our institution of education reinforces the statuses of the larger society. Some parents are affected and play a major role in the child’s school life. For example I maintain a safe environment for my seven year old son. I show interest in his progress at school, help him with his homework, explain the value of a good education him , and I also stay touch with teachers and school staff . The main reason I created such partnerships is because I understand how important is education and I know it will help him succeed in school, and in later life. The key to a bright and successful future for the youth is through the education they get at school, but they also need resources at home to support them. Parent involvement in children’s education allows kids to perform better in school Education is the key to creating opportunity and changing lives. â€Å"The unemployment rate for people who have never gone to college is more than double (10 percent) what it is for those who have gone to college (4. 5 percent)† (qtd. in Hawkins N. P. ). These statistics make it clear that completing some form of higher education is the best tool to meet the challenges of a 21st century economy. Education is a productive and beneficial factor in a person’s life. The benefits of a college education are evident; higher salaries and lower unemployment rates. â€Å"Cities with a higher percentage of college graduates have lower crime rates† (qtd. in Hawkins N. P). Criminal offenders often have low levels of education. Statistics shows only 35 percent of inmates in U. S. correctional facilities have earned a high school diploma, compared to 82 percent of the general population. Young people with insufficient education are immensely found within the criminal justice system. Education provides opportunities to reduce crime, by helping children to gain knowledge, skills, and character that help them avoid criminal activity. I think education is one the most auspicious means we have of preventing and reducing crime A college education is essential in today’s society to earn a job. A College degree will open the door of opportunity in ways that will increase your potential in landing a great job in the field of preferred study. The more knowledge and experience one holds, the more willing employers are to furnish better positions in the company, and enhanced pay raises or bonuses. Having a college degree tells your current or prospective employer a lot. First, students gain a wealth of knowledge in school. Spending two or four years immersed in a program dedicated to your job field, arms you with the knowledge you’ll need from day one on the job. Employers know that if you’ve got a degree, you won’t need as much training as those without one. A degree also gives you a different perspective of the industry than that of someone without a diploma. Having a college degree makes the employee more valuable to a company (Cunningham, N.P). Your job relies on the amount of education youve received and have achieved in subjects. Math can help you out in money in shops; you can become a successful shop accountant or a bank accountant. English helps you with your daily communicating skills; you can become a successful lawyer, English made writers like James Patterson and Steven King. Science is included in our daily lives, when you water plants, make a cup of tea, freezing food; you could become a scientist, doctor, chemist. Science made people like Einstein. Even if you dont want a job, you need to have some sort of knowledge of the world. Education is the path to success; it benefits individuals, families, and communities (Harper, 106). â€Å"College graduates are statistically more likely to have healthy children and to be involved with their children’s education both inside and outside of school. Studies have also found that there is a correlation between a womans education, and the health of her children. Thusly, having a college degree is related to good health in parents, and learning readiness in children. For instance, more than 90 percent of preschoolers whose mothers are college graduates are read to at least three times a week, compared to 76 percent of their counterparts whose mothers are high school graduates†(qtd. in Cunningham N. P). Higher income is one out of many benefits of having a higher education, people with more education tend to have more leisure time and better outcomes for their children, and improved quality of life in general. For example, they are more likely to have jobs that provide health insurance and retirement benefits than workers without college education. In conclusion, â€Å"School is a great gift our society offers you. It provides the key for your future† (Torres, 160). Educational institutions serve as a major influential force in society and the lives of both children and parents. Schools are organized networks of socializing experiences, which prepare individuals to act in society. Education structures the lives of many, whether it’s a child, adolescents, or adults. Education is very meaningful in the upbringing of a child, and plays a significant role in his/her life. Education educates individuals, such that they prefer not to engage in crime. College-educated adults engage more frequently in educational activities with their children. A college degree proves to an employer that you’re devoted to your career, and serves as proof that you’re knowledgeable and qualified in your field. Essentially, higher earnings are one of the important outcomes of higher education. It is imperative you have an advanced education if you want to be successful. Work citation Cunningham, Alisa. The Broader Societal Benefits of Higher Education. the Solutions For Our Future Project†. The Institute for Higher Education Policy, Washington, D. C. , N. D. Web. 29 Oct 2012. Gatto, Taylor John. Universal Education. Yes Magazine, yesmagazine. org. 02 1998. Web. 29 Oct 2012. Harper, Hill. Letters To a Young Brother. New York, N. Y: Penguin group USA Inc. , 2006. 56-105. Print. Hawkins, Mary. Reinventing Your Life with Education: The Larry Crowne Effect. †. pickthebrain. com, 07 2011. Web. 29 Oct 2012. Torres, Jose. A letter to a Child Like Me. Trans. Array Across Cultures: A Reader For Writers. Sheena Gillespie and Robert Becker. 8th. Ed. USA: Pearson, Inc. , 2011. 160-164. Print.

Harvard Admissions Essay: Enough Talk about God :: College Admissions Essays

Enough Talk about God I believe the Church has been talking about God for long enough now. We're due for a change. People know enough about God. They know what God likes and what God doesn't and how God would generally want them to live their lives. It seems, to us and to them, that we just keep repeating ourselves. As I said, we've been talking about God for long enough now. It's time to stop talking about God, and start getting our kids and neighbors and friends in touch with God. It's time to help them taste and see that the Lord is good. Not "sit and think," But taste and see! If we're pretty excited about introducing a friend of ours to someone, we might talk about it for awhile, telling our friend all about this new person and how great they are. But if we never got around to actually introducing them, our friend would get pretty tired of the same old stories. It's the relationship that is important, not the knowledge. Sure, this makes sense, but it gets pretty tricky when you start talking about God. How do you actually introduce someone to the Spirit of Christ?! The most significant way, I believe, is to model the relationship. The first question, if you are serious about moving your circle of influence past the "intellectualization" of Christianity, is to ask yourself if you feel you are experiencing intimacy with Christ. Christian mysticism is about spirit meeting spirit, and a bond being formed. The most important task you can do as an ambassador for Christ, is to spend time hanging out with God yourself. Even if it cuts into time that you wanted to spend in "ministry." Spending some time enjoying God's presence, aware that God is enjoying yours at the same time, will do more for those around you, than any words you could work up. If you have a sense of intimacy with Christ, you will be able to do more than just talk about God. Creating some guidelines for personal "sabbath time" with the Lover of your life will be a significant ministry to those in your circle of influence. Six years ago I made a commitment to spend one morning a week out at a retreat center for reading and meditation.

Malcolm X a Homemade Education

Elizabeth Terry Biology 101-06 MWF at 3:00 November 14, 2011 Research paper DOWN SYNDROME Down syndrome is the most common cause of mental retardationDown syndrome is the most common cause of mental retardation. It is caused by the presence of an extra chromosome. Chromosomes contain sequences of DNA called genes that represent the genetic information that exists within a cell. Twenty-three distinctive pairs of chromosomes which is 46 in total. They are located within the nucleus (a region of the cell that is bounded by a specialized membrane, and which houses the genetic material).When a sperm cell fertilizes an egg cell, the newly created zygote normally receives 23 chromosomes from each parent. The contribution of genetic information from each parent is what makes each baby a distinctive blend of both characteristics. In Down syndrome a mistake during division of the sperm or egg cell produces a cell with an extra chromosome 21. This event occurs during cell division and is referr ed to as nondisjunction, or the failure of all chromosomes to separately properly resulting in retention of one of the chromosomes in one of the two new daughter cells.This is also called trisomy 21 and is accounted for 95% of all Down syndrome patients. A rare number of Down syndrome cases the original egg and sperm cells begins with the correct number of chromosomes but shortly after fertilization during the phase where cells are dividing rapidly a single cell can divide abnormally creating a line of cells with an extra chromosome 21. It’s called a cell line mosaicism. The individual with this type of down syndrome has two types of cells: some 46 chromosomes which is the normal number and some with 47.Individuals who are mosaic for trisomy 21 typically have less sever sign and symptoms of the disorder. Another are location that can cause down syndrome is called a chromosome translocation. This is an even that unlike the numerical abnormally causing trisomy 21, there is a st ructural abnormality. Exchange of material from two different chromosomes during the production of sex cells can take place such that there is a whole chromosome 21 attached to another chromosome but the chromosome number is normal. [1]These types of translocation involving chromosome 21, occur in about 3-4% of cases of Down syndrome.Ancient cultures, such as those in Greece, Rome, and Egypt, put disabled infants to death. Compassion toward the disabled was awakened by the early Christian church, but its charitable influence waned during the middle ages. Down syndrome also affected this people due to no one really caring about what was going on with the ill children. Down syndrome has a lot of causes and this is normally what some parents want to know is why their child is born with this syndrome. Most times this is why they tell you while you are carrying your child you need to watch very closely and look for all signs of genetic disorders with pregnant.Down syndrome is a chromosom al disorder as I said before. A baby is usually identified at birth through observation of a set of common physical characteristics. Babies with Down syndrome tend to be overly quiet. When I say that I mean less responsive with weak floppy muscles. With that being said a number of physical signs might be present. This includes a flat bridge of the nose which is smaller than normal. It’s a low set nose. They will tend to have a small mouth with a protruding tongue, upward slanting eyes and also extra folds of skin located at the corner of each eye, near the nose.They will have small outwardly rotated ears and small hands as well. Usually they have an unusual deep crease across the center of the palm and a malformed fifth finger. They will have a wide space between the big and the second toes and unusual creases on the soles of the feet. They also experience shorter than normal height later on in their childhood. Before genetic testing became available, Down syndrome was diagno sed based on certain typical physical characteristics. Not all people with Down syndrome have all these characteristics though.This can vary from certain people and are caused by the extra chromosomes. Individuals with Down syndrome also have joints that are looser than normal. Their skulls are short and broad. Newborns usually have extra skin on the back of their neck, and as the child gets older the neck often appears short and wider than usual. [2]Facial shape is round in the newborn and also during infancy. When the child gets older their face shape becomes oval like. This is due to the underdevelopment they go through. Their cheeks are round and the teeth develop late and in an unusual order.Although Down syndrome is not curable and there will be no cure for it, parents, researchers, and also the Down syndrome individuals try to make the best out of life and try dealing with it. Advances in medical treatment over the past 40 to 50 years for conditions such as heart defects and respiratory disease have led to dramatic increases in the life expectancy of those with Down syndrome. [3] Half of the children born with Down syndrome during the late 1960s survived to age 5. Bronchopneumonia, a respiratory illness and heart defects were the most common causes of death.Now about 80% of those born with it survive to age 10, and about 50% of them survive to age 50 or beyond. The recent statistics from various study places show that the place of incidence of Down syndrome anywhere from 1 in 600 to 1 in 1,000 live births. An analysis published by various people. Bray and colleagues in 1998 of combined data from nine different studies found that the incidence varies from 1 in 1,445 live birth mothers at age 10 to 1 in 25 live births to mothers at age 45. Down syndrome really is a hard disorder to live with but at the same time it has its advantages.Down syndrome has no treatment options but they have a lot of programs to help cope with this syndrome. The development of a child is a joyous thing. It involves amazing ohhs and ahhhs that would shock you every day your child does something new. All kids from the time their able to sit up by them and walks are learning new things everyday. Even as adults we learn new things everyday but still with Down syndrome, everything that they accomplish is outstanding. All kids learn to develop their fine motor skills but there are different aspects when it comes to Down syndrome children.The development of motor skills is very hard. The first thing you have to do is have a laid out foundation of how you plan on teaching that child. This is very dependent on stability. [4]Stability is being able to push open a heavy door. It’s being able to put on your shoes without falling. It is carrying a tray full of drinks. Its really a list that goes on but with this syndrome most things aren’t accomplished because down syndrome babies lack stability. Most of the people diagnosed wit this syndrome also tends to walk a little strange. They walk from side to side and always have their head twisted.Now as kids get older and reach their age past ten, then your not exactly ok, but you can breathe a little. Most researchers are still concerned about the older ones but its really the babies that most are worried about. They tend to go through a lot as newborns and unto there early infants stages. [5] Babies with Down syndrome suffer a lot. They have a lot they feel and go through, but being an infant and not being able to talk doesn’t help at all. Being born with Down syndrome you experience how it is from that point on and for the rest of your life.Children with this syndrome almost always have some degree of intellectual disability. That is why they learn slower and have difficulty with complex reasoning and judgment. The degree of intellectual impairment various tremendously. These kids do learn and what they do learn they will not forget. Down syndrome can not be prevented but it is People with Down syndrome, whatever their age, are people first. They are people with abilities, strengths and weaknesses like everyone else. They may have additional needs but first they have the same needs as everyone else of their age group.The quality of health care, education and community support provided to children and adults with Down syndrome makes a real difference to their progress throughout life. This module provides an introduction to all the issues that need to be addressed to enable individuals with Down syndrome, and their families, to enjoy full and happy lives within their communities. It offers an overview of the development of individuals with Down syndrome from infancy to adult life. It also provides a summary of the causes of Down syndrome, the incidence and prevalence of the condition, life expectancy and associated education and health care needs.Children with down syndrome experience problems with their digestive tract at a rate that is much higher than t hat of other children. [6] some of these problems such as blockage of the digestice tract can be life threatening and can require emergency surgery. Blockage or atresia of the esophagus or the duodenum can cause starvation if not corrected. Atresia occurs when the anal opening does not develop. This condition prevents solid waste from being eliminated from the intestinal tract and must be corrected surgically. Anal stenosis will allow waste products to pass, but will cause constipation.Gastroesophageal feflux is also more common in individuals with down syndrome. During this stage food reenters the esophagus from the stomach. This can cause vomiting and irritation of the esophagus. You can also have vision problem s with down syndrome to. Theses problems are common with those suffering with down syndrome. Strabismus in which one or both euyes either truns in or out. Occurs in 43% of theses chuldren. It is caused by abnormal or incomplete development of the cneters in the brain that control the coordination of eye movements. This condition may require an eye patch, special glasses or even surgery.Vision therapy may also be benificial and should be considered before surgery. Hearing problems also come with syndrome. [7] anatomical differences that result from trisomy 21 contribute to the larger percentage of hearing difficulties founf in individuals with down syndrome. Appromately 53% in children with down syndrome have hearing problems. This makes it more difficult to examine the ars for wax buildup and infection. The middle ear is smaller than normal, as well. This contributes to the presence of chronic ear infections in 40% to 60% of children with downs syndrome.The shallow nasal bridge founfd in 61% of individuals with down syndrome also contributed. Collapse or blockage of the eustachian tube, which leads from the ear to the throat, causes fluid to build up in the middle ear and increases the risk of middle ear infection. [8]In children with down syndrome t he eustachian tubes are often smaller tha normal and have lowered muscle tone. Problems with fluid build up in the middle ear occur in 60% of indiviuals with down syndrome this fluid buildup interferes with hearing and can cause permanent hearing loss if it remains for a long peopif of time.Estimates of hearing loss in people with down syndrome range from 60% to 80%. Hearing loss in children can contribute to language and speech difficulies as well as auditory attention. Monitoring for fluid buildup and infections of the middle ear should begin before the age of six months and should continue into adulthood. Hearin aids may be a choice as well. Another problem that occurs in down syndrome individuals is problems with thyroid gland. Weighing less than one ounce the thyroid is actually one of the largest endocrine glands. Thyroid hormones help regualte the synthesis of growth factore and many hormones.Thyroid hormones are crucial for proper brain development during pregnancy. They are also important in normal growth. Because they are composed of the amino acid tyrosine, to which iodine molecules have been atattched adequate iodine in the diet is esstenial for their production. Another hormone produced by the thyroid gland is calcitonin which regulates the levels and metabolism of calcium. The hormones tri-iodothyonine and tetraiodothyonine are produced by the thyroid gland in a ratio of 1;14. t4 is secreted by the thyroid gland in responses to TSH. The active form, T3 is formed in the kidney, liver, and pleen by removal of one iodine molecule from T4. individuals with down syndrome also are 10 to 30 times more likely to develop Leukemia. [9] This is a type of cancer caused by the production of abnormal qhite blood cells by the bone marrow. These abnormal cells eventually crowd out normal white and red blood cells. There are two main types of leukemia. Acute and chronic. Acute leukemias develop slowly and the patienst condition worsens slowly. Chronic leukemia de velops rapidly and the patients syptoms worsen quickly. About 10% of babies born with down syndrome develop a transient leukemia that usually goes away by 3 months of age.About 20% to 30% of those with this transient condtion go on to develop acute leukemia. Babies who do not have down syndrome rarely have the transient form of leukemia. This higher risk of leukemia is in contrast to the risk of other types of cancer in individuals with down syndrome. The incidence of most types of solid tumors is muh smaller than in the general population. Down syndromes rates has also increased. From 1979 to 2003, the prevalence (total number of cases of a disease in a population at a specific time) of Down syndrome (DS) at birth increased by 31 percent, from 9 to 12 per 10,000 live births in 10 US regions.Within the 10 regions, birth prevalence of DS ranged from a low of 9. 7 in Arkansas to a high of 13. 7 in Utah during 1997-2003. The number of infants born with DS was almost 5 times higher amon g births to older mothers (38. 6 per 10,000) than among births to younger mothers (7. 8 per 10,000). In 2002, DS was found to be present in about 1 of every 1,000 children and adolescents aged 0 to 19 living in 10 chosen regions of the United States, which means that approximately 83,000 children and adolescents with DS were living in the United States during that year. Prevalence of DS by age group was the highest in 0-3 year olds at 11. , declining to 10. 3 among 4-7 year olds, 9. 8 among 8-11 year olds, 8. 3 among 12-15 year olds, and 6. 0 among 16-19 year olds. A screening test will help identify the possibility of Down syndrome. Screening tests do not provide conclusive answers, but rather, they provide an indication of the likelihood of the baby having Down syndrome. An abnormal test result does not mean that your baby has Down syndrome. The goal with a screening test is to estimate the risk of t baby having Down syndrome. If the screening test is positive and a risk for Down syndrome exists, further testing may be recommended.Diagnostic tests can identify Down syndrome before the baby is born. January issue of Obstetrics & Gynecology, the American College of Obstetricians and Gynecologists released guidelines recommending screening for Down syndrome to all pregnant women during their first trimester. Agnostic tests tend to be more expensive and have a degree of risk; screening tests are quick and easy to do. However, screening tests have a greater chance of being wrong; there are â€Å"false-positive† (test indicates the baby has the condition when the baby really does not) and â€Å"false-negatives† (baby has the condition but the test indicates they do not).As far as those individual kids with Down syndrome there is a lot that they can do, just as the regular ones. Kids with Down syndrome tend to have a sense of humor. Those with this disorder have slurred words and stutter but what you can understand they have pretty good conversation. Also in about 4 percent of all down syndrome cases the individual possesses not an entire third copy of chromosome 21 material, which has been incorporated via a translocation into a no homologous chromosome. In translocation pieces are swapped between two non-related chromosomes forming hybrid chromosomes.The most common translocation associated with Down syndrome is that between the long arm (down gene area) of chromosome 21 and an end of chromosome 14. [10] The individual in whom the translocation has occurred shows no evidence of the aberration since the normal complement of genetic material is still present only a different chromosomes location. The difficulty arises when this individual forms gametes. A mother who possesses the 21/14 translocation, for example has one normal 21 one normal 14 and the hybrid chromosomes.She is a genetic carrier for the disorder because she can pass it on to her offspring even though she is clinically normal. The mother can produce three types of viable gametes: one containing the normal 14 and 21. the presence of an extra copy of the long arm of chromosome 21 causes defects in many tissues and organs. One major effect of Down syndrome is mental retardation. The intelligence quotients of affected individuals are typically in the range of 40-50. The IQ varies with age but being higher in childhood than in adolescence or adult life.The disorder is often accompanied by physical traits. Trisomy 21 is one of the most common chromosomal aberrations occurring in about 0. 5 percent of all conceptions and in one out of every seven hundred to eight hundred live births. About 15 percent of the patients institutionalized for mental deficiency suffer from Down syndrome. Before the chromosomal basis for the disorder was determined the frequency of Down syndrome births was correlated with increased maternal age. For mothers at age twenty the incidence of down syndrome is about 0. 5 percent which increases to 0. 9 percent by the age thirty -five and 3 percent at age forty-five. Comparing the chromosomes of the affected offspring with those of both parents have shown that the nondisjunction event is maternal about 75 percent the time. The maternal age effect is thought to result from the different manner in which the male and female gametes are produced. Gamete production in the male event in females. Formation of the female’s gametes begins early in embryonic life, somewhere but between the eight and twentieth weeks.During this time, cells in the developing ovary divide rapidly by mitosis forming cells called primary oocytes. These cells then begin meiosis by pairing up the homologues. The process is interrupted now and the cells are held in a state of suspended animation until needed in reproduction, when they are triggered to complete their division. Most individuals with Down syndrome have intellectual disability in the mild (IQ 50–70) to moderate (IQ 35–50) range, with individuals having Mosai c Down syndrome typically 10–30 points higher. Dr.Weihs notes the mental qualities of people with Down syndrome to be â€Å"unisexual,† â€Å"playful,† â€Å"affectionate,† â€Å"mischievous† and â€Å"imitative†. [21]Language skills show a difference between understanding speech and expressing speech, and commonly individuals with Down syndrome have a speech delay. Fine motor skills are delayed and often lag behind gross motor skills and can interfere with cognitive development. Effects of the condition on the development of gross motor skills are quite variable. Some children will begin walking at around 2 years of age, while others will not walk until age 4.Physical therapy, and/or participation in a program of adapted physical education (APE), may promote enhanced development of gross motor skills in Down syndrome children. A 2002 literature review of elective abortion rates found that 91–93% of pregnancies in the United Kingdom a nd Europe with a diagnosis of Down syndrome were terminated. [54] Data from the National Down Syndrome Cytogenetic Register in the United Kingdom indicates that from 1989 to 2006 the proportion of women choosing to terminate a pregnancy following prenatal diagnosis of Down syndrome has remained constant at around 92%.In the United States a number of studies have examined the abortion rate of fetuses with Down syndrome. Three studies estimated the termination rates at 95%, 98%, and 87% respectively. Medical ethicist Ronald Green argues that parents have an obligation to avoid ‘genetic harm' to their offspring, and Claire Rayner, then a patron of the Down's Syndrome Association, defended testing and abortion saying â€Å"The hard facts are that it is costly in terms of human effort, compassion, energy, and finite resources such as money, to care for individuals with handicaps†¦People who are not yet parents should ask themselves if they have the right to inflict such burde ns on others, however willing they are themselves to take their share of the burden in the beginning some physicians and ethicists are concerned about the ethical ramifications of the high abortion rate for this condition. [59] Conservative commentator George Will called it â€Å"eugenics by abortion†. 60] British peer Lord Rix stated that â€Å"alas, the birth of a child with Down's syndrome is still considered by many to be an utter tragedy† and that the â€Å"ghost of the biologist Sir Francis Galton, who founded the eugenics movement in 1885, still stalks the corridors of many a hospital†. Doctor David Mortimer has argued in Ethics & Medicine that â€Å"Down's syndrome infants have long been disparaged by some doctors and government bean counters. Some members of the disability rights movement â€Å"believe that public support for prenatal diagnosis and abortion based on disability contravenes the movement's basic philosophy and goals.Peter Singer argued t hat â€Å"neither hemophilia nor Down's syndrome is so crippling as to make life not worth living from the inner perspective of the person with the condition. To abort a fetus with one of these disabilities, intending to have another child who will not be disabled, is to treat fetuses as interchangeable or replaceable. If the mother has previously decided to have a certain number of children, say two, then what she is doing, in effect, is rejecting one potential child in favor of another.She could, in defence of her actions, say: the loss of life of the aborted fetus is outweighed by the gain of a better life for the normal child who will be conceived only if the disabled one dies. Individuals with Down syndrome have a higher risk for many conditions. The medical consequences of the extra genetic material in Down syndrome are highly variable and may affect the function of any organ system or bodily process. Some problems are present at birth, such as certain heart malformations. Ot hers become apparent over time, such as pilepsy. Other things Down syndrome patients go through are very emotional. For people with Down syndrome it is very hard to cope with the everyday activities. It is also hard on the family, especially the parents. It can be very frustrating for the parents to cope with having a child with Down. People born with Down syndrome require so much more extra attention than that of a normal child. Suggestions from some psychologists are for the parents to go to some kind of group sessions to talk to other parents who have children with Down.Therefore, someone else can understand the frustrations that they go through in raising their child. People with Down syndrome have a lot of different emotions running through their mind and body. People with Down syndrome, whatever their age, are people first. They are people with abilities, strengths and weaknesses like everyone else. They may have additional needs but first they have the same needs as everyone else of their age group. The quality of health care, education and community support provided to children and adults with Down syndrome makes a real difference to their progress throughout life.This module provides an introduction to all the issues that need to be addressed to enable individuals with Down syndrome, and their families, to enjoy full and happy lives within their communities. It offers an overview of the development of individuals with Down syndrome from infancy to adult life. It also provides a summary of the causes of Down syndrome, the incidence and prevalence of the condition, life expectancy and associated education and health care needs. Further modules in this series address each of these issues in detail.Down syndrome patients also have another way to look at things. The most of the time feel different and out of place. Most would like to know who Down syndrome affects. For instance what race and what are the ratios of living past a teenager Children and adults with Down syndrome have a wide range of abilities. A person with Down syndrome may be very healthy or may have unusual and demanding medical and social problems at virtually every stage of life. It’s important to remember that every person with Down syndrome is a unique individual. Each child will develop at his or her own pace.It may take children with Down syndrome longer than other children to reach develop Down syndrome cannot be cured. However, early treatment can help many people with Down syndrome to live productive lives well into adulthood. Children with Down syndrome can often benefit from speech therapy, occupational therapy, and exercises to help improve their motor skills. They might also be helped by special education and attention at school. Some of the medical problems common in people with Down syndrome, like cataracts, hearing problems, thyroid problems, and seizure disorders, can be also treated or corrected.It has been suggested that children with Down sy ndrome might benefit from medical treatment that includes amino acid supplements and a drug known as Piracetam. Piracetam is a drug that some people believe may improve the ability of the brain to learn and understand. However, there have been no controlled clinical studies with Piracetam to date in the U. S. or elsewhere that show its safety and efficacy. The life expectancy for people with Down syndrome has increased substantially. In 1929, the average life span of a person with Down syndrome was nine years. Today, it is common for a person with Down syndrome to live to age 50 and beyond.In addition to living longer, people with Down syndrome are now living fuller, richer lives than ever before as family members and contributors to their community. Many people with Down syndrome form meaningful relationships and eventually marry. Now that people with Down syndrome are living longer, the needs of adults with Down syndrome are receiving greater attention. With assistance from family and caretakers, many adults with Down syndrome have developed the skills required to hold jobs and to live semi-independently mental milestones, but many of these milestones will eventually be met.Therefore, parents should not compare the progress of a child with Down syndrome to the progress of other siblings or even to other children. [pic][pic] [pic] ———————– [1] Down syndrome K. Le Lerner Pg. 1377. Paragraph 1. [2] Genes and Disorders. By Fay Evans-martin. Pg. 14 paragraph 2. [3] Fay Evans-martin Pg. 17 Paragraph 3. [4] [5] [6] Genes & Disease By: Fay Evans Pg. 67 [7] Genes and Disorders Br Fay Evans Pg. 71 [8] Genes And Diseases By Fay Evans Pg. 71 [9] Pg. 75 Genes And Disorders By Fay Evans [10] Down syndrome medical guide. Pg. 749

Emma s Self Propelled Downfall - 921 Words

Emma’s Self-propelled Downfall Gustave Flaubert’s Madame Bovary, is the story of Emma, a naà ¯ve girl who dreams of having a life, bigger than the one she can ever achieve. Flaubert throughout the story depicts average members of society with all their faults. Greed, lust, deceit, and incompetence are the stock in trade of all his characters. The story has no heroes, only losers and fools who waste their unfulfilled lives. Emma schooled in a convent is desperate to feel the excitement of real love as she imagines it to be. Emma is married to Charles Bovary, the first man she ever really knows. Charles is the classic underachiever whose shortcomings plague Emma throughout their marriage. Charles will never have the position, money, success, or class status she so desperately desires. Marriage, a child, and respectability cannot assuage her disappointment in herself and her life. She finds solace and excitement in things she cannot afford and men she cannot resist. Emma has no one to blame but herself for all her failings. Her ego and sense of entitlement overrides her common sense and allows her to borrow money that she will never be able to repay. Like an addict without self-control, she continues borrow money and have affairs that never really satisfy her. She hates herself for her deceptions and constantly fears exposure. Her life becomes a downward spiral of lies and shame that eventually ends in the coward’s solution of suicide. Emma’s story begins with CharlesShow MoreRelatedEmma Roberts. Profesor Veach . English Composition I. January1031 Words   |  5 PagesEmma Roberts Profesor Veach English Composition I January 19th, 2017 Defiled â€Å"Do not turn to mediums or seek out spiritists, for you will be defiled by them,† are words from Leviticus 19:31 (NIV). They are very applicable through the course of a famous 1606 tragedy named, Macbeth, by William Shakespeare. The main character, a Scottish general named Macbeth, receives prophecies from a trio of witches that one day he will become the mighty King of Scotland. These witches, also know as the â€Å"weird