Learn How to Pronounce French With This Audio Guide

Anyone with the great  good fortune of having studied in Paris at the Cours de Civilisation Francaise at the Sorbonne, one of the worlds great universities,  remembers the  courss famed phonetics class. Since this program is affiliated with a national university, the schools mission is to uphold French culture around the world by teaching French as a foreign language and French civilization (literature, history, art and more). Unsurprisingly, the study of phonetics is an important part of the program. Phonetics is, in everyday parlance, the system and study of sounds uttered in speaking  a language: in short, the way a language is pronounced. In French, pronunciation is a big deal, a very big deal.   Pronounce words correctly and youll be understood. You might even be accepted into French society as a person who speaks French like the French. That is a high compliment in a country that prizes the correctness and poetry of its language.   About 7,000 students go through the cours  annually, mostly from Germany, the US, the UK, Brazil, China, Sweden, Korea, Spain, Japan, Poland and Russia. Open Your Mouth The preponderance of students come  from Germany, the US and the UK, who speak Germanic languages that require them to show little physical evidence of actually speaking. These students  learn a hard lesson their first day: To express French correctly, you must open your mouth. For this reason, students are drilled in pursing their lips generously to form an O when they are speaking a French O (oooo), stretching their lips wide when they say a hard French I (eeee), dropping the lower jaw decisively when they say a soft French A (ahahahah), making sure the sides of the tongue hit the roof of the mouth and the lips are tightly pursed when they pronounce the curvy French U (a bit like the U in  pure). Learn the Pronunciation Rules In French, there are rules governing pronunciation, which involves intricacies such as  silent letters, accent marks, contractions, liaisons, musicality and plenty of exceptions. Its essential to learn some basic pronunciation rules, then start speaking and keep on speaking. Youll need a lot of practice to figure out how to say things correctly. Below are some basic rules governing French pronunciation with links to sound files, examples and even more information on each point. Basic Rules of French Phonetics The French R Its difficult for English speakers to wrap their tongues around the French R. Granted, it can be  tricky. The good news is that it is possible for a non-native speaker to learn how to pronounce it well. If you follow instructions and practice a lot, youll get it. The French U The French U is another tricky sound, at least for English speakers, for two reasons: Its hard to say and its sometimes difficult for untrained ears to distinguish it from the French OU. But with practice, you can definitely learn how to hear and say it. Nasal Vowels Nasal vowels are those that make the language sound like the speakers nose is stuffed up. In fact, nasal vowel sounds are created by pushing air through the nose and mouth, rather than just the mouth as you do for regular vowels. Its not so difficult once you get the hang of it. Listen, practice  and you will learn.   Accent Marks Accents in French are physical markings on letters that guide pronunciation. They are very important because they not only modify pronunciation; they also change meaning. Therefore, its crucial to know which accents do what, as well as how to type them. Accents can be typed on any English-language computer, either by copying them from a library of symbols in your computer software and inserting them into your French text, or by using shortcut keys to directly insert them into French text. Silent Letters Many French letters are silent, and a lot of them are found at the end of words. However, not all final letters are silent. Read over the following  lessons to get a general idea of which letters are silent in French. Silent H (H  Muet) or Aspirated H (H Aspirà ©) Whether its an  H  muet  or an  H aspirà ©, the French H is always silent, yet it has the strange ability to act as both a consonant and a vowel. That is, the  H aspirà ©, although silent, functions like a consonant and does not allow contractions or liaisons to occur in front of it. But the  H  muet  functions like a vowel, which means that contractions and liaisons are required in front of it. Just take the time to memorize the types of H used in very common words, and youll understand. Liaisons and  Enchaà ®nement French words are pronounced so that they seem to flow one into the next thanks to the French practice of linking sounds, known as  liaisons and enchaà ®nement; this is done  for ease of pronunciation.  These sound linkages can cause problems not only in  speaking,  but also in  listening comprehension. The more you know about  liaisons and enchaà ®nement, the better youll be able to speak and to understand whats being said. Contractions In French, contractions are required. Whenever a short word like  je, me, le, la, or  ne  is followed by a word that begins with a vowel or silent (muet) H, the short word drops the final vowel, adds an apostrophe, and attaches itself to the following word. This is not optional, as it is in English; French contractions are required. Thus, you should never say je  aime or le  ami.  It is always  jaime  and  lami. Contractions  never  occur in front of a French consonant (except for the H  muet). Euphony It may seem odd that French has specific rules for euphony, or the production of harmonious sounds.  But thats the case, and this and the languages musicality are two big reasons why non-native speakers fall in love with this language. Familiarize yourself with the various French euphonic techniques to use them. Rhythm Have you ever heard anyone say that French is very musical? Thats partly because there are no stress marks on French words: All syllables are pronounced with the same intensity, or volume. Instead of stressed syllables on words, French has rhythmic groups of related words within each sentence. It may seem a little complicated, but read the following lesson and youll grasp what you need to work on. Now Listen and Speak! After youve learned basic rules, listen to good spoken French. Begin your French phonetics journey with  a  a beginners audio guide  to  pronouncing individual letters and combinations of letters. Then use the links in the French Audio Guide below to learn how to pronounce full words and expressions. Follow up by searching YouTube for French movie trailers, music videos and French television talk shows to see dialogues in action. Anything that shows  a real-time dialogue will give you an idea of the inflections used in statements, questions, exclamations and more.   Of course, nothing can top going to France for a few weeks or months of immersion in the language. If you are serious about learning to speak  French, one day you must go. Find French language classes that suit you. Stay with a French family. Who knows? You might even want to enroll in the  university-level  Cours de Civilisation Francaise de la Sorbonne  (CCFS).  Speak with your university at home before you go, and you might be able to negotiate credit for some or all of your CCFS classes if you pass the courss final exam.   French Audio Guide   As for the French Audio Guide below, it contains more than 2,500 alphabetical entries. Click on the links and youll be sent to the entry pages, each with French words and expressions, sound files, English translations and links to additional or related information. The terms have been culled from their original homes in assorted vocabulary and pronunciation lessons, which gives this a useful range of vocabulary. Any vocabulary you dont find here, youll find in the highly regarded Larousse French-English dictionary, which has clear French audiofiles with native speakers. Words beginning with A, B, and CWords beginning with D, E, and FWords beginning with G, H, I, and JWords beginning with K, L, M, and NWords beginning with O, P, Q, and RW ords beginning with the letters T through Z Key to  Abbreviationsin The French Audio Guide Grammar and Parts of Speech (adj) adjective (adv) adverb (f) feminine (m) masculine (fam) familiar (inf) informal (fig) figurative (pej) pejorative (interj) interjection (prep) preposition

Julius Caesar and Napoleon Bonaparte - 1340 Words

Jesse Guadagno Ryan Biracree College Writing 11/4/12 Julius Caesar and Napoleon Bonaparte This world has seen many great leaders and emperors but two of them standout a little more than the others. Their names are Julius Caesar and Napoleon Bonaparte. Both men were highly respected and greatly feared. They also ran great empires that spanned over thousands of miles. They wanted to rule and conquer anything they could. They have many similarities and differences in the way they ruled and conquered. Their empires were so big that there came a time where they couldn’t control it and their reign came to an end. Julius Caesar and Napoleon Bonaparte have molded and shaped the way rulers and leaders should rule over†¦show more content†¦Impressed by his feats the five main military leaders asked Napoleon to invade England, instead he offered a plan to invade Egypt. After he got the okay to do so Napoleon took over the Egyptian army and its main leaders (www.history.com, www.thefreesource.com). In 1799 Napoleon overthrew the French Directory in an attemp t to gain more power. After the defeat he was the leading political figure to most historians (www.history.com). As leader Napoleon improved not only the military of France but also the economy and other parts of the French empire. He helped reform the banks and education system as well as improving the arts and sciences. But his biggest contribution was the Napoleonic code, which was a big part of the legal system in France.(www.history.com, www.thefreesource.com, www.bbc.co.uk). In 1804 Napoleon declared himself emperor of France, which was meant he was the sole leader of this great empire (www.history.com). Napoleon won many battles and his reign stretched from the edge of the border of Spain to Italy and also some parts in Austria and Egypt. It was a strong and powerful empire at the time. The start of Napoleon’s downfall began when Russia broke agreements with France. So Napoleon brought about 600,000 troops into Russia to attack but the Russians were prepared and had the perfect strategy to defeat the French army. The Russians would retreat and keep the French marchingShow MoreRelatedJulius Caesar And Napoleon Bonaparte1431 Words   |  6 Pagesindividuals are Julius Caesar and Napoleon Bonaparte, both legends and incredible rulers of their time. These men represented what a leader should be, and exactly what made leaders so powerful. Although these two men lived in completely different time periods there are similarities and differences that connect the two. Napoleon Bonaparte was born on August 15, 1769 in Ajaccio, Corsica. He came from a respected family, the family strayed away from being involved with the military. 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He was the only son in his family, which gave him the responsibility of carrying out the family line, raising a new and more powerful generationRead MoreNapoleon s Accomplishments And Life Story1333 Words   |  6 PagesFor someone so short in stature, Napoleon Bonaparte’s accomplishments and life story are gigantic in comparison. Even though some of Napoleon’s actions were autocratic, his ability to move his country forward was incredible. There ar e more books written about Napoleon than any other historical figure in the world; more than Julius Caesar, Muhammad, and even Jesus Christ. (Markham) Napoleon came to power at a perfect opportunistic time because France was in need of a new ruler to guide their countryRead MoreWilliam Shakespeare s Julius Caesar Essay1609 Words   |  7 PagesThe topic of leadership in Shakespeare’s Julius Caesar has been discussed and argued ever since the play was written. The most prevalent discussion of leadership in the play revolves around Shakespeare’s tragic hero, Marcus Brutus, and the cause of his downfall. According to Shakespeare critic James Bundy, â€Å"Brutus... is a man whose affections sway more than his reason, in whom there is this tragic confederacy of passion and imagination against reason† (qtd. in Palmer 402). Ernest Shanzer, howeverRead MoreNapoleon : An Enlightened Despot1597 Words   |  7 PagesMcKenzie Mrs. Drogos AP European History November 15 2014 Napoleon: An Enlightened Despot Napoleon Bonaparte (1769-1821) was undeniably profound in helping to restore order to France following the revolution, the chaotic Jacobin reign of terror, and the weak directory. Through his leadership, France was able to achieve a much more balanced and powerful state, resemblant of the France of previous great rulers, such as Louis XIV. Napoleon used his absolute authority to align France with his his visionRead MoreWorld History Final Exam Study Guide1374 Words   |  6 Pagesattempted to pass social and political reforms that favored the poor Marius and Sulla: troops loyal to commanders instead of state; Promised Land and other benefits Caesar: First emperor of the Roman Republic; 1st Triumvirate; murdered by Brutus and Cassius Pompey: 1st Triumvirate conspires against and turns senate against Caesar Crassus:1st Triumvirate (killed in action) Spartacus: lead slaves in revolt against Republic Etruscans: early civilization in Italy before Rome came to power; influenced

Locomotion of Horse Movement Free Essays

Locomotion is the movement of bodies from one position to another. Therefore, locomotion of horse movement refers to the bodily movement of the horse in particular. The bodily movement of the horse depends on the shape, length and structure of the horse. We will write a custom essay sample on Locomotion of Horse Movement or any similar topic only for you Order Now When galloping, a horse alternates between the front and back legs. When one side protracts, the other side retracts, hence the four legs change their position. Therefore, during a complete stride, the horse walking performs four triple stances, two diagonal and two laterals. Starting movement with the protraction of the right hind, the left hind retracts, moving back. This position rotates the right hip a head and the left foot back. Measurement and use of some anatomic parts of the animal body has been considered objective criteria for morphological evaluation. Therefore, the dynamically similar locomotion will not be similar in the animals that have properties that are identical. This means that deviations that are detectable from those that are dynamically similar in locomotion are likely over the size limit that is found in adult horses. These have been bred by human beings in a wider range of sizes as compared to the adults most species. The horses walk is quite similar to that of human beings walk. This fact is supported by the results attained by Ronalndelli e Dust. In his study, he found out that an average hip rotation of 25, 39 degrees measuring the walk of the horse. This result is similar to that of the hip rotation observed by Van de Linden (2002) in kinematics and kinetic gait characteristics of normal children walking at a range of clinically relevant speed. Adding to this too Donald F.  Hoyt*  Ã‚  C. Richard  Taylor also feels that there is need to minimize their energy there is need to minimize their energy consumption. Therefore, the quadrupeds need to change the gait from a walk to a trot, then to a gallon to support this. This is seen in human who change from walk to a run at a certain speed that requires less energy than running and vice versa. Therefore, they minimize the energy cost of locomotion as their speed increases. This is because the metabolic rate does increase curvilinear with change in the walking speed. However, this is not the same to the quadrupeds as their metabolic rates increase linearly with the change in speed. In an experiment, extended gaits are taken to be tools of importance in the study of the changes of human beings. Using three trained horses, its seen that through the use of the amount of oxygen consumption as the indicator of the amount of energy consumption, the natural gait shows the s smallest amount of energy a t any speed. According to Dr. Alan Wilson, a horse’s leg resembles a pogo stick that uses energy stored in the muscles and tendons to enable animal move forward and upwards. The stiffer the horse’s leg restricts how quickly it can transmit force to the ground and bounce back up again and increase the chances of injury. However, research has shown that fast horses can bring their legs forward quickly in preparation for the next stride. However, this is difficult and therefore slower for large and long-legged horses. We found that the minimum, preferred and maximum sustained speeds within a trot and a gallop all change in the same rather dramatic manner with body size, differing by nine-fold between mice and horses (i.e. all three speeds scale with about the 0.2 power of body mass).  Also we found out that the mass-specific energetic cost of locomotion is almost directly proportional to the stride frequency used to sustain a constant speed at all the equivalent speeds within a trot and a gallop, except for the minimum trotting speed (Heglund NC, 2002). When in movement, the forelegs of the horse bear the weight of the horse. This leads to the occurrence of a momentary deceleration. This is followed by downward movement due to the force of gravity. That is, the head and neck moves downwards. Therefore, this leads to the stretch of the strong elastic rope found at the back of the skull. It then stretches withers hence forming the upper lining of the neck. As the head pendulum swing s downwards, there is an effect on the spine which is rigid. This leads to the raising of the tail end part of the spine. There is also the swing of the hind legs due to elevation of the hips. This helps to keep stable the inertia that leads to the backward movement of the back legs from the stride they were before. Therefore, the expenditure of the energy used by the muscles to move them forward to in the coming stride is saved amicably. However, the contents of the liver and abdominal are thrust against the diaphragm due to the first deceleration that occurs together with the hips elevation. This diminishes the volume of the thorax and assists respiration. At the suspension stage when the elastic recoil of the ligament is important as it is used to take back or restore the head into original position. This happens when all the four feet are off the ground. As a result, a tug occurs which helps to draw the forelegs caused by the head being elevated. The inertia is overcome and as a result the previous backward move occurs (Chris Webster (2005) The fore legs are then moved forward while the hind legs bear the weight. This combined performance therefore elevates the spine of the horse at a level similar to that of the withers. This leads to the flattening of the diaphragm and as a result of the liver being firmly bound to it. Hence, the thorax enlarges supporting the process of inspiration. As the process of locomotion takes place, 100% efficiency cannot be achieved although economy is enhanced by the cyclic interchange that takes place between the many forms of mechanical energy that is available. A metabolic cost is also associated with fluctuations that occur in mechanical energy that is involved in the locomotion that is of high speed gallop type race horses (Karen E. Adolph (2000). Therefore, natural waving of the head and neck done by the horse is termed as the head bob. Each head bob varies depending on its degree from one horse to the other. This mechanism therefore helps a galloping horse to minimize the amount of energy spent on movement or locomotion and respiration as well. To counter the movement of the horse too the anatomy of the horse at the muscle level also matters for its movement too. Looking at the longest tendons found in the horse, that is the superficial digital flexor tendon (SDFT), disturbance of the locomotors characteristics of the SDFT takes place in most cases at the middle part of the mid-metacarpal area. However, up to date there is no evidence the morphological characteristics of collagen fibrils found at the middle and peripheral parts of the three regions that make the entire tendon. However, there is the presence of the myotendious junction (MTJ), the osteondious joint (OS) and the mid- metacarpal region (mM) The mass average diameter (MAD) is useful since it provides important information on the mean collaged diameter and the strength of the tendon. That is the tensile strength of the tendon. This was found to be smaller in the central are as compared to that at the peripheral area of the three regions. The MAD value however was found to lowest in the two areas at the MTJ region, but increases gradually in a distal way in the OTJ which unite with the bone. Thus, the morphological characteristics suggest that it is similar to biochemical functions in some parts of the SDFT. But for Butcher MT, the process of training and racing the lesions of the superficial tendon always are taken to be common careers ending injuries to the race horses although this is not fully understood. However, this has fatigue –resistant characteristics and force production features as well, which allow storage and return of the elastic energy by the tendons (Andrea Ellis, Julian Hill (2005). Depending on these features and proof from history, it is therefore assumed that overloading of the SDFT is as a result of fatigue of the synergist, which is a faster contracting and deep flexor muscle. Therefore, the horse should be well taken care of and well fed to enhance its locomotion. References Karen E. Adolph (2000) Learning in the Development of Infant Locomotion, Psychology, Blackwell.ISBN0631224564. Chris Webster (2005), The Mechanism of Motion, Performing Arts. Nohingham University press, ISBN1897676468. Andrea Ellis, Julian Hill (2005) Nutritional Psychology pf the Horse, Medical. Elsevier, ISBN0240516664       How to cite Locomotion of Horse Movement, Essay examples

Types of Network Attacks free essay sample

A Denial-of-Service (DoS) attack is mounted with the objective of causing a negative impact on the performance of a computer or network. It is also known as network saturation attack or bandwidth consumption attack. Attackers make DoS attacks by sending a large number of protocol packets to a network. The problems caused by a DoS attack are as follows: * Saturate network resources. * Disrupt connections between two computers, thereby preventing communications between services. Disrupt services to a specific computer. Man-in-the-middle : Man-in-the-middle attacks occur when an attacker successfully inserts an intermediary software or program between two communicating hosts. The intermediary software or program allows attackers to listen to and modify the communication packets passing between the two hosts. The software intercepts the communication packets and then sends the information to the receiving host. The receiving host responds to the software, presuming it to be the legitimate client. Replay Attack : A replay attack is a type of attack in which attackers capture packets containing passwords or digital signatures whenever packets pass between two hosts on a network. We will write a custom essay sample on Types of Network Attacks or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In an attempt to obtain an authenticated connection, the attackers then resend the captured packet to the system. In this type of attack, the attacker does not know the actual password, but can simply replay the captured packet. Distributed Denial of Service (DDOS) : In the distributed denial of service (DDOS) attack, an attacker uses multiple computers throughout the network that it has previously infected. Such computers act as zombies and work together to send out bogus messages, thereby increasing the amount of phony traffic. The major advantages to an attacker of using a distributed denial-of-service attack are that multiple machines can generate more attack traffic than one machine, multiple attack machines are harder to turn off than one attack machine, and that the behavior of each attack machine can be stealthier, making it harder to track down and shut down. TFN, TRIN00, etc. are tools used for the DDoS attack.

Public Health P1. P2 Essay Example

Public Health P1. P2 Paper Public health is the science and art of preventing disease, prolonging life and promoting health through the organized efforts and informed choices of society, organizations, public and private, communities and individuals (1920, C. E. A. Winslow). This therefore infers public health is the preventing and controlling of disease within communities, to prolong life and promote health through organised society. The keys aspects of public health †¦ -Monitoring the overall health status of the population, this involves the recording of any changes of health in the population and alerting people to potential risks, for example the higher levels of smoking within a population. -Identifying the health needs within a population, which involves establishing patterns and trends of health problems within to identify implications service users may be at risk of, for example in relation to smoking, assessing the likely increase in need for cancer support services. -Developing programmes to reduce the risk and screening for diseases earlier on, which refers to the attempts of reducing the levels of illness, by introducing new programmes which inform people that they are at risk of certain conditions and aiding them into trying out new preventative programmes? For example if a doctor identifies someone at risk from cancer due to smoking, they may enrol them on a programme to help stop smoking, or even provide them with medication to stop them smoking. -Controlling of communicable disease. We will write a custom essay sample on Public Health P1. P2 specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Public Health P1. P2 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Public Health P1. P2 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This is the reduction of the impact of infectious disease, through immunisation and other control methods. For example, vaccinations against measles, mumps and rubella, it may also include food hygiene in restaurants and other food suppliers preventing food poisoning. Health promotion to the population. This can be done by events and activities which reduce health implications. For example, for people suffering with obesity, it may involve campaigns to encourage people to be more active and eat a better diet, like the 5 a day campaign. -Planning and evaluating the provision of health and social care, which involves assessing health services and whether or not they are having enough impact on the initial problem, for example in the case of obesity, it may involve the question of, can local services meet the demand of weight management advice, or are the services being successful in helping people to reduce their weight and endure that change. P2 Public health has grown and improved since its creation in the 19th century. It was created from the Poor Law system and the Victorian sanitary reform movement. The Poor Law was in place, to ensure people of the lower working class(poor people) were being housed properly, whether it were in workhouses or their own homes, it also ensured they were appropriately clothed and fed a sufficient amount of food. In a lot of workhouses, children were also schooled a little, and in return for this treatment, the working class would be obliged to work for several hours a day. During industrialisation and the fast growth in cities, standards began to fall, which led to many concerns involving poor housing, dirty water supplies and air pollution ‘bad air’ and the immense impacts this had on the health of the work population all together. Origins of the public health policy in the UK from the 19th Century to present day†¦ The nineteenth century;- The first national Public Health Act 1848 This was created and put into place, due to a man known as Edwin Chadwick. He was an active campaigner on many public health issues, such as the poor working/housing conditions and the sanitary reform. His report in 1842 included a massive amount of evidence supporting the link between environment, poverty and ill health. He recommended that each local authority required an expert medical and civil engineering advice, to administer all sanitary matters. It took six years until the Public Health act was passed and the first Board of health was established. John Snow and the Broad Street pump John Snow was a man whom believed that the water pollution was the main cause of ill health within the population of London in the 19th Century. He linked the common illness cholera to people whom drank from the wells. He observed those getting ill and which areas and pumps they drank from and recorded it on a map, he was then able to establish all those getting ill were in fact drinking from the same pump, and consequently in 1854 John Snow removed the handle of the Broad Street pump and ceased the epidemic of Cholera in Soho, London John Simon and the 1866 Sanitary Act John Simon was professionally a physician, but he became famous for him dramatic reforms of the public health system. He was the first medical officer in the UK’s central government, and he influenced public health by improving public vaccination systems. He also was the founder of the water supply cleaner and made sewers more effective. The twentieth century The Beveridge Report 1942 William Beveridge was a man whom was asked by government to write a report on the best and most effective ways to help those on low incomes. This was after the Second World War when people felt they needed rewarding, which the government responded to by promising to create a more equal society. In Beveridge’s report in December 1942, he proposed that all people of a working age should contribute, which would benefit people who were sick, unemployed, retired, or widowed. The National Health Service (NHS) The NHS was created on the back of the Beveridge report. This allowed free care to those who could not afford it. It provided hospital services, primary care (doctors- family clinics) and community services such as health visitors, midwives, ambulance services and many more. Acheson Report into inequalities in health 1998 He comprised a report that pointed out 39 recommendations and highlighted 3 crucial areas of which would need concentrating on, which are; 1) all policies that are likely to have impact on health should be evaluated in terms of their impact on health inequality. 2) Priority to the health of families with children. 3) Further steps should be taken to reduce the income inequalities and improve the standards of poor households. Our Healthier Nation 1999 This strategy was released by the labour government after their election in 1997, it has very clear links with the Acheson report and attempted to tackle the root causes of ill health such as pollution, unemployment, low wages, crime and poor housing. Choosing Health: Making Healthy Choices Easier 2004 This white paper acknowledged the changing nature in society, and an increased emphasis on health and well-being. The strategy had three key underpinning principles: informal choice, personalization and working together. Its main priorities were: to reduce the number of people who smoke, reduce obesity and improve diet and nutrition, increase exercise, encourage support of sensible drinking and the improvement of overall sexual health.

How to Do Research Paper Writing. Outline and Examples.

How to Do Research Paper Writing. Outline and Examples. Here is the complete information about the research paper writing. What Is a Research Paper? A research paper is the culmination product of an involved process of critical thinking, research, organization, composition and source evaluation. In other words, it is an extended essay that presents your own interpretation or argument or evaluation of the information you discover with absolute documentation of the sources. When writing a research paper, you build your thought about the question and make a purposeful attempt to find out what experts write or know. Have your hands full with urgent tasks? No stress anymore!  Ã‚  is ready to  make your college life easier. Here well tell you how to write a research paper and offer you a list of research paper topics. But if you wish to have your research paper written by our professional writers, place an order. Research Paper Outline Most courses in the university involve some extended writing assignments, often in the form of a research paper. The papers always require a student to identify a broad area of research related to the course. Becoming an experienced researcher in any field takes a great deal of practice. Remember, even the most seasoned academic writers had to learn how to write a research paper at a given time of their career. Here is the basic research paper outline: Research Paper Title Page The title should tell the reader what to expect in your research paper, addressing keywords that will be used in the literature review. It must include the author(s): full name and affiliation for persons who might have questions about the research. Research Paper Abstract The abstract is used by readers to quickly review the overall content of your research paper. It should provide a complete synopsis of the research paper, introduce the topics and specific research questions. It must provide a statement regarding the methodology and the general statement about the finding and results. It is often written last because it is the summary of the whole research paper. Research Paper Introduction It introduces the overall topic and provides the basic background information. Introduction narrows down the research questions relating to your study. It either gives the focus and purpose for the rest of your research paper or sets up the entire justification for the research paper. Research Paper Methods This section describes the methodology and research design used to complete the study. For instance, you should provide the context and setting of the study, population if applicable, specify the study design, identify the main study variables, sampling strategy, outline analysis methods and data collection procedures and instruments. Research Paper Results What did you find? This section focuses only on results that are related to your research question, and not their significance. However, the results presented will depend on whether the study was qualitative or quantitative. Tables and graphs should only be used when you have too much data that cannot be efficiently included within the text. Research Paper Discussion Give information that interprets your results like the main finding of the study, strengths, and limitation of the results, practice and policy implications of the results. The hypothesis should be to give the answers as validated by your interpretation of the results. It should also discuss how your findings relate to the previous research. Research Paper  Conclusions Do not mention the discussion or the data. State inferences, hunches or speculation and offer the perceptions of future work. References/Bibliography Here, you ensure you cite all the references made in your paper to other sources of information and research studies. This should be laid out according to the specified format, including APA, MLA, Chicago, Oxford and other formats as directed by your professor. Check out our FREE APA REFERENCING TOOL How to Write a Successful Research Paper A research paper is your thought on a given topic, informed by the research you have done. It is a daunting process for both new and experienced writers alike. Here is our step by step guide to help you keep focused down to the path of a successful research paper. 1. Getting started.  Sit down with your computer and identify tasks and build a schedule. Identify the milestone for all steps involved in research and writing process. Check your final due date, and take some time to scheme the task ahead of you before you get started. Ensure you understand your assignment: type, research paper format, and length. 2. Select a topic.  The topic of the research paper is what you want to write about. Narrow the topic by reading the background articles on general references, the internet, magazine, encyclopedia or talk to your professor and peers, while jotting down main ideas. 3.  Set your objective.  Before you start your research, you need to compose a thesis statement, which describes your viewpoint concerning the research. Because your aim is to prove the validity of your thesis, your thesis statement offers a controlling idea that will enable you to choose the resource materials and limit your note taking. 4. Research and  take notes.  List the potential sources of information. Apart from the card catalog and guides for reference books, there are other important sources that can help you locate books and articles relevant to your topic. Often look for unique sources that can distinguish and strengthen your paper. 5. Create an outline for a research paper.  Your outline should reflect the organization format you have selected for your paper, depending on the topic and the thesis statement. It is a process of organizing your thoughts to help you write your research paper. Consider what points you will include, the introduction, the order of the points and how you plan to conclude. 6. Write the draft.  After you have completed creating the outline for a research paper, you can begin to write your draft. At this point, you need not worry about the grammar, spelling, typos, and style. Instead, you should concentrate on content based on your outline. It only consists of three parts: introduction, body, and conclusion. 7. Edit your paper.  When you are through with the draft, edit it, paying close attention to the organization and content of the paper. Is each idea supported by evidence? Do the paragraphs have topic sentences that relate to your thesis? Are there clear transitions in one paragraph to the other? Let your paper ideas or arguments support the research and structure. 8. Bibliography and citations.  Give credit to the sources of ideas, facts, and quotations that have included in your research paper to avoid plagiarism. In fact, documenting your sources of information, allow your leaders to follow your thought process and see how you creatively built upon the thoughts. 9. Formatting.  Depending on the formatting style your professor instructed you to use (APA/MLA/Chicago/Oxford), the title page should be part of the title of the research paper, the instructor’s name, your name, the name of the course and the date the paper is due. 10. Proofread and submit.  A professional proofreading is the last step that enables you to submit your paper in the best light possible. Don’t skip this step! Correct the grammar, spelling and punctuation errors, and mistakes that your system could not catch. Double check the formatting, plus bibliography and citations. If everything is right, submit! How to Start a Research Paper Writing a research paper is a challenge to many college and university students. One of the biggest problems for many students is how to get started. Choosing the topic and doing the research might be half the battle, but starting an introduction always proves to be a daunting task. If done effectively, starting a research paper would be simple and can help you write the whole paper quickly. Here is how to start a research paper: Choose a topic and research it thoroughly.  One problem most students run into when starting a research paper is failing to do proper research on the chosen topic. Research is not all about gathering resources; it involves reading and digesting the source material. Make sure you understand the topic. Create an outline of your research paper.  You must understand the direction of your research paper before you write an effective introduction. Your main aim should be to summarize the research in one or more paragraphs, without giving away the conclusion. Draft the opening paragraph.  Write several opening paragraphs, completing each independently. Write the introduction without directly relying on the structure, but it doesn’t mean you ignore your paper outline. You must look at the resource material when writing the introduction. Choose the best draft of your introduction.  Choose one of the best versions of your draft and revise it. Make sure you have the introduction ready before moving to the body of your research. The introduction should indicate its importance of the future research of your paper, summarize and describe the extent of your research. Critique the introduction.  Ask your friends, teacher or professor read the introduction: it must conform to the requirements of the assignment. Remember, a well-written introduction will automatically flow. How to Write a Conclusion for a Research Paper When you reach the conclusion of your research paper, you probably think there is hardly anything left to include, right! However, writing a conclusion for a research paper is crucial for anyone doing research papers. Here is how to write a research paper conclusion: Research Paper Topics Finding a research paper topic is one of the most challenging steps in writing a research paper. Focus on a broad topic, find topic ideas and be creative in the process. Here is a list of research topics you can use: business crime and law, drugs and drug abuse education environment family issues media and communication health, psychology political issues social issues, religion women and gender terrorism Weve got a great list of research paper topics for you: 60 Best  Research Paper Topics Generally, students have higher expectations of themselves when writing a research paper because they believe the paper has to be perfect. The paper should be clear and thoughtful, written to the point and say things that make sense. Research about what other scholars have written about the topic and the formulating your own theories and ideas based on the existing knowledge and data. At , we understand the importance of adhering to your deadline. Obviously, the sooner you let us know about your term paper the better. However, we have also successfully completed assignments with seemingly impossible due dates on time, rendering our services with the same high quality of writing. Therefore, if you can see how busy the road ahead of you will be or if youre down to the wire, contact us. We will be glad to help. General pricing plan for the Research Paper writing is as follows (prices are in US dollars, cost per page) #get_view(blocks/prices2.php)

Brooklyn (Colm Toibin) Essay

Cultural context reveals the world of the text. It shows us how the world impinges upon the lives of the characters. The novel I have studied is Brooklyn by Colm Toibin. Throughout the text we see many examples of the values of society. The position of women, men and family intrinsically establish the central characters in a specific position. The text has a dual setting between the 1950’s Catholic Ireland and the post world war two world of Brooklyn, America. The two locations help to expose the contrasting values and attitudes of the characters in their world. The role of women in society is vital for my understanding of the cultural context. It is predominantly stereotypical for the time. In both locations, women are subservient, with frequent families being patriarchal. In both locations, a woman’s main desire was ultimately to be married to a wealthy man. This is seen when Nancy and George are in a relationship. Many people respect Nancy at this time because George is from a high class of people, and this is considered to be an achievement for Nancy. At a later date, Nancy marries George and she becomes a well-valued and admired person in society. This is a contrast to Brooklyn, where, often women become educated before starting a family. Eilis’ career opportunities increase while she is in Brooklyn, as she aspires to be an accountant, rather then just a bookkeeper. A main value of women in society was their appearance. We see this in the lengthy preparation for the dances. It plays an important social role in meeting potential husbands. The behavior and values of women at the time is extremely important for the cultural context. Women were expected to adhere to certain moral values. This can be seen in both Ireland and Brooklyn at the dances. In Brooklyn, Eilis dances with Tony and knows she cannot dance with another boy after this. This shows us the attitudes towards women at this time. However, this attitude is felt much stronger in Ireland than Brooklyn. We can see this with Ms. Fortini. She reflects a contrasting attitude, being more independent and modern then the rest of the characters. A key moment in the text, which shows the values women have in society, would be when Ms. Kehoe locks the basement gate of her house. She  does this because she does not approve of the way Eilis acts with Tony. This is a prime example of how women are expected to behave in society. This example is intrinsically linked with the encroaching power of the Catholic Church and the way it shapes the values and attitudes of the characters in the novel. The power of the Catholic Church is clearly evident in the novel. It helps shape the attitudes most of the characters have. The power and influence of Father Flood is distinct throughout the novel. His values of the Church are thou rally respected and admired by everyone in the community. He holds substantial power in both Ireland and Brooklyn, convincing Eilis’ mam to allow her to go to Brooklyn, and getting Eilis a job and a place to stay once she arrived there. In Brooklyn, we see many people know Father Flood, as he was able to get Eilis a place in college, to help further her career. The church also has a controlling aspect on the characters moral values. This is seen with Eilis and Ms. Kehoe’s view on relationships and sex. Their attitude towards relationships are shaped around the beliefs of the Church, an example of this is when Eilis asks Tony to go to confession with her, as she sees sex before marriage as a sin. Ms. Kehoe realizes Tony has been in Eilis’ room soon after this, so she locks the gate to stop this from happening again. In my opinion, the Catholic Church has a substantial influence on Ms. Kehoe compared to Eilis because Eilis marries Tony, but cheats on him in Ireland with Jim. This is against Catholic Church’s teachings but that does not seem to influence Eilis in any way. In the end, she decides to go back to Tony. This might be because she realizes she has sinned, and because of the influence of the Church on her values, she cannot divorce Tony, she has to accept her life in Brooklyn instead. Power is an extremely important factor in the cultural context of 1950’s Ireland and Brooklyn. The power structure in society is the Catholic Church. It helps shape the values of the characters, as many of them live their lives by the Church’s beliefs. Eilis’ mother is an example of this, as she hardly knows Father Flood but immediately trusts him because he is a member of the Catholic Church. He has the power in society and the characters look up to him for guidance. Another position of power seems to be held by those with money. Throughout the book it seems to be an important factor, more so in Ireland then Brooklyn. People with money were treated superior to others, and a woman’s goal was to sustain a wealthy man. Those with money occupy certain positions of class. This can be seen in both societies. It was a very class structured society, with the Church and people with money at the top. Our first example of this is when Eilis and Nancy are at the dance, and Eilis realizes Jim does not want anything to do with her as she and Nancy were from a lower class. He refuses to dance with Eilis and ignores her for the rest of the night. Power was a major influence on marriage, as women were respected a considerable amount more if they married someone with power. Their view was that if they married someone with power, they had achieved a large goal in their life. The influence of power in 1950’s Ireland and Brooklyn shaped the values and attitudes of the characters. Undoubtedly the personal freedom of Eilis and many other characters is affected by the world in which she resides. In Ireland, Eilis’ freedom is largely restricted because she is a woman. She is expected to marry and start a family, and there is no emphasis on her education. She has very little freedom as a teenager; an example of this is when she goes to the dance. Because of the society she lives in, she is expected to dance with only one boy for the whole night; this does not give her any freedom to do otherwise. Many of her decisions in Ireland are forced ones, such as when she went to work with Ms. Kelly. Ms. Kelly assumed Eilis would want to work for her, and did not give Eilis the chance to say no. She did not treat Eilis with respect but Eilis still had to keep working for her. This is greatly contrasted with her life in Brooklyn. Eilis had a large amount of personal freedom in Brooklyn, allowing her to explore the town she lives in. Her decisions were taken solely by herself, unlike in Ireland. She was able to decide if she wanted to further her career in college, whereas in Ireland she would have been expected to become a bookkeeper, but never an accountant. She also had freedom where she worked, with the employees and her boss treating her with respect, this contrasts with Ms. Kelly’s shop in Ireland. She was given opportunities to advance in her role as a sale assistant in the shop in Brooklyn, unlike Ireland where she would always be selling things in Ms. Kelly’s shop. Ultimately, Eilis is affected by the cultural context. It impinges upon her world. This is greatly seen in her last decision in the book, to accept her life in America with Tony. In modern day Ireland and Brooklyn, she would have been free to get a divorce and stay with Jim, but because at the time she was greatly influenced by the Catholic Church and her role in society, this option was not available for her. We discover at the end of the novel Eilis is a conformist, as she allows her values and attitudes to be shaped by 1950’s Ireland and Brooklyn. Overall, my understanding of cultural context is that it is the world of the text. In my opinion, the characters in Brooklyn accept the world in which they live in, and allow their values to be shaped by the time and place. Throughout the book we see the characters being influenced by the role of women, the Catholic Church and the people with power in their society.a

Register Nurse interview Essay Example | Topics and Well Written Essays - 250 words

Register Nurse interview - Essay Example According to the RN, the use of interpersonal communication in the nursing practice takes into account the personality and character traits of the communicating parties. Communicators, the message, feedback, context, and channel (West & Turner, 2007) are the elements that the RN attributed to interpersonal communication process. The use of these elements in the nursing practice allows information to be collected and given relative to the underlying need, issue, or concern between the registered nurse and the patient/client. In my future career as a registered nurse, interpersonal communication will be expected to enhance my duty and responsibility discharge. Interpersonal communication will essentially enhance attitude and behavior influence, maintain professional relationships in the nursing setting, enable personal expression and understanding of nursing needs, foster emotional support, enhance decision making and problem solving, and regulate power (Bach & Grant, 2011). In the light of the aforementioned expectations, my career as a registered nurse stands a chance to be effective and efficient. The interview was an eye-opener to what is expected of me in the nursing

Charitable Contributions Essay Example | Topics and Well Written Essays - 750 words - 1

Charitable Contributions - Essay Example ndation, n.d.) Public charities are made up of churches, hospitals and qualified medical research organizations affiliated with hospitals, schools, colleges and universities. Similar among all these institutions are: a) they receive contributions from many sources and have active program(s) for fundraising; b) their income is generated by activities that enhance and promote their purposes; and, c) they actively work in relationship with another public charity. To be a public charity, organizations mentioned above should submit documents that â€Å"must contain purposes and powers of an organization and disposition of its assets under dissolution, in order to qualify for exemption under Internal Revenue Code section 501 (c)(3).† (Sample Organizing Documents – Public Charity, 2009) In short, they must comply with the language the IRS requires. These documents may be, but are not limited to, the trust instrument, corporate charter, articles of incorporation, articles of association, or other written instrument by which the organization is created under state law. It should be remembered that these requirements may vary among states and/or countries as well. Public charities must ensure that the purpose and assets stated in these documents are dedicated to charitable purposes. To be exempt under IRS section 501(c)(3) of the Code, initially, a public charity must file IRS Form 1023.This and other forms can be acquired online or from a cd, both available on the IRS website (www.irs.gov), by calling 1-800-TAX-FORM (1-800-829-3676) or visiting local IRS offices. There are certain organizations that are already considered tax exempt even without the filing of Form 1023. These are a) churches, b) their integrated auxiliaries or associations of churches and c) any organization with a gross income of not more than $5,000 in a taxable year. Applicants must ensure that their organizing documents comply with the IRS requirements. The IRS will not process incomplete

Health Education Tool Development Essay Example for Free

Health Education Tool Development Essay Modify or create a health education tool that is appropriate for your participating family. Ensure that your tool achieves the following:  · Identifies the family’s health and educational needs  · Establishes educational goals and objectives  · Uses appropriate educational methods  · Uses the appropriate language and literacy level  · Is sensitive to the family’s cultural or religious background  · Makes use of the types of technology resources available to the family  · Include all supporting materials (handouts, Internet resources, demonstrations, or sample materials) Explain how you will deliver your health education tool to the participating family. Address the following:  · How the tool was selected, modified, or created  · Why the tool is appropriate for the family  · How the tool addresses the family’s health needs  · How the tool relates to the Healthy People 2020 Health Indicators  · How the tool coordinates with, complements, or replaces community health services  · If you modified an existing health education tool in any way, provide a reference to the original material. Prepare a 10-minute presentation of your health education tool. You many use one of the following formats:  · In class oral presentation  · Microsoft ® PowerPoint ® including speaker’s notes  · Video of yourself presenting the information uploaded to a video sharing website such as Youtube.com (Submit a link to your facilitator)  · Another format approved by your facilitator Note. You will not a Find needed answers here https://bitly.com/12BuYnS Speak with your professors daily to build strong relationships. Professors are the ultimate resource and can do a lot to help you along the way. Be sure to help if the opportunity presents itself and ask a lot of questions. Maintaining these good relationships can be advantageous while you are going to college. General Questions General General Questions Resources: Windshield Survey; Community Assessment; Family Assessment; and Assignment Grading Criteria: Health Education Tool Development and Presentation Modify or create a health education tool that is appropriate for your participating family. Ensure that your tool achieves the following:  · Identifies the family’s health and educational needs  · Establishes educational goals and objectives  · Uses appropriate educational methods  · Uses the appropriate language and literacy level  · Is sensitive to the family’s cultural or religious background  · Makes use of the types of technology resources available to the family  · Include all supporting materials (handouts, Internet resources, demonstrations, or sample materials) Explain how you will deliver your health education tool to the participating family. Address the following:  · How the tool was selected, modified, or created  · Why the tool is appropriate for the family  · How the tool addresses the family’s health needs  · How the tool relates to the Healthy People 2020 Health Indicators  · How the tool coordinates with, complements, or replaces community health services  · If you modified an existing health education tool in any way, provide a reference to the original material. Prepare a 10-minute presentation of your health education tool. You many use one of the following formats:  · In class oral presentation  · Microsoft ® PowerPoint ® including speaker’s notes  · Video of yourself presenting the information uploaded to a video sharing website such as Youtube.com (Submit a link to your facilitator)  · Another format approved by your facilitator Note. You will not actually deliver this health education tool to the participating family. The tool is developed and presented only to your classmates and facilitator. Submit the following with your assignm

Argumentative Essay: Violent Video Games Contribute to Youth Violence

Our nation has changed over the years. There is no question about that. The generation that my grandfather grew up in during the 1930’s and 1940’s has often been called â€Å"The Greatest Generation† (Brokaw). Why is my generation not talked about for our inventions and advances in technology? Maybe that the downfall of our generation has been the media and the influence it has on the public? There is no doubt that the media can spin a story into a shocking and scary account produced solely on the intent to sell. This information force-fed to the public can cause fear and hatred to develop within our country and result in gun violence and bloodshed. One reason for the amount of youth violence in America is the violent content in many video games. The average adolescent spends a major part of the normal week watching or interacting with some form of the media’s products. Video games are one of these media based mediums and have become increasingly popular since the 1980’s. According to a report in Archives of Pediatrics & Adolescent Medicine, "Female gamers spent an average of 44 minutes playing on the weekdays and one hour and four minutes playing on the weekends, and male gamers spent an average of 58 minutes playing on the weekdays and one hour and 37 minutes playing on the weekends" ("Video Game Play Among Adolescents"). What can we understand from this evidence? The fact is that adolescents, male or female, are spending tremendous amounts of time each day sitting in front of a screen with a controller in hand. Although there is little evidence to conclude that violence in video games directly leads to adolescent gun violence, there are proven studies that show increased levels of anger and aggression in the human brain when... ...Federal Trade Commission. â€Å"Results of Nationwide Undercover Survey Released.† Oct. 2003. Mar. 2008. JAMA and Archives Journals. "Study Examines Video Game Play Among Adolescents." ScienceDaily 4 July 2007. 19 March 2008 . Kleck, Gary. â€Å"Targeting Firearms.† Aldine de Gruyter. 1997, pp. 94, 98-100 Mathews, Vincent.†Violent Video Games Poison the Teenage Brain: Study.† American School Board Journal. Feb2007, Vol. 194 Issue 2, p10-10 Norcia, Andrea. "The Impact of Video Games on Children." Palo Alto Medical Foundation Apr 2007 20 Mar 2008 . â€Å"Violent Video Games – Psychologists Help Protect Children from Harmful Effects.† Psychology Matters. Mar. 2008 Woodard, E.H. & Gridina, N. â€Å"Media in the Home 2000, The fifth annual survey of parents and children.† The Annenberg Public Policy Center of the University of Pennsylvania. Philadelphia, PA. Feb 2001. 20 Mar 2008 .

Futility Case

Baby Chris was born at 23 weeks gestational age (40 weeks gestation is full-term) and weighs about 1. 2 pounds. Because of extreme prematurity and extremely low birth weight, this baby has less than a 10% chance of surviving. Even if the baby survives, the likelihood of very serious physical and developmental damage (cerebral palsy, blindness, hearing impairments, respiratory impairments, and other problems) is very high. (In one recent study, ALL of the infants who survived long enough to be discharged from intensive care had significant long-term damage.) Treatment, that is, treatments, would be invasive, painful, and would continue over a long period of time. It is really so sad that a newborn baby would begin his life under such very difficult circumstances. What is worse is that the treatments that would supposedly save him would instead condemn him into the most compromised existence possible. Instead of living the normal, carefree existence of a child, Chris would have a life that is forever associated with pain, medicines, surgeries, and rehabilitation.Not even an adult can handle such a distressing way of life. But the doctors of Chris cannot just refrain from giving him treatments. They are doctors, after all, and it is their duty to cure the sick. Even the hospital policy and the courts would certainly agree with them. Furthermore, it is the right of the sick to receive treatment that would cure him or her of his ailment. Does this mean that the physicians of Chris can virtually turn him into a human guinea pig?While a doctor has an obligation to cure the ailing, the welfare of his or her patient must always be prioritized above this duty (Cohen-Kohler and Illingworth 366). In the context of the subject of the limits of medicine, the concept of patient welfare is synonymous to the rights to informed consent and to have a say on the treatment plan that the doctor devised. Simply put, any steps that a physician will take to continue or withhold treatme nt must be fully explained to the patient beforehand and carried out with his or her consent.Furthermore, the wishes of the patient must be taken into consideration. However, because Chris is a newborn baby (making him a minor in the eyes of the law), it is his parents who should make the final decisions on a treatment plan for him. In both the legal and the social perspectives, the parents are considered as the primary custodians of their children (Maccoby and Mnookin 282). Unless it has been proven that they are incapable of carrying out their responsibilities as parents, it is they who are supposed to decide for their minor children.It is permissible to make Chris comfortable but not start treatments that would prolong his life. It must be remembered that because he is premature and has very low birth weight, his survival rate it less than 10%. Should Chris survive, he will spend his entire life battling serious health conditions such as cerebral palsy, blindness, hearing impairm ents, and respiratory impairments. Furthermore, the treatments that will be administered in order to prolong his life are invasive and painful and would last indefinitely.The problem with many doctors is that in their excessive zeal to carry out their duty, they reduce the concept of human life to biological normality (Stark 6). Their idea of a cured patient is someone who is biologically alive and is free of infirmity, never mind if the treatments that are given to him or to her severely reduce the quality of his or her life. Medicine should not be limited to the elimination of disease or the treatment of an injury. Rather, medicine must treat illness and/or injury with the goal of restoring the overall health and functionality of a person.As the World Health Organization (WHO) puts it, health is â€Å"a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity† (qtd. in Furber 192). Under the present circumstances, therefore, it is not permissible to do everything possible to save Chris’ life. Even the most radical treatments would save him only in the sense that he would be kept biologically alive. These would not completely spare Chris from the debilitating effects of cerebral palsy, blindness, hearing impairments, and respiratory impairments.Worse, these treatments would make him suffer even more pain. Subjecting Chris to more treatments defeats the very purpose of medicine – restoring people to their fullest functionality by curing them of their disease and or injury. How can Chris live the life of a normal child if he cannot even get out of bed without machines attached to him? How can he and his parents enjoy life as a family if he constantly has to undergo painful and invasive long-term treatments? What is the point of keeping Chris alive if he will just spend the rest of life in illness and pain?Putting him on aggressive lifesaving treatment would merely worsen the situation. To be gin with, his chances of survival are only less than 10%. Should Chris live, he will endure a host of complications that would most likely end in death. He could likewise die while undergoing treatments – the human body can only take so much pain, medicines, surgeries, and rehabilitation. Simply put, with or without treatments, Chris is likely to succumb at any moment. By putting him on aggressive lifesaving treatments, his doctors are giving his parents false hopes.Instead of enabling them to prepare themselves for the impending death of their son, they are making them hold on to futile case. Babies are human beings and therefore, they also have the right to live and die with dignity. Doctors do not have the right to withhold this from them simply because they do not have the capacity to decide for themselves and/or because of a misplaced idea of what medicine should accomplish. Works Cited Cohen-Kohler, Jillian Clare and Patricia Illingworth. â€Å"Access to Medicine and t he Role of Corporate Social Responsibility: The Need to Craft a Global Pharmaceutical Systemwith Integrity. † The Cambridge Textbook of Bioethics Eds. Peter A. Singer and Adrian M. Viens. Cambridge: Cambridge University Press, 2008. 359-368. Furber, Christine. â€Å"Promoting Health to Men. † Men’s Health: An Introduction for Nurses and Health Professionals. Eds. Tony Harrison and Karen Dignan. London: Harcourt Brace and Company Limited, 1999. 191-210. Maccoby, Eleanor E. and Robert H. Mnookin. Dividing the Child: Social and Legal Dilemmas of Custody. 3rd ed. Cambridge, Massachusetts: Harvard University Press, 1992. Stark, Andrew. The Limits of Medicine. New York, New York: Cambridge University Press, 2006.

Halfway House Essay

‘Aadhe Adhure’ or ‘Halfway House’ has often been described as a cross between Naturalist Theatre and Theatre of the Absurd. Interestingly, both these elements actually undercut each other as theatrical movements and are said to have polarized western theatre. Naturalism argues for heredity and a global perspective on human behavior, which is said to develop out of the social environment in which a particular individual lives. On the contrary, Absurdism believes that there are no solutions to the mysteries of existence because ultimately man is alone, forced to perform repetitive actions in a world without meaning. This play has many elements of Naturalist theatre, including a linear movement, a limited time span, an in-depth psychological characterization and a defined beginning, middle and end. However, the opening line– â€Å"Once again, the same thing all over again†¦Ã¢â‚¬  firmly typecasts it as a part of Absurdist theatre, as from the start itself there is a hint at circularity of events and a hopelessness and banality defined by the repetition of the word ‘again’ in the short sentence. Mohan Rakesh borrowed a common device from the theatre of the Absurd and in ‘Aadhe Adhure’, for the first time in Indian theatre the same actor was used to play five characters. According to Rakesh, â€Å"The woman is the central character and I want the four men to be played by the same actor. What I want to indicate by that is that it’s not the individual who’s responsible for his situation, for he would have made the same choice no matter what, regardless of the situation. Any choice anyone makes has a certain irony in it, for things turn out the same regardless of the choice.† Though it was passed off by some critics as a gimmick employed by the playwright, its thematic relevance came to the fore when Rajinder Nath, contrary to his own views on the importance of the technique, directed the play using five different actors for the roles. The conclusion was felt to be severely lacking as the notion of inherent ‘similarity’ in all the men which underlines the climax of the play failed to have the same impact. Interestingly, though Savitri implies that it is beneath their appearance, that this ‘same man’ exists, the implication is only forceful for the audience because of the simultaneous visual impact of one man playing different roles. According to Nath himself it was a powerful theatrical device â€Å"to show how according to one’s convenience the same man can put on different masks depending on the situation in which he is placed†. That the authorial view corroborates with this statement is clear from the prologue where the ‘Man in the black suit’ equates identity with fluidity and calls himself undefined. Each character, given a certain set of circumstances, can occupy the place of another. This also follows the assumption that there is no real development or evolution of character; the character at the beginning of the play will not be shaped differently by the situation, enforcing the idea of a universality of experience, that â€Å"things turning out the same regardless of choice†. The prologue defines the play as ‘amorphous’. The audience is told that there is a bit of each character in all of them. Those watching the play and even those outside the theatre. The characters are said to be people â€Å"you bump into by chance in the street† stressing the alienation of urban crowd from one another as the source of difference as well as similarity, since they are all nameless, faceless people who can easily get lost in a crowd comprising of the same. Therefore, one man can play five characters because they are, in essence, the same man. This likeness is reiterated by the naming of the characters in their dialogues, not individually, but rather as First Man, Second Man, etc. According to the Hindi version of the play, the Man in the Black Suit â€Å"has a look of civility with a touch of cynicism†; the face of the First man â€Å"expresses the helpless anguish of having lost the battle of life†; the Second Man is â€Å"self-satisf ied and yet a little insecure†; the Third Man â€Å"projects an air of someone who is committed to a life of convenience†; and the Fourth Man â€Å"looks older, quite mature and shrewd†. They have different characteristics, lifestyles and manners of speech, yet according to critics Nita Kumar and N. S. Dharan, this device makes use of the inherent notion of playacting which includes the concept of freedom; to pretend and be whatever one likes. Every man remains an actor and therefore, it is easy for him to put up a faà §ade and to hide his interiority according to the demands of the situation. This concept is emphasized not by the fact that the same man plays all the characters, but rather by the fact that it is possible for the same man to play all the characters. Simply by changing his costume and facial expression, he manages to change into a different person entirely. Therefore, the assertion of the prologue of the interchangeability of these characters is understandable. The problematic element in the play arises out of the contention of the Man in the Black Suit that interchange of roles can take place not only between the men in the play but also between the man and the woman. This strikes a discordant note as, according to critic Arti Mathur, it negates Savitri’s gender-specific struggle against social constraints. One of the biggest contributions to the ‘sameness’ of the multiple characters is that they are all men. And men, by the patriarchal definition especially prevalent in urban middle-class India, have a certain societal role which leads to their convergence into one man. Irrespective of circumstances their position in society is defined while that of the woman is defined in relation to the man. However, the statement is not entirely wrong either as Savitri, as the breadwinner of the household is actually the ‘man of the house’. Every society has an economic base and a cultural superstructure, which is derived from the base. In Halfway House, the base has shifted and it is the wife who is economically independent, however, the tragedy of the ironically named Savitri lies in the fact that the superstructure has not shifted in accordance with the base. Mahendranath has not become the domestic centre just because of his confinement to the house; Savitri is still required to fulfill her ‘womanly’ domestic duties. She is defined by the context of what it means to be a woman and has internalized the patriarchal system. This is also made clear by Savitri’s contempt of what she believes is Mahendranath’s lack of manliness. She despises his dependency on herself as well as Juneja and constantly searches for escape routes through other, more sui table men. An element of unrealism is brought in, in which even the characters seem to be aware of an underlying similarity between the men, a device not available to them as characters. Askok’s sketch of Singhania leads Savitri to ask Binni if the portrait reminds her of someone, and on being asked, â€Å"Whom†, she replies â€Å"Your father.† This intermingling of the play and the outside elements draws attention to this device. There is irony in the fact that one of the ways in which these men are actually the ‘same’ is in their exploitation of Savitri. According to critic Veena Das, these characters are seldom all of a piece, they are the broken images of a decomposing society. Mahendranath is a self-described ‘parasite’ and is later shockingly revealed to be a former wife-beater. His inability to hold the position of the ‘head’ of the family has made him bitter and suspicious; suspecting his wife of illicit liaisons, which, although hinted at are never confirmed by the text. His ‘unmanliness’ makes Savitri lose all respect for him, till their marriage is reduced to a sham of public expectations. Singhania treats Savitri with condescension and his ‘favors’ are granted with an obvious air of patronization. His pompous manner and speech is calculated to make the listener feel inferior, a fact that is explicitly stated by Ashok. However, in Savitri’s eyes his position as her boss and his salary makes him ‘superior’ and she remains silent in face of his thinly-veiled innuendos and his humiliation positioning of her as â€Å"one of his child’s ‘aunties’†. His crude behavior is a caricature of the sexual exploitation that women have to deal with in work places. Jagmohan is introduced almost an antithesis of Mahendra. He is suave, successful, with a man-of-the-world air and is presented as the eleventh hour rescuer. He is the only outcome available to her from the â€Å"hell† that her house has become to her. However, this apparent proactive position loses much of its worth as it is weakened by the fact that she waits for Jagmohan to ‘fetch’ her. She overlooks his barbs at her expense and goes with him willingly, an act in defiance of society which is only rewarded by rejection. Again, this seemingly perfect man is unable to provide her with emotional support or security. Her disillusioned return drives home the point that there is no escape route left available for her. The point of concern becomes the fact that though Savitri is an economically independent woman, her means of ‘escape’ from the house is linked to a man. Savitri, in her search for the â€Å"complete man† speaks in the language of patriarchy, as the concept of ‘masculinity’ is a derivative of society. Even though she is a ‘modern, independent’ woman, she is unable to cut off the suffocating patriarchal bonds of the environment in which she lives. The Fourth Man, Juneja is introduced onto the stage around this point. He gains the sympathy of the audience by showing kindness towards Kinni, a character who is almost absolutely neglected in the play. He comes as a voice of rationality; as an almost omniscient character. He seems to have intimate knowledge of both Savitri and Mahendranath, as well as their circumstances. His seems to be the projected authorial voice in the play. His looks and manner of speech is structured so as to make the audience favor his point-of-view and assessment of character. Juneja espouses the belief that to Savitri the meaning of life is â€Å"how many different things you can have and enjoy at the same time.† He lays the blame for the current situation of hopelessness squarely on her shoulder and her quest for the â€Å"complete man†. According to him the problem is not a social reality, but instead lies in the psychological realm. All of the men she encounters are incomplete and therefore her solution is multiplicity. Her way of filling her void is â€Å"excess†. And she is only attracted to men because, â€Å"they are not Mahendra.† According to Juneja, if she had married one of the men whom she is attracted to she would have still felt she had married the wrong man. Juneja brings in another element of unrealism by accurately recounting the encounter between Jagmohan and Savitri because â€Å"in his place I would have said the same†. Once again this brings forth the ‘sameness’ of these characters, as Juneja’s claim is validated by Savitri’s shattering realization- â€Å"All of you†¦every one of you†¦all alike! Exactly the same. Different masks, but the face†¦? The same wretched face†¦every single one of you!† The tragedy of the realization is heightened by Juneja’s ruthless perusal- â€Å"And yet you felt you had a choice†¦? Was there really any choice? Tell me, was there?† In the above dialogues lies the greatest significance of that particular theatrical device. It brings out a clear dichotomy between the ideal and the real. What Savitri has been pursuing all along, the ‘ideal man’ does not in fact exist. The notion of her having had a ‘choice’ has been illusory all along; she is trapped in a world with no exit. The play shifts focus to lack of freedom for a female in urban, middle-class India. The tragedy is that Juneja’s speech provides a dual closure for Savitri; both in her search for the ‘perfect’ man who can â€Å"fill her void†, as well as an acknowledgment that she shall never gain satisfaction, and related to that, happiness. In naturalism, free will is not denied but is contained and confined within the environment in which the individual lives. Savitri’s free will is her ability to choose but the fulfillment of that choice depends on the context. Her freedom is linked to a man. She is free to choose which man, but it has to be a man. The illusion of choice arises from the four men and her ‘independence’ is related to shifting from one man to the other. In the prologue, the Man in the Black Suit had asked the existentialist question of ‘who am I’. This is now problematized, as the dramatic innovation of using the same man for multiple characters casts doubt on whether there is an ‘I’ at all. ‘I’ refers to individuality, the existence of a self different from the ‘other’, a projection that the men in the play are all different which is negated through Juneja’s speech. Savitri uses the language of social realism to justify her belief that she moves on to other men because Mahendra is not the right man. Juneja uses the language of absurdism to articulate that there is no ‘right man’; her search is futile because such a man does not exist. All the men in her life are essentially the same man and can only satisfy her for a limited period of time. Surprisingly, the text does not lead up to its realist conclusion; that she is trapped because of the prohibitions of the society in which she lives, a world in which a woman has no choice in her own destiny. It, in fact, veers from its apparent initial realist stance of ‘all men are the same in a patriarchy’ and seems to suggest that all men are the same only to Savitri. Halfway House has often been described as a woman-centric misogynistic play. â€Å"Even as the play builds up a dark vision of trapped humanity, it weakens the force of its statement by simultaneously cutting Savitri’s credentials.† (Nita Kumar). The play does not imply that if the only conditions were different or could be changed then Savitri would be able to escape from the ‘trap’, instead her sexuality is morally condemned, she ought not be able to escape. Juneja contends that all the men who had come into her life were different. They were individuals with their own diverse characteristics and, according to critic Veena Das, what made Savitri see them as parts of the same fractioned entities was her own â€Å"diseased imagination†. Juneja, in saying that all men are the same, is trying to define the essential nature of desire. Desire is always in excess of the individual and can never be completely satiated. The frightening aspect of desire lies in its limitlessness. All men are the same because they are looked at through Savitri’s desire, the fact that they will all eventually be unable to satisfy her is the reason for their ‘sameness’. Their amorphousness derives from the fact that they change in accordance with Savitri’s assessment of them. The transcendental nature of desire will always make her move on to other men and search for completeness. It seems to suggest that every being is half-incomple te, it is not a tragedy, but rather a fact of existence, and Savitri, in her search for masculine perfection and inability to accept this fact, is herself responsible for her ruination. Unexpectedly again, the play doesn’t build up even to the absurdist conclusion; it does not suggest that everybody in essentiality is like Savitri, because desire is universal, exceeding every individual. Instead, the elements of Naturalism as well as Absurdism are developed only to lay the blame on Savitri’s inherent nature, which is considered responsible for the destruction of this particular family. She stands the last accused and the play ends before there can be any possibility of defense on her behalf. Interestingly, though certain relationships in life are deterministic, including that of a mother-daughter, sister-brother, etc, the same cannot be said about spouses; however, in this very context the language used by Juneja is the final language of containment, of absolute, rigid determinism. As earlier mentioned, the device of one man playing multiple roles is that of the actor and is not available to the character, and therefore it is significant that the visual of the play itself shows that nothing can be changed. Juneja’s speech corresponds to the structure of the play, which has to come from without and therefore indicates a concurrence with the playwright’s view. According to critic Kirti Jain, this device loses a little of its relevance in the actual stage performance as the focus of the audience is drawn primarily towards the clothes, mannerisms and voice of that one actor rather than the thematic import. However, there is no ambiguity on the fact that the nature of the play cannot be understood without a reference to this particular device. Through this, the area of thrust changes entirely from the ‘universality of human experience’, and the ultimate censure is not of society, or even the circumstances, but rather of Savitri’s desiring nature. Her lack of constraint and implicit sexuality stand accused as the essential reasons for what makes her home an incomplete, halfway house.

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The Impact of Computers essays The 20th century was filled with many impactful and life changing events for Americans. There were wars, depressions, technology and inventions that changed the way Americans would live forever. The most significant of all these events was the invention of the Computer. In the 1930s America suffered from the Great Depression. During this time the countrys economy was suffering and business was slow. Though business was slow for most, the scientific world flourished with activity. This flourishing activity brought fourth the first serious attempt to design a computer that could do many complicated scientific computations. A few years later John Vincent Atanasoff and Clifford Berry created a prototype of the binary based ABC (Atanasoff-Berry Computer). This prototype is often considered the first automatic digital computer. This creation completed the decade and gave American scientists a head start on the demanding technological needs of the 1940s. Along with the 1940s came World War II, and the need for technological advancements in order to win the war. In 1943 The Colossus, a programmable digital machine became operable in England. This machine is considered to be the first electronic computer. It was used in World War II by the British in order to break the German Code. A year later in 1944 Howard Aiken and his team at Harvard built MARK I, a program controlled, large scale calculating machine. Programmed by Grace Hopper, the machine went right to work providing essential calculations for the United States Navy during the war. Though these computers had helped greatly with the war efforts they still had one problem, little memory. Four years later a scientist by the name of Andrew Donald Booth solved this problem by creating the magnetic drum memory which held 40 bits of memory. This advancement in computers led the way for more advancements during the 1950s. Technological advancements boom...

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