Specificity of Japanese Verbs to Wear and to Play

Some Japanese verbs are more specific when describing actions than English verbs. While there is only one verb used for a certain action in English, there might be several different verbs in Japanese. One of the examples is the verb to wear. In English, it can be used as, I wear a hat, I wear gloves, I wear glasses and so on. However, Japanese has different verbs depending on which part of the body it will be worn on. Lets take a look at how the Japanese describe to wear and to play. Boushi o kaburu. Ã¥ ¸ ½Ã¥ ­ Ã£â€šâ€™Ã£ â€¹Ã£  ¶Ã£â€šâ€¹ --- I wear a hat. (Kaburu is used for putting on the head.)Megane o kakeru. ã‚ Ã£ Å'㠁 ­Ã£â€šâ€™Ã£ â€¹Ã£ â€˜Ã£â€šâ€¹ --- I wear glasses. (Kakeru also means, to hang.)Iyaringu o tsukeru. ã‚ ¤Ã£Æ' ¤Ã£Æ' ªÃ£Æ' ³Ã£â€š °Ã£â€šâ€™Ã£  ¤Ã£ â€˜Ã£â€šâ€¹ --- I wear earrings. (Tsukeru also means, to attach.)Nekutai o shimeru. ãÆ' Ã£â€š ¯Ã£â€š ¿Ã£â€š ¤Ã£â€šâ€™Ã§ ·  Ã£â€š Ã£â€šâ€¹ --- I wear a tie. (Shimeru also means, to tie.)Sukaafu o maku. ã‚ ¹Ã£â€š «Ã£Æ' ¼Ã£Æ'•ã‚’å · »Ã£   --- I wear a scarf. (Maku also means, to wrap around.)Tebukuro o hameru. 手è ¢â€¹Ã£â€šâ€™Ã£  ¯Ã£â€š Ã£â€šâ€¹ --- I wear gloves. (Hameru also means, to insert.)Yubiwa o hameru. æÅ'‡è ¼ ªÃ£â€šâ€™Ã£  ¯Ã£â€š Ã£â€šâ€¹ --- I wear rings.Tokei o suru. 時è ¨Ë†Ã£â€šâ€™Ã£ â„¢Ã£â€šâ€¹ --- I wear a watch.Shatsu o kiru. ã‚ ·Ã£Æ' £Ã£Æ'„ã‚’ç â‚¬Ã£â€šâ€¹ --- I wear shirts. (Kiru is used for putting on the body.)Zubon o h aku. ã‚ ºÃ£Æ'Å"ãÆ' ³Ã£â€šâ€™Ã£  ¯Ã£   --- I wear pants. (Haku is used for putting on the legs.)Kutsu o haku. é  ´Ã£â€šâ€™Ã¥ ± ¥Ã£   --- I wear shoes. (Haku is also used for putting on footwear.)Omocha de asobu. 㠁Šã‚‚㠁 ¡Ã£â€šÆ'㠁 §Ã© Å Ã£  ¶ --- I play with toys. (Asobu originally means, to amuse oneself.)Piano o hiku. ãÆ'”ã‚ ¢Ã£Æ'Žã‚’å ¼ ¾Ã£   --- I play the piano. (Hiku is used to play the musical instrument that requires the manipulation of fingers.)Fue o fuku. ç ¬â€ºÃ£â€šâ€™Ã¥  ¹Ã£   --- I play the flute. (Fuku is used to play the musical instrument that requires blowing.)Taiko o tataku. Ã¥ ¤ ªÃ© ¼â€œÃ£â€šâ€™Ã£ Å¸Ã£ Å¸Ã£   --- I play the drum. (Tataku is used to play the musical instrument that requires beating.)Rekoodo o kakeru. ãÆ' ¬Ã£â€š ³Ã£Æ' ¼Ã£Æ'‰ã‚’㠁‹ã â€˜Ã£â€šâ€¹ --- I am playing a record.Toranpu o suru. ãÆ'ˆãÆ' ©Ã£Æ' ³Ã£Æ'â€"を㠁™ã‚‹ --- I play cards.Yakyuu o suru. 野ç Æ'を㠁™ã‚‹ --- I play baseball. (Suru can be used for most sports.)Romio o enjiru. ãÆ' ­Ã£Æ'Ÿã‚ ªÃ£â€šâ€™Ã¦ ¼â€Ã£ ËœÃ£â€šâ€¹ --- I play the role of Romeo.

Analysis Of The Day Before Carina And Ulrich s Wedding

It had finally arrived, the day before Carina and Ulrich’s wedding. Carina and Joan sat before the warm hearth in Carina’s cottage, braiding hair wreaths of wildflower and ivy before preparing for a supper with friends and courtiers. Carina wanted to enjoy these last moments with Joan, her dearest friend, and enjoy this final day in her cottage. As of tomorrow night, she’d call the castle her home, and the notion felt bittersweet. She’d loved the independence of living in this cottage on her own while her father traveled, but she also looked forward to sharing her life with Ulrich. However, since Carina’s father, Reece, was not due back to Camelot for over a year, Carina decided to rent out the home. Still, moving felt odd. But she was†¦show more content†¦In the end, the king insisted he wanted to at least provide use of the Council Chamber and have his kitchen staff to prepare and serve the food. The king emphasized he was forever indebted to Ulrich, and this small favor was the least he could do. Finally, after much cajoling, Carina and Ulrich agreed. â€Å"Joan, I know you have everything under control. I’m not worried.† Carina sat back and stretched. â€Å"Instead, let’s talk about more pressing matter, such as how I should handle the marriage bed tonight.† â€Å"Oh, again? We’ve gone over all this?† With a slight smirk, Carina asked, â€Å"Then how will once more hurt?† â€Å"Fine,† said Joan with an exaggerated sigh, pausing from her weaving work. â€Å"You have two choices tomorrow night – you can go slowly and get used to your new husband’s†¦ invasion –† Carina, unable to suppress a laugh, said, â€Å"Invasion! He’ll love that. Go on†¦Ã¢â‚¬  â€Å"– Or, you can let him inside you all at once. But either way, there will be discomfort. I recall it stung and burned.† Joan started weaving holly again. â€Å"A lot. But just at first.† This was the reason why Carina felt the need to hear the story of losing one’s virginity over and over again – she was nervous. While she and Ulrich had engaged in every sexual act short of penetrative sex, this final act, the one where he was inside of her, made her tense. What if it hurt so much she cried? What if she bled a lot, or didn’t bleed at all and people thought she’d been with

Adolf Hitler and Joseph Stalin Free Essays

Adolf Hitler, Joseph Stalin was one of the most ruthless and diabolical people in the history of the world. Hitler once said of Stalin, † He is a beast, but he’s a beast on a grand scale who must command our unconditional respect. In his own way, he is a hell of a fellow! † (Stalin Breaker of Nations, p. We will write a custom essay sample on Adolf Hitler and Joseph Stalin or any similar topic only for you Order Now xvi) What Hitler said of Stalin is only his opinion, and it is not a valid one at that. For you must consider the source, it takes a beast like Adolf Hitler to know a beast and Stalin was a horrible beast. He was also a murderer. Stalin abused his people when he starved them to death, and systematically murdered them. Stalin also abused his country by halting Russia’s progress and economic growth. Stalin was a breaker of nations. Stalin first enter the Russian political system in the early nineteen teens. With the help form Lenin, Stalin proposed an answer to the National Question, which was self determination. Stalin’s ruthlessness is first discovered by Lenin, when Stalin is sent to Georgia to convince the Georgia leader not to practice self determination. When the leader does not agree with what Stalin has to say, Stalin punches the man out and threaten to kill them all. Years after that incident Lenin end up dying and Stalin takes over as the leader of Russia. Because Trotsky was hated by many of the influential political figures in Russia, Stalin becomes the leader of Russia even after Lenin’s dying last wishes. 1929 was the first of many years in which Stalin stunted Russia’s growth. In that year the â€Å"Engineer Trials† were held. During these trials the Russian elite was brought forth by Stalin on the account of treason. Confessions by the elite which consisted of engineers, doctors, lawyers, teachers and clergy were extracted by many means including torture. After these trials were through thousands of the Russian elite were murdered, with their blood on Stalin’s hands. These trails had a horrific effect on the progress of Russia, there was now nobody left to lead Russian into the future, and the few elite’s that still remained in Russia lived in constant fear of their lives. Around 1932, Stalin had put his plan into action that was later called the Terror Famine. In the Terror Famine, Stalin started to order grain requisitions from the lower class in the Ukraine. Stalin used his army to retrieve the grain from the people, following the orders by Stalin, the army takes too much grain and causes a famine among the lower class. Stalin justified the taking of the grain by saying that it was just a way for the state to regulate the price of grain. By doing this Stalin ended up breaking the back of the Georgians and the Ukrainians. Knowingly, Stalin eliminated millions upon millions of Russian, between 30 and 50 million, in his attempt at an absolute totalitarian rule in Russia. By killing so many of the Russian’s who were the ones which the economy was supported on, Stalin has broken the nation of the Ukraine. From around 1936 through 1938 Stalin extracted his Great Terror. The Great Terror consisted of many events including the Purge Trials and the Katyn Massacre. During the purge trials, Stalin once again haltered Russian progress. The Purge Trials eliminated many military officers and engineers. The numbers are not exact, but between 250,000 to 500,000 Russians died because of Stalin’s orders. These trials caused mass paranoia of the elite’s, afraid to make a difference, for if they did then they would ultimately end up dead. Stalin not only haltered the growth of his own country, but he haltered the growth of neighboring counties, on being Poland. In Poland during the Great Terror, Stalin ordered the Katyn Massacre to occur. The top 15,000 officers in the Polish army were rounded up and killed in the forests of Belarus. This was a deep wound, the stunted the Polish progress, since now there were would be no more experienced leaders in Poland’s future, since Stalin killed most of their military elite. Once again Stalin had broken another nation. During all this time, Stalin was also methodically killing off all of his political opponents, or anyone who posed as to be the most remote of a threat to him. Unlike what Hitler thought of Stalin, the opposite is true. Stalin showed mercy to no one, he evil incarnate, killing innocent Russians and severely damaging any possible of future progress for Russia. Stalin had broken the Russian nation. How to cite Adolf Hitler and Joseph Stalin, Essay examples

Social Networking In Business Samples †MyAssignmenthelp.com

Question: Discuss about the Social Networking In Business. Answer: Reflection report This research was beneficial for me to enhance my knowledge regarding social networking in business. From the introduction part, I have gained my understanding regarding background of social networking. In this way, it is analyzed that social networking is key element of business practices. Since, it creates platform for company to make contact digitally with stakeholders like subsidiary, suppliers, business colleagues, and customers (Sekaran and Bougie, 2016). This experience was beneficial to make contact with stakeholders through digital channels. From the literature review, I have developed my understanding of advantages of using social media in business practices. In this way, it can be evaluated that a social network is a beneficial technique which is used to create awareness about the product and services with the existing and potential customers (Leonardi, et. al., 2013). I have also observed that company uses social networking to get feedback of customer about the products quality. Since, it will aid to decline expenses and efforts as well as enables the company to focus on another aspect of the business. This learning has not only motivating to use social media in business practices but also enhances my marketing skills as it was beneficial for me to get success in the short and long-term. During this chapter, I have also increased my knowledge regarding disadvantages of using social media in business practices. In this way, I have learned that uses of the social network can create theft and fraud due to confidentiality of the business at risk. Moreover, it is analyzed that a large number of cyber crimes is rising due to a social network which creates complexities within an organization (Bryman and Bell, 2015). This experience was beneficial for me because I will take care of these disadvantages when implementing the digital marketing strategy at the workplace. As a result, it can be beneficial for me to become a good manager within the reputed organization. This chapter was also significant for me as it has gained my learning that social networking practices are time-consuming that may influence the functioning of other business operation. In this way, it is also assessed that competitors may take benefits of business information which are presented over the social network (Denscombe, 2014). As per this research, it is analysed that research question is made by the researcher to meet the research objectives (Myers, 2013). Along with this, I have learned that hypothesis is built to assess the relationship between two variables i.e. independent and dependent. This experience has not only enhances my research skills but also created my depth understanding regarding research. From the research design, I have analysed that mixed research design can be implemented in the data collection method as per the research needs. It is analysed that mixed research design can be used in both qualitative and quantitative research techniques (Batjargal, et. al., 2013). This experience was also beneficial for me to use research design in future research for the company. As a result, it will provide me growth within an organization. During the study of research methodology, I have developed my understanding of the interpretivism research philosophy. This research philosophy will be used for this research in order to create the ways by which researcher implement distinct techniques to target the research limitation and issues (Luo and Zhong, 2015). As a result, it enhances my research skill and also builds competency to use different tools during the research. In addition, I have also learned that data can be pooled to assess the benefits and limitation of exercising social network in business. I have also gained my understanding regarding approaches of research in which I have observed that there are two kinds of research approaches named qualitative and quantitative. This understanding is significant for me to execute the research approach in research plans. As a result, these approaches are significant to gain the required information about research issue. Through data collection method, I have pointed that there are two distinct methods to gathering the information regarding research concern named primary and secondary. In this way, it can be evaluated that there are different sources of using primary and secondary data (Wagner, 2017). Further, it can be stated that primary data is a raw form of data in which researcher gather directly collect the data from participants whereas secondary data is second-hand data that are collected from secondary sources (Ho, 2014). These data are beneficial for me to obtain the reliable and valid information regarding digital media research within an organization. During the study of research procedure and techniques, I have analysed that random sampling is effective to assess the data and eliminate the biases from survey through a questionnaire. It is also analysed that explanatory research ensures that research will be done in a systematic way (Zikmund, et. al., 2013). It is also pointed that research time framework is used to meet the different activities in a sequence and appropriate way (Wagner, 2017). This research experience was effective for me to implement the each activity within a specified time framework. This research has developed by knowledge about ethical consideration. In this way, I have learned that ethical consideration makes sure that each activity will be performed without harming the interest of respondents. Consequently, I am able to complete the research in an ethical manner. From this research, I have increased my understanding regarding research limitation. In this way, it can be evaluated that there is a different limitation of this research named shortage of available time for conducting the research, inadequate access to data and shortage of resources to obtain the research (Schaltegger and Wagner, 2017). This was beneficial for me to create effective research plan hence I can grow my professional life. References Batjargal, B., Hitt, M. A., Tsui, A. S., Arregle, J. L., Webb, J. W., and Miller, T. L. (2013) Institutional polycentrism, entrepreneurs' social networks, and new venture growth,Academy ofManagement Journal,56(4), pp. 1024-1049. Bryman, A., and Bell, E. (2015)Business research methods. USA: Oxford University Press. Denscombe, M. (2014)The good research guide: for small-scale social research projects. UK: McGraw-Hill Education. Ho, J. K. K. (2014) A Research Note on Facebook-based questionnaire survey for academic research in business studies,European Academic Research,2(7), pp. 9243-9257. Leonardi, P. M., Huysman, M., and Steinfield, C. (2013) Enterprise social media: Definition, history, and prospects for the study of social technologies in organizations,Journal of Computer?Mediated Communication,19(1), pp. 1-19. Luo, Q., and Zhong, D. (2015) Using social network analysis to explain communication characteristics of travel-related electronic word-of-mouth on social networking sites,Tourism Management,46, pp. 274-282. Myers, M. D. (2013)Qualitative research in business and management. USA: Sage. Schaltegger, S., and Wagner, M. (Eds.). (2017)Managing the business case for sustainability: The integration of social, environmental and economic performance. UK: Routledge. Sekaran, U., and Bougie, R. (2016)Research methods for business: A skill building approach. USA: John Wiley and Sons. Wagner, M. (Eds.). (2017)Managing the business case for sustainability: The integration of social, environmental and economic performance. UK: Routledge. Zikmund, W. G., Babin, B. J., Carr, J. C., and Griffin, M. (2013)Business research methods. USA: Cengage Learning.

SAT Word List from TestMasters Flashcard

SAT Word List from TestMasters

Free Essays on The Black Cat

Symbolism of Edgar Alan Poe’s â€Å"The Black Cat† In Edgar Alan Poe’s, â€Å"The Black Cat†, symbolism is used to show the narrator’s capacity for violence, madness, and guilt. In this story, the narrator portrays a man who is fond of animals, had a tender heart and is happily married. Within several years of his marriage, his general temperament and character make a radical alteration for the worse. He grows moodier, more irritable and more inconsiderate of the feelings of others. This change for the worse, caused by alcohol, ends in the narrator’s waiting on death row for the murder of his wife. The symbolism of the first black cat (Pluto), the second black cat, and the white spot illustrate the narrator’s expanding madness and capacity for evil. The most important symbol of the story is Pluto, the first black cat. Pluto, which is the name of the God of the under world, symbolic of the narrator’s evil heart. Pluto started out in this story as the narrator’s favorite pet and playmate. One night after returning home intoxicated, the narrator’s love for the pet seemed to fade. That night Pluto avoided the narrator because of his strange behavior. This bothered the narrator to the point that he would pick up Pluto and frighten him. Afraid of his master, the cat slightly wounded the narrator on the hand. Because of the cats fearful reaction the narrator becomes angry and pokes out one of the cat’s eyes. Then suddenly on one early morning the narrator hung the cat by a noose from a tree. The hanging of the cat is symbolic of the narrator’s inability to except love. And finally the symbol associated with Pluto was his color, black. The color black is associated with the well known superstition tha t black is symbolic of evil! and darkness. The cat was the victim of the narrator’s evil and violent heart. The black cat two is symbolic of the narrator’s guilt. The night after the narrator’s house caught fire h... Free Essays on The Black Cat Free Essays on The Black Cat Symbolism of Edgar Alan Poe’s â€Å"The Black Cat† In Edgar Alan Poe’s, â€Å"The Black Cat†, symbolism is used to show the narrator’s capacity for violence, madness, and guilt. In this story, the narrator portrays a man who is fond of animals, had a tender heart and is happily married. Within several years of his marriage, his general temperament and character make a radical alteration for the worse. He grows moodier, more irritable and more inconsiderate of the feelings of others. This change for the worse, caused by alcohol, ends in the narrator’s waiting on death row for the murder of his wife. The symbolism of the first black cat (Pluto), the second black cat, and the white spot illustrate the narrator’s expanding madness and capacity for evil. The most important symbol of the story is Pluto, the first black cat. Pluto, which is the name of the God of the under world, symbolic of the narrator’s evil heart. Pluto started out in this story as the narrator’s favorite pet and playmate. One night after returning home intoxicated, the narrator’s love for the pet seemed to fade. That night Pluto avoided the narrator because of his strange behavior. This bothered the narrator to the point that he would pick up Pluto and frighten him. Afraid of his master, the cat slightly wounded the narrator on the hand. Because of the cats fearful reaction the narrator becomes angry and pokes out one of the cat’s eyes. Then suddenly on one early morning the narrator hung the cat by a noose from a tree. The hanging of the cat is symbolic of the narrator’s inability to except love. And finally the symbol associated with Pluto was his color, black. The color black is associated with the well known superstition th at black is symbolic of evil! and darkness. The cat was the victim of the narrator’s evil and violent heart. The black cat two is symbolic of the narrator’s guilt. The night after the narrator’s house caught fire h...

Read each article, and answer the questions in your own words Essay - 1

Read each article, and answer the questions in your own words - Essay Example It allowed the people to devour the freedoms offered to the society and live a respectable life. It provided the people with immense opportunities in the businesses, trades, and private employment. It also allowed the person to be recognized with dignity and honor in the society. On the other hand, the racial minority was put in chains with strict limitations to the freedoms: be it freedom of speech or freedom of expression. They were de-humiliated in the society and left with least honor. Their opportunities in the private sector as well as public firms were extremely limited. Therefore, the people chose to indulge in racial passing. 2. Are there any incentives for any racial minorities to â€Å"pass† as white in America today? Yes. Racial discrimination and segregation, though declining each year, is still persistent in the United States. There are people who make policies that are associated with the segregation of the black societies from the main-lands. At the same time, black people still have a hard time finding a decent job in the society. The insurance companies as well as the banks have standard policies that consistently segregate and differentiate between the races. The non-whites get fewer and smaller loans as compared to pure whites. Simultaneously, their insurance cover tends to be pretty low.

Yz Coursework Example | Topics and Well Written Essays - 250 words

Yz - Coursework Example Marla believes that her classmate Bernadette is lazy and does not believe that this personality is changeable and therefore judges her. Additionally she has limited information and ignores the fact that there could be other circumstances and hence she is more likely than Jane to develop prejudices. Jane at least tries to relate Bernadette’s academics to the trauma brought about by her divorcing parents. The book gives an example of Joey, an older child, who keeps a stray kitten despite having been cautioned by her mother not to. She does this because her enhanced perspective taking and emotional understanding. She believes that the kitten might end up dying if she does not keep it and hence empathizes. By being able to take more information, children’s moral understanding is developed. For instance, a child may pretend to be sick only to avoid participating in a singing competition because he or she is a bad singer. However, this is done with the best of intentions because he/she does not want to be the one to hinder the team’s chances of winning the competition. I attended an integrated elementary school, and it is from the school that I noted how vital integration is in reducing ethnic and racial prejudice. Despite having had the notion that white children were superior to children from other races, no racial prejudices emerged from the children in the school. This is because teachers treated all equally and did not behave in a way that endorsed group status

Project Assignment Example | Topics and Well Written Essays - 250 words - 1

Project - Assignment Example This is because 64.1% of the male population and 63.8% of the female population strongly believe that everyone at Indiana State University cheats at some point in their courses. 66.9% of these scholars are from the upper level while 60.9% are from the lover level. 60.2% of the scholars reside on campus while 66.8% reside off campus. In addition, 46.2% of the male population and 45% of the female population know of a student who has used their phone to take a picture of an exam. 48.0% of these scholars are from the upper level while 43.6% re from the lover level. 46.4% of the scholars reside on campus while 45.4% reside off campus. Finally, 79.3% of the male population and 76.3% of the female population believe technology advances have made it easier to cheat. 78.6% of these scholars are from the upper level while 77.0% are from the lover level. 79.6% of the scholars reside on campus while 76.4% reside off campus (Punch

Developmental Psychology Observation Assignment

Developmental Psychology Observation Assignment Introduction The development of children starts from junior wonderful youngsters to early stages and after that to adulthood, they are bit by bit influenced by their encompassing surroundings around them. They are additionally influenced by the heredity, their father and motherpass down to them (Eileen, Marotz and Lyn). As the kids develop they will change and create in numerous diverse ways. Today, the kids will experience numerous phases of social and good improvement from the time off ahead of schedule adolescence through immaturity. Outset is the first run through period in Hanna life that will start during childbirth and proceed through 2 years of age. Throughout the voyage of early stages youngsters create socially and ethically. Since the precise starting during childbirth kids will be to understand that individuals are dynamic, expressive, and react effectively. They additionally understand that individuals have life to them that questions dont (Eileen, Marotz and Lyn). At this early age a child acknowledge on the regular basis that how to act suitably and how to act keeping in mind the end goal to attain an objective. My nieces (Hanna) for example realizes that on the off chance that she is great while at the store, no doubt we will get her a prize that could be anything. Despite the fact that my niece has discovered that on the off chance that she doesnt get her direction and doesnt get her sweet she can yell and through her fit to the extent that she may please and that it wont change the conclusion she s till may not get what she is needing. Most newborn children will connect four or point to demonstrate they need a certain question that he or she may need. In the second year of early stages kids get more mindful of individual mental states, and they will have a consciousness of other individuals consideration centre and feelings (Eileen, Marotz and Lyn). By the age of a year and a half kids will get exceptionally mindful of how their activities impact the individuals around them. Time began: 2:00 pm Time finished: 3:00 pm Name of kid: Hanna Age: 5 Physical aspects of Hanna The physical development of Hanna has dependably been that of ordinary kids. Hanna first birthday, she could remain up without anyone else present and began strolling in no time thereafter. As per Feldman, Hanna met these points of reference near the normal times of most newborn children and babies. Hanna is currently five years of age and shows common physical attributes. She is about 39 inches tall and his weight is similar to most other kids of her ageà Ã‚ ¾ She is not, one or the other overweight, nor underweight. Her sound stature and weight may be an after effect of the way that she consumes well, both at home and at day mind. Her guardians attempt to keep a sound equalization of nourishments, and Hanna consumes almost different types of nourishment given to him. Hanna has had no genuine ailments while growing up. She gets an icy once in for a short time, which could be normal with preschool kid Setting: The setting occurred in a play territory/corner in the classroom of the school where Hanna goes to. Hanna is playing with teddy bears and there are likewise other kids present, playing in the same play territory. Perception: Hanna is sitting in a play territory with a companion playing with teddy bears at a little table. He is playing and talking like the teddy bears. Hanna is getting up and running, imagining he is flying. He then sits back up at the table and gazes nearly toward the teddy bear, attempting to return her head protector on the teddy bear. She says to her companion, Gee golly, how would I get power officer protective cap once more on, Yuma? Her companion doesnt react, and he says once more, Yuma! Help me, Yuma! Hanna then tosses the teddy bear over the room out of dissatisfaction. After he tosses the toy, he recognizes that an alternate kid has begun to shout. So Hanna gets her energy officer that he simply tossed and brings it to the tyke who was hollering and says, â€Å"Do you need teddy bear? Hanna appeared resentful and extremely worried that this kid was yelling. Hanna didnt get an answer so he set the teddy bear alongside the tyke and did a reversal (while biting on her fingers) to the table he was sitting as he continued taking a gander at the yelling kid as he strolled back. Inevitably the tyke came to the table where Hanna was sitting and gave Hanna the teddy bear and Hanna says, I like you Jane, Jane youre a nice kid. Interpretation: As I was watching Hanna I could see that a significant number of her movements and conduct was regular for her age. I will talk about my perceptions as far as the cognitive and psychosocial areas of human advancement. I will likewise talk about my perceptions utilizing the cognitive hypothesis. All through this chore I will be talking about the improvement of a 5year old tyke. With the backing of important hypotheses, including the work of Jean Piaget and Erik Erikson, I will examine the natural impacts that advertise the physical, cognitive and psychosocial advancement of a 5year old kid. I will additionally survey the vitality of play in the youngsters advancement and propose an action of a play that would improve the kids improvement. In the realm of a 5year old kid there is a great deal of evolving. For in the fourth year in most western social orders this is the time they will most generally start going to kindergarten/preschool. Lively and inventive best depict the 4-year-old. Creative energy all of a sudden gets more excellent than life for the 4-year-old, who regularly confounds actuality and make-accept. five-year-olds like the things they can do, show self-assurance, and are ready to attempt new exploits (Lesley). Development of the body and mind, tangible limits, engine abilities and well being are all parts of physical improvement (Lesley). By the fourth year the youngster has accomplished more amazing control over the little muscles, enhancing attracting aptitudes and capabilities to tie shoelaces and secure catches. Their equalization likewise enhances, so they additionally are currently better at running, jumping, skipping and tossing balls. As indicated by kid analyst and scholar Erik Erikson, the 5year old kid is as per her hypothesis, in the activity versus blame stage. These methods the youngster is getting more free and sure about their capabilities. This activity is directed by blame as the youngster understands that their drive may put them in clash with others Conclusion In a rundown, folks must give careful consideration to their childs correspondence capacities, understanding capabilities, and why. Firstly, a childs correspondence capacities might be enhanced by encountering open circumstances. That is providing for them the chance to identify with general society. Likewise, turning into a part of outside exercises will help children to figure out how to correspond with others. Folks should likewise show their children the route how to talk at their house. Correspondence capacity can make a difference Works cited Allen Eileen Marotz Lyn â€Å"Developmental Profiles: pre-birth through to Eight† Albany: Delmar, 2009. Holditch Lesley, â€Å"Understanding Your 5 Year Old† The Tavistock Clinic. Rosendale Press, 2002.

The Rainforests of Our Oceans Essay -- Marine Biology

The first thing that comes to mind when we think of coral reefs is either an image of Nemo swimming through those finger-like plants in the ocean or a jumble of those plants we see on postcards and on television, thinking that one of them (but which one?) must be a coral reef. On the contrary, however, coral reefs are far from being plants but are in fact, an ecosystem filled with corals, both hard and soft, and endless reef species. The coral itself is made of many coral polyps, delicate limestone-secreting animals, which serve as a skeleton for the coral. The impact of these reefs on both marine life and humans is immense, but as of today, we have lost almost twenty to twenty-five percent of the world’s coral reefs and about another sixty percent are being threatened by human activities. Consequently, coral reefs should be protected because they benefit us greatly, both economically and biologically, and if we leave them unprotected, we face numerous consequences that will be detrimental to both our economy and the biodiversity of the ocean. Though coral reefs don’t seem like much, it’s impossible to deny the importance of the roles they serve as indicators of the salinity of water and its nutrient levels in our coastal watersheds and oceans. Because corals can only survive in clear and unpolluted tropical or sub-tropical waters that have a relatively normal salinity and that are low in nutrient levels (Thurman), they help local resource managers to understand how activities on land impacts the reefs and to identify changes in water quality, which is a major benefit to us because the reefs are able to detect even the slightest change in water that some of the best manmade technologies can miss (U.S. EPA). They also act as mo... ...ier-reef.html>. Talbot F., and Wilkinson, C., 2001, Coral Reefs, Mangroves and Seagrasses: A Sourcebook for Managers. 29 Mar 2012. Print. Thurman, H.V. Essentials of Oceanography: Coral Reefs. 4th Edition. New York: Macmillan Publishing, 1993. 336-341. Print. U.S. EPA, . "Water: Habitat Protection." Coral Reef Protection: What Are Coral Reefs?. United States Environmental Protection Agency, 06 Mar 2012. Web. 25 Mar 2012. . U.S. EPA, . "Water: Oceans, Coasts, Estuaries & Beaches." Coastal Watershed Factsheets - Coral Reefs and Your Coastal Watershed. United States Environmental Protection Agency, 06 Mar 2012. Web. 25 Mar 2012. . Zubi, Teresa. "ECOLOGY: Reefs at Risk." . N.p., 21 May 2009. Web. 26 Mar 2012. .

Edmund Emil Kemper III: A Case Study

Edmund Emil Kemper III was born on December 18, 1948, in Burbank, California to Clarnell and Ed Kemper Jr. He was the only son of the family. Edmund's childhood was anything but normal. While most other little boys were playing games pretending they were super heroes, Edmund was pretending he was in a gas chamber and his sister was throwing the switch. Once the switch was thrown he would wiggle around on the floor as if he were dying of asphyxiation. Edmund also enjoyed cutting the heads and hands off of his sisters' new dolls. He had trouble relating to his peers because he was afraid of them, afraid of any intimate contact between himself and another. During his childhood years, Edmund also found it amusing to torture the family cats. He buried the first cat up to its neck then kept the severed head as a trophy. His mother replaced the cat. With the new cat Edmund decided to continue his torturing spree by cutting it with a machete, exposing its brains and dissecting the body. These ants resulted in numerous pieces of trophies for him to keep. Until his mother discovered them in his closet. From this point on is when his mother truly began to express her opinions of him as having a â€Å"weirdo† personality. lf his home life was not weird enough, Edmund had a crush on his second grade teacher, Whom his sisters teased him about relentlessly. With this crush developed fantasies of killing his second grade teacher. Edmund's reply to his sister's teasing was, â€Å"If I kiss her, l'd have to kill her first. † On numerous occasions Edmund visited her house with his father's bayonet and his fantasies. With Edmund's home life already a rough one and the fantasies of killing already in his head, the news of his parents divorce did not sit well. His parents fought constantly leaving Edmund, now age 9, to bounce back and forth between them. After his mother became fed up with him she sent him to live with his father, Ed Jr. , and his stepmother. However, this did not last long before he was sent to live with his paternal grandparents at the age of thirteen in rural North Folk, Ca. Edmund did not get along with his grandparents any better than he did with his mother or father. In fact, Edmund lasted with them until August 27, 1964, at age fourteen, when he shot his grandmother in the back of the head with a . 2 caliber rifle after an argument. He later stabbed her lifeless body numerous times with a kitchen knife, and then he shot his grandfather as he returned home. He called his mother and told her what had happened and waited patiently for her and the police to arrive. Once the police arrived and they questioned him about what had happened, Edmund's only response was, â€Å"I just wondered how it would feel to shoot grandma. † Edmund later explained that grandpa was shot out of mercy, a way to spare him from the discovery of his wife. As a punishment for the murder of his grandparents, the courts sentenced Edmund to Atascadero State Hospital where he was placed in the criminally insane unit. Atascadero State Hospital is an all-male, maximum security, forensic facility serving the entire state of California. Upon entering the facility the psychiatrists there examined and tested Edmund's level of intelligence and came up with the findings that he had an IQ of about 145 and possessed the personality disordered titled personality trait disturbance, passive-aggressive type. While in ASH Edmund became such a model inmate that the doctors trained Edmund in how to administer the tests. Knowing how the tests worked allowed Edmund to learn ways in which to provide the doctors with appropriate responses that would pave the way for him to be later deemed no longer a danger to society. Once Edmund passed the tests, he was released back into the world under his mother's care. Now age twenty-one, Edmund returned to his mother's house and fell right back into the tormented ways. Edmund's mother blamed him for everything. She would repeatedly yell at him that it was his fault she had not been with a man for a number of years. With Edmund's new found way of life, he decided he would try to find work. His mother saw how intent he was on getting a job so she tried to have his juvenile records sealed. He first worked at a Green Giant canning plant as a laborer before he applied with the State Division of Highways in 1971; a job that would allow Edmund to hang out with law enforcement. He tried hard to get a job in law enforcement but was rejected due to his large size, of six foot nine inches, and weighing almost 300 pounds. But his new found friends supplied him with handcuffs, a training badge and gun. Part of Edmund's release agreement was to visit with a psychologist regularly. Edmund did this, however as he began to get close with the police officers, and attend his weekly sessions, he began training himself for his next kill. That is he would pick up hitchhikers and provide them with the necessary ride, putting on the â€Å"gentle giant† charade so as to provide a sense of genuine sincerity for those whom he picked up. This manipulation and control over the situation are primary talents of this psychopathic serial killer. Edmund's first kill did not happen until May of 1972, in which he picked up two college women, Mary Anne Pesce and Anita Luchessa, on a freeway ramp. Edmund knew the area so well that he was able to get the car turned around without the girls having any clue that their direction had changed. Edmund then drove to a remote area he learned about from his interaction with the highway department. Upon arriving to the area, Edmund handcuffed Pesce in the backseat and placed Luchessa in the trunk of the car. Edmund returned to Pesce and placed a plastic bag over head, and tied it on with the belt of a bathrobe. However, the belt broke and Pesce had managed to bite through the bag, so Edmund drew his knife and began stabbing her inthe back. These stabbings did not seem to have any effect on her because she was still wiggling around and fighting back. Then Edmund grabbed her by the chin, pulled back her head, and slit her throat. After killing Pesce, Edmund went back to the trunk and began stabbing Luchessa repeatedly in the throat, eyes, heart and forearms. Now that these women were dead, he took them back to his apartment where he dissected their bodies, took Polaroid pictures, and cut off their heads. I remember there was actually a sexual thrill. You hear that little â€Å"pop' and pull their heads off and hold their heads up by the hair. Whipping their heads off their body sitting there. That'd get me off† (Vronsky). Edmund took the remainder of the two women and put them into plastic bags, of which he buried in the Santa Cruz hills, their torsos and limbs in one area, their hands in another. All the while disguising the burial ground with techniques he had learned as a Boy Scout. With the excitement of the killing behind him, Edmund began to return to his normal routine of attending bars filled with law enforcement personnel. All the while he was attending these local gatherings; he was remaining one step ahead of all clues about the cases. In September 1972, Edmund struck again, only this time it was a fifteen year old girl, Aiko Koo, on her way to dance class in San Francisco. Edmund took her to a remote location where he strangled her into unconsciousness, raped her, and then placed her body in the trunk of his car. On his way home however, he stopped off for a beer. When he returned to his car he opened the trunk and, admiring my catch like a fisherman's looked in at the little girl. The next day Edmund buried the body in his typical fashion, but kept her head. With the head of Koo in the trunk of his car he drove to the psychiatrist's office for his regularly scheduled appointment. While at the appointment, the psychiatrist is quoted as saying, â€Å"If I were seeing this patient without any history available or without getting the history from him, I would think that we're dealing with a very well adjusted young man who had initiative, intelligence and who was free of any psychiatric illness†¦ In effect, we are dealing with two different people when we talk of the 15 year old boy who committed the murder and of the 23 year old man we see before us now. . . it is my opinion that he has made a very excellent response to the years of treatment and rehabilitation. . . † (Vronsky). No one knows for sure what the psychiatrists would have said that day if they had known of the head in Edmund's trunk. After living on his own for a while, Edmund decided to move back home with his domineering mother. Since the last killing in September Edmund was doing well, that is until he picked up college student Cindy Schall. Edmund shot Schall in the head and brought her body back to his mother's house, and when she wasn't looking he carried her up to his room and put her in his closet. The next day while his mother was at work Edmund took the corpse to bed and had sex with it. After this he drained the body of blood in his mother's bathtub, cut the body into pieces, bagged them and threw them off of a cliff. He kept the head, this time repeatedly having sex with it. When he grew tired of the head Edmund buried it in the backyard facing up towards his mother's bedroom window. The local university at this time had gotten word of a string of unsolved murders and warned its students not to take rides from strangers. Lucky for Edmund his mother worked at the university and frequently needed him to pick her up, so he ended up with a decal for the university to allow for his easy access. His mother was well liked, respected, and known for her kindness at the university. Edmund used the decal on his car to pick up two more unsuspecting college women. He then took these women back to his mother's house where he decapitated one of them in the trunk of his car. Later that night while his mother was sleeping he carried the headless body up to his room. Edmund has been quoted as saying, in â€Å"†¦ the head is where everything is at, the brain, eyes, mouth. That's the person. I remember being told as a kid, you cut off the head and the body dies†¦. that's not quite true. With a girl, there is a lot left in the girl's body without the head. Of course, the personality is gone (Vronsky). Edmund went from the kill of the two college women until one fatal Easter weekend in 1973. On this weekend Edmund had finally conquered what had driven his hatred all these years, Edmund killed his mother. While his mother lay sleeping in her bed the night before Easter Sunday, Edmund went in with a claw hammer and smashed his mother's head in. Edmund then decided, what's good for my victims was good for my mother's He then proceeded to decapitate her, and raped her headless corpse. He then removed her larynx and tried to run it through the garbage disposal only to have it jam and spit the larynx back at him. Edmund later recalled to police as saying, â€Å"even when she was dead, she was still bitching at me. I couldn't get her to shut up. † This same evening Edmund called and invited his mother's best friend over for a â€Å"surprise† dinner party. Upon her arrival however, Edmund punched her, strangled her, and again cut off the head which he placed in his bed. He then slept in his mothers bed. The next day Edmund got in his car and began to drive aimlessly. He drove all the way from Santa Cruz, Ca. to Colorado. A11 the while listening to the radio hoping for some sort of news flash to come out of the killing he had just committed. But since no such thing happened, and he had grown tired of waiting, Edmund called the Santa Cruz police confessing to all of the crimes. They however, knowing Edmund as friend, did not believe him, forcing him to call several times before they took his word. Which then lead local authorities to his destination where he surrendered willingly. While awaiting trial, Edmund attempted twice to commit suicide by slashing his mists, and was soon transferred to a solitary cell. The trial itself was rather short – the evidence was there, and it showed clear premeditation. A1l of the psychiatrists asked, testified that Edmund was sane at the times he committed his crimes. Edmund was put into prison, where he calmed down and became a well-behaved inmate. At the trial he was asked what he thought would be an appropriate punishment for his actions, his response was â€Å"death by torture. † He was sentences to response was death by torturers He was sentenced to eight concurrent life-prison terms with possibility of parole. Edmund has been up for parole since 1980, but has been denied every time he's applied. Edmund Kemper is said to have been a egotistic lust killer. That is these people set out not with the interest to kill or hurt anyone, but with the intention of wearing your skin or eating your liver, or in the case of Edmund to have sex with your severed head and decapitated corpse. lts just that your life gets in the way of their fanta sy. In Edmund's instance he explained that the actual killing of each victim had little to do with his fantasies, he goes on to say, â€Å"but what I needed to have was a particular experience with person, and to possess them in the way I wanted to: I had to evict them from their human bodies. (Vronsky). When it comes to classifying Edmund as a psychopath, it can be done but in the broadest sense of a definition. A psychopath derives their tendencies from biological predispositions. Including, but not limited to faulty family enviro ends, aloof parents, and inconsistent rewards and punishments. In Edmund's life his parents w re never really there for him, they just shuffled him back and forth before finally sending him to live with extended family. The punishments were inconsistent because his mother locked him in his basement â€Å"bedroom† due to the fear felt by his sister even though he did nothing to provoke the fear. I believe more appropriately Edmund Kemper fits the definition of having a Homicidal Pattern Disorder. Which according to the future volume of the DSM will be defined as deliberate and purposeful murder or attempt at murder of strangers on more than one occasion; tension or affective arousal at some time before the arts; and pleasure, gratification, or relief in commission or reflection of the ants. In the end, I believe that all Edmund truly wanted was a woman's love. Something he wished for greatly, but was always an illusion, never attainable. It is clear what Edmund's purpose for killing these women was, the need to feel a close intimate connection with a member of the opposite sex, more specifically a connection between himself and his mother. Once this conquest was fulfilled, the intimate connection between him and his mother, Edmund willingly turned himself in because his mission was over.

Hamlet Research Paper Essay

What would you do if you had a chance to kill the man who took your father’s innocent life? This was the main conflict of Hamlet. Throughout the play, Hamlet was faced with many challenges which toyed with his deliberation on whether or not to kill his father’s murderer. His indecisiveness was characterized as a â€Å"tragic flaw† that climatically led to his death. There are many theories as to why Hamlet was unsure about killing Claudius and what took him so long to do it once he did make up his mind such as: lack of opportunity; too much thought and analysis; melancholy; Oedipus complex; doubt about the honesty of the Ghost; and doubts about his own ambitious motives. These obstacles developed the intricate plot of the play and led the main character Hamlet through a mental â€Å"hell† before his revenge was complete. Was lack of opportunity the interruption in hamlets killing of Claudius? Hamlet did not have many chances to kill Claudius privately, to avoid being seen as a monster in front of his family and friends. He was rarely alone with claudius, therefore creating the â€Å"lack of opportunity† to avenge his father’s death. When Hamlet finally catches Claudius alone, Claudius is in the middle of a prayer. Hamlet decides not to kill Claudius at this time because if Claudius is killed after repenting for his sins, he will be sent to Heaven. The last thing Hamlet wants to see is his father’s murderer rest in peace. He wants to kill Claudius as he is committing a sin so that he could be sent to purgatory just as his father was. His father was not allowed to repay for his sins so Hamlet wants Claudius to suffer just the same. It is argued that the amount of melancholy that Hamlet suffered throughout the play is actually what stopped him from killing Claudius earlier. He dealt with a great deal of depression, going through suicidal tantrums and lonely outcries. Hamlet is in a great state of grievance of his father’s death throughout the play. Claudius held this against him. He called his long period of sorrow â€Å"obstinate condolement†. He said that his sadness was unmanly. Claudius believed that emotions of this sort showed a weak heart and womanly emotions. It got to a point where Hamlet felt like he had to hold in his emotions, unable to express them without being harshly judged. In one of Hamlet’s many soliloquies he states â€Å"But break, my heart; for I must hold my tongue.† This quote fully exerts his hearts desire for someone to confide in, to listen to him and his sorrows. He knows that he cannot speak on how miserable he is because of how everyone will judge him. In a state of depression, Hamlet is viewed by his peers and family as having gone mad. His symptoms are actually hand and hand with melancholia, which could have been brought upon by Hamlet sadness and loneliness. Oedipus complex may have played a part as to why Hamlet seemed to not be able to kill Claudius. Hamlet’s love for his mother was strong, so strong that it is questioned as to whether or not his love for his mother goes deeper than a mother-child bond. Throughout the play, Hamlet often brings up how little time has passed since his father’s passing and his mother’s remarriage to his brother. His remarks on the situation are often crude and jealous-sounding. In part I scene II, Hamlet says â€Å"Must I remember? Why she would hang on him, as if increase of appetite had grown†. In this quote Hamlet speaks of hating to think of his mother and father acting intimately with one another. That is not a normal trait for a child to have. http://www.shakespeare-online.com/plays/hamlet/soliloquies/butbreak.html

Example Sentences of the Verb Know

Example Sentences of the Verb Know This page provides example sentences of the verb Know in all tenses including active and passive forms, as well as conditional and modal forms. Base Form know / Past Simple knew / Past Participle known / Gerund knowing Present Simple He knows a lot of people in Paris. Present Simple Passive The President is known to be in trouble. Present Continuous None Present Continuous Passive None Present Perfect They have known each other for years. Present Perfect Passive The facts in the case have been known since last year. Present Perfect Continuous None Past Simple She knew it was time to leave. Past Simple Passive The story was known by all in the room. Past Continuous None Past Continuous Passive None Past Perfect They had known about the problem before they told him. Past Perfect Passive The problem had been known about by all before they told him. Past Perfect Continuous None Future (will) She will know its you. Future (will) passive You will be known by everybody in the room. Future (going to) She is going to know the answer soon. Future (going to) passive The answer is going to be known at the end of the lesson. Future Continuous None Future Perfect They will have known Jack for twenty years by the end of this month. Future Possibility She might know the answer. Real Conditional If she knows the answer, she will tell you. Unreal Conditional If she knew the answer, she would tell you. Past Unreal Conditional If she had known the answer, she would have told you. Present Modal Andy should know the answer. Past Modal Andy should have known the answer. Quiz: Conjugate with Know Use the verb to know to conjugate the following sentences. Quiz answers are below. In some cases, more than one answer may be correct. They _____ about the problem before they told him.The President _____ to be in trouble.The facts in the case _____ since last year.They _____ Jack for twenty years by the end of this month.If she _____ the answer, she will tell you.The story _____ by all in the room at the trial yesterday.They _____ each other for years.He _____ a lot of people in Paris.If she _____ the answer, she would have told you.She _____ its you. Quiz Answers had knownis knownhave been knownwill have knownknowswas knownhave knownknowshad knownwill know

DDT Article Example | Topics and Well Written Essays - 1000 words - 1

DDT - Article Example However, due to high prevalence and mortality rate associated with malaria, I suggest review of the policy governing the use of DDT and the insecticide be reintroduced to prevent high malaria outbreak in African continent. To make this decision, it is important to have toxicological data on the effects of the insecticide on human health and the environment. Concerns about toxicity of DDT on human health are based on the storage of the compound and its metabolites in the human body fat, the occurrence of DDT residues and its radicals in human milk, the potential of causing cancer in addition to fears of interfering with hormones in the body (WHO, 2007). From these concerns, it is important to have toxicological data regarding its effects on various physiological processes in the body. These include effects on respiratory, reproductive and circulatory systems among others. Currently, toxicological data on DDT indicates that exposure to high concentration of the insecticide within half an hour does not cause permanent health effects (CDC, 2010). In addition, the insecticide has low order of severe toxicity when inhaled (CDC, 2010). ATSDR (2002) lists the four phases of disposition of toxic compound in assessment of its toxicity. Absorption of a compound into the body is the first phase, followed by its distribution in the body in the second stage. The third phase entails metabolism or the breakdown of the compound in the body and finally secretion of the chemicals from the body is the fourth and final phase (ATSDR, 2002). DDT enters the body through contact of the chemical with skin and the mouth when swallowed. WHO (2007) notes that the insecticide has marginal severe toxicity on dermal contact but is extremely poisonous when taken orally. The first phase of absorption involves the movement of molecules across membranes.

The Spanish, English, and French Styles of Conquest on North America Essay

The Spanish, English, and French Styles of Conquest on North America - Essay Example rench rule was mostly based on assimilation and spread of Christianity where many people moved to France while the French moved to nations which they colonized. Spanish imperials were different from the British imperial since they relied more on signing treaties and agreements with the residents to gain certain possessions or material wealth from certain regions. The paper attempts to outline the differences in colonial nature of British, Spanish and French in America. The French colonization process was different from that of Spain and British. The rivalry in gaining superiority among colonies led France to establish colonies in North America, India and the Caribbean. From 1830-1884, France was involved in establishing colonies in various nations especially in North America and it was accompanied by spread of Catholic religion2. First, France started trading with such countries and it would take purchased materials and manufactured items to the motherland and it also spread its language through interactions with these countries. French also ensured that the moral mission was being spread through Christianity. In 1884, Jules Ferry who was the leading colonial master declared that the superior races had a duty to civilize the lower races through assimilation. France sent large numbers of its citizens in North America and became a powerful force in the region and also in Paris3. The British was a strong force and superior colonial power since 1707 when the Kingdom of Great Britain was formed. The colony was the largest empire and it involved domination against other colonies, protectorates, colonies, territories and mandates that was administered through colonies4. The British colonies and kingdom had spread and comprised of one-fifth of world’s population and the empire covered almost quarter of the world’s total land. The British rule also dominated the Northern America The British imperial was marked by use of various approaches such as church and colonial