Research Proposal on Truancy Essay Example

Research Proposal on Truancy Essay Truancy is the action practised by students and is characterized with the illegal absence from classes. The phenomenon of truancy is quite a natural one, because nearly every student does not want to go to school and looks for the chance to miss classes. In fact, most students only wish to miss classes, while the other ones embody this wish into life. In the majority of countries the absence from the compulsory education is punished strictly, because the student is obliged to study but not to wander somewhere. The most obvious reason of truancy is the absence of motivation to study, problems with the process of education, low marks, family problems, negative impact of friends, etc. It is natural that the result of truancy is far more negative, because the student loses the chance of self-development, his current progress reduces and he loses the chance to pass the exams successfully and enter a good college in future. In addition, being absent at classes the student has much time and spends it in the negative way. First of all, such students are at the risk of being involved into the street gangs; they can start smoking, consuming alcohol and even taking drugs. The impact of these habits is unfavorable for the student’s health. The US and British schools take the issue of truancy under the strict control punishing students strictly. In addition, the question is also solved with the help of the involvement of parents. If the child keeps on playing hookey, his parents are fined. The police and the special organizations and groups of people help educational institutions with the detection of students and returning them to the educational process. We will write a custom essay sample on Research Proposal on Truancy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Research Proposal on Truancy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Research Proposal on Truancy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Truancy is a serious problem of current time and it is connected with the students who miss classes possessing no desire to study. The student is able to observe this problem is detail and probably bring the light on its cause and solutions. The proposal is supposed to contain the information about the factors which cause truancy and explain the possible ways of the solution of the problem. One should construct a strict structure for the paper and define the major questions requires for the research and predict the possible result of the analysis. Finally, the student should share the methods and sources which are used to research the issue on truancy. Research proposal writing is the complicated assignment for students and the Internet can be of good help in this case. A free example research proposal on truancy is the alternative solution of the troubles related with research proposal writing. It is important to find a good free sample research proposal on truancy which would reflect the right way of the convincing writing and the correct organization of the text. NOTE!!! All free sample research proposals and examples on Truancy are 100% plagiarized, we are here to help you! EssayLib.com is a leading research proposal writing service, which can offer you the solution you have been looking for. With thousands of written research papers and proposals for Master’s and PhD degrees, we can give you exactly what you need at very affordable prices. Our experienced writers will prove you that high quality and exclusivity is a trademark of our products. We can guarantee your confidentiality and promise you strict on time delivery. There are many reasons for EssayLib.com to become your favorite research proposal writing service, but all we are asking you – just give us a try!

Much Ado About Nothing

Much Ado About Nothing Much Ado About Nothing by William Shakespeare is a delightful comedy which plays out a number of Shakespeares best loved themes: confusion between lovers, the battle of the sexes, and the restoration of love and marriage. It also features two of Shakespeares most formidable lovers: Benedick and Beatrice. These two characters spend the majority of the play bickering and thenas in all great romantic comediesfall in love in the final acts.Much Ado About Nothing begins in Messina, soon after the end of a war. A group of soldiers are returning, victorious. Amongst them are Don Pedro, Claudio (a handsome youth) and Benedick, who is known to be proficient both in the art of war and the art of speech. He is also a self-proclaimed woman-hater, who vows he will never settle down. Soon, Claudio falls in love with a noblemans daughter, Hero (a beautiful and quiescent young maiden), and they decide to marry. Heros elder sister, Beatrice, is unlike her sister in that she has a fast tongue. She and Benedick enjoy baiting each other as both are clever and witty.The lovers, along with the rest of Hero and Claudios wedding party, decide to bring Benedick and Beatrice together. They perceive, perhaps, that there is already a spark of love between them. By the time the wedding comes around, the two are very much in love. But love is never easy in Shakespeares plays, and on the eve of the wedding Don Pedros bastard brother, Don John, decides to break up the marriage before it begins by trying to convince Claudio that his betrothed has been unfaithful. Claudio goes on to the wedding and calls Hero a whore, disgracing her before the whole community. Beatrice and Heros father hide the poor girl, and let it be known that she has died from the shame that Claudio unfairly placed upon her. In the meantime, Don Johns henchmen are arrested by the local constable (whose malapropisms create a little comic relief) and the plot to besmirch Heros name is exposed.Claudio is wracked with grief. To make amends, he promises to marry Heros sister, Beatrice. However, when he reaches the altar and lifts his wifes veil, he finds that he is marrying the woman he thought to be dead. The wedding is made into a double celebration when Benedick and Beatrice also decide to tie the knot.The majority of the plot in Much Ado About Nothing revolves around Hero and Claudio, but Shakespeares dramatic sympathies remain very clear. Benedick and Beatrice are ever at the center of our attention. They get the most stage time, as well as the majority of the best lines. With their gentle bickering, they hope to expose the frailties not only of their opponent, but also of his or her entire gender. These interchanges are early examples of what would become the fast-paced exchanges in modern screwball comedy. With Much Ado About Nothing, Shakespeare also creates the first example of the romantic generic convention of the two romantic leads that love to hate each other. That they are tricked into loving each other is only possible because that love already resides in their hearts. They use their mutual animosity to cover their true feelings. Of course, Much Ado About Nothing is never simply just a romantic comedy. Rather, the play creates a lighter, more frivolous counterpart to some of his darker tragedies. For example, like Romeo and Juilet, we see a lover pretend to be dead, hoping for a Romantic reconciliation with the man to whom she is betrothed. Unlike that tragedy, however, the lover does not realize his mistake too late. The work is one of Shakespeares most serious comedies, and also one of his most human. The back-and-forth between Benedick and Beatrice, and the triumphant finale in which the divine grace of love is celebrated has had a feel-good effect on its audience down the centuries. Beautifully written, and beautiful in its conception, Much Ado About Nothing, is one of Shakespeares most delightful plays.

Answers to Questions About Commas #4

Answers to Questions About Commas #4 Answers to Questions About Commas #4 Answers to Questions About Commas #4 By Mark Nichol Here are several questions about punctuation from DailyWritingTips.com readers, including two about too, and my responses. 1. I was taught to always put a comma before the word too. I realize this is a technical part of punctuation, but I see several instances where no comma precedes too. Is there an absolute rule for this, or are there times when the comma isn’t necessary? A trend toward open punctuation, a minimalist approach to commas that includes omitting punctuation before too, has prevailed in informal writing for some time. However, I support closed punctuation and advise always retaining the comma to set off too, regardless of the degree of formality of the prose. 2. Should you place a comma before too when it’s at the end of a sentence? â€Å"He decided to go, too,† or â€Å"He decided to go too†? Does it depend on the context of too? Some writing handbooks advise that inserting the comma in such sentences is optional; it’s necessary only to signal emphasis. But in that case, it would be better to state, â€Å"He, too, decided to go.† When too is at the end of the sentence, a comma to signal emphasis might be inserted when the word indicates an additional action or thought, rather than a similar one: â€Å"He watched her jump, and he jumped too,† but â€Å"He decided to hop and skip. He jumped, too.† But these distinctions, I think, are too complicated. My solution is to always insert the comma. 3. In the sentence â€Å"The subdimensions that were measured were accessibility and responsiveness and security,† responsiveness and security go together. How should I punctuate it to give clarity to the reader? Here are several options to clarify the subdimensions; I prefer the third one, which is more direct and concise, is in active voice, and omits intrusive punctuation or numeration: a) â€Å"The subdimensions that were measured were accessibility, and responsiveness and security.† b) â€Å"The subdimensions that were measured were 1) accessibility and 2) responsiveness and security.† c) â€Å"The test measured accessibility, as well as responsiveness and security.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:What is the Difference Between "These" and "Those"?How to Play HQ Words: Cheats, Tips and TricksWood vs. Wooden

Evolution of English Language Essay Example | Topics and Well Written Essays - 500 words

Evolution of English Language - Essay Example This paper will address evolution of English over time. Languages don’t just happen-they evolve naturally and are a constant work in progress in addition to being a result of thousands of years of development. English, as we know it, is under constant state of change and is also relatively new as vocabulary is always being enriched with new words from all fields, which are coming up on daily basis. Every day, new words are introduced to the English language while others are losing their significance thereby becoming obsolete leading to their being dropped. The rise of this language is worth mentioning especially due to the fact that when Caesar first entered Britain, English language did not exist. Even after five hundred years, it was only spoken by as few people as those who currently speak some other Native American or Australian languages. Nearly about a thousand years later, when  Shakespeare  was at his peak, English was only known to approximately five to seven million people. Today, more than 750 million people speak E nglish, and half of these are native speakers whose first language is not English. English is a global language now and it has become one of the most powerful and influential languages on the planet. In America, Dude is a word that lies between bloke, a slang term for a man or a guy, and the official British English term for mate. Similar to the usage of the word mate, Dude can be used in a vaguely affectionate manner while referring to another person: â€Å"Do not worry about it, dude.†Ã‚   In context of Bloke, Dude can be used to describe a third person: ‘That dude is stressed out.† Nowadays the usage of this word can be found almost in any section of the World. There is no restriction to its use as anybody can use it in general conversations to refer both to the second person and third person for example; what’s wrong with that dude? Or what’s wrong with you, dude? YouTube is an internet site, which facilitates uploading of

Evaluation of Starbucks in global environment Essay

Evaluation of Starbucks in global environment - Essay Example Starbucks, named after the first mate in Herman Melville’s Moby Dick, is the world’s leading retailer, roaster and brand of specialty coffee with millions of customer visits per week at stores in North America, Europe, Middle East, Latin America and the Pacific Rim. Starbucks stores may be found in urban and suburban areas, as well as many rural communities worldwide. An expanded number of Drive Thru and Off-Highway stores also provide a convenient alternative for our customers (Starbucks coffee, 2008). Starbucks purchases and roasts high-quality whole bean coffees and sells them along with fresh, rich-brewed, Italian style espresso beverages, a variety of pastries and confections, and coffee-related accessories and equipment - primarily through its company-operated retail stores. In addition to sales through our company-operated retail stores, Starbucks sells whole bean coffees through a specialty sales group and supermarkets. Additionally, Starbucks produces and sells bottled Frappuccino ® coffee drink and a line of premium ice creams through its joint venture partnerships and offers a line of innovative premium teas produced by its wholly owned subsidiary, Tazo Tea Company. The Companys objective is to establish Starbucks as the most recognized and respected brand in the world (Starbucks.com). Starbucks is dedicated to contributing positively to the communities in which it does business. The company recognizes the relationship between its success and the strength and vitality of the communities where it operates. Investing in communities is not only the right thing to do; it is also part of the Starbucks culture. At all levels of the organization, Starbucks partners strive to be good neighbors and active contributors in communities (Starbucks coffee, 2008). In spring 1995, Frappuccino ® blended beverage was introduced to Starbucks line of beverages. In summer 2004, Starbucks premiered Frappuccino ® Light blended coffee beverages in response to

Depth first-aid and the branches of it Essay Example for Free

Depth first-aid and the branches of it Essay First Aid, emergency care for a victim of sudden illness or injury until more skillful medical treatment is available. First aid may save a life or improve certain vital signs including pulse, temperature, a patent (unobstructed) airway, and breathing. In minor emergencies, first aid may prevent a victims condition from worsening and provide relief from pain. First aid must be administered as quickly as possible. In the case of the critically injured, a few minutes can make the difference between complete recovery and loss of life. The First aid measures depend upon a victims needs and the providers level of knowledge and skill. Knowing what not to do in an emergency is as important as knowing what to do. Improperly moving a person with a neck injury, for example, can lead to permanent spinal injury and paralysis. Despite the variety of injuries possible, several principles of first aid apply to all emergencies. The first step is to call for professional medical help. Determine that the scene of the accident is safe before attempting to provide first aid. The victim, if conscious should be reassured that medical aid has been requested, and asked for permission to provide any first aid. Next, assess the scene, asking bystanders or the injured persons family or friends about details of the injury or illness, any care that may have already been given, and preexisting conditions such as diabetes or heart trouble. The victim should be checked for a medical bracelet or card that describes special medical conditions. Unless the accident scene becomes unsafe or the victim may suffer further injury, do not move the victim. First aid requires rapid assessment of victims to determine whether life-threatening conditions exist. One method for evaluating a victims condition is known by the acronym ABCs, which stands for: A Airwayis it open and unobstructed? B Breathingis the person breathing? Look, listen, and feel for breathing. C Circulationis there a pulse? Is the person bleeding externally? Check skin color and temperature for additional indications of circulation problems. Once obvious injuries have been evaluated, the injured persons head should be kept in a neutral position in line with the body. If no evidence exists to suggest potential skull or spinal injury, place the injured person in a comfortable position. Positioned on one side, a victim can vomit without choking or obstructing the airway. Before treating specific injuries, protect the victim from shocka depression of the bodys vital functions that, left untreated, can result in death. Shock occurs when blood pressure (pressure exerted against blood vessel walls) drops and the organs do not receive enough blood, depriving them of oxygen and nutrients. The symptoms of shock are anxiety or restlessness; pale, cool, clammy skin; a weak but rapid pulse; shallow breathing; bluish lips; and nausea. These symptoms may not be apparent immediately, as shock can develop several hours after an accident. To prevent shock, the victim should be covered with blankets or warm clothes to maintain a normal body temperature. The victims feet should be elevated. Because of the danger of abdominal injuries, nothing should be administered by mouth. Asphyxiation occurs when air cannot reach the lungs, cutting off the supply of oxygen to circulating blood. This can cause irreparable damage to the brain. Among the causes of asphyxiation are drowning, gas poisoning, overdose of narcotics, electrocution, choking, and strangulation. Victims may collapse, be unable to speak or breathe, and have bluish skin. Most people will suffer brain death within four to six minutes after breathing ceases unless first aid is administered. In the case of choking, a procedure known as the Heimlich maneuver can be used to clear the windpipe of food or other objects. In this procedure quick upward thrusts are applied to the victims abdomen to eject the object blocking the windpipe. For victims of other types of asphyxiation, the most practical method of artificial respiration is the mouth-to-mouth technique in which the first-aid provider forcefully exhales air into the victims lungs after first clearing the airway of any obstruction. The provider tilts the victims head backward by placing one hand under the victims chin and lifting while the other hand presses down on the victims forehead. At this point, the mouth and airway can be checked for foreign objects, which can be removed with the fingers. In cases of drowning, artificial respiration should be attempted even if the victim appears dead. People submerged in cold water for more than 30 minutes who appeared blue have responded to first-aid efforts and recovered with no brain damage. The presence of blood over a considerable area of a persons body does not always indicate severe bleeding. The blood may ooze from multiple small wounds or be smeared, giving the appearance of more blood than is actually present. The rate at which blood is lost from a wound depends on the size and kind of blood vessel ruptured. Bright red, spurting blood indicates injury to an artery while welling or steadily flowing, dark red blood indicates injury to a vein. Welling or spurting blood is an unmistakable sign of severe bleeding. If a major artery ruptures, a person may bleed to death within a minute. Injuries to veins and minor arteries bleed more slowly but may also be fatal if left unattended. Shock usually results from loss of fluids, such as blood, and must be prevented as soon as the loss of blood has been stopped. A poisonous substance introduced into the body through the mouth or nose causes symptoms such as nausea, cramps, and vomiting. Poisons include toxic medications, herbicides, insecticides, rodenticides, household disinfectants, and noxious gases. In a case of poisoning, the first-aid provider should remove the victim from a toxic environment, then contact the poison control center listed in most  United States phone books. If the number is unavailable, the provider should call a physician or hospital emergency department. If possible, the provider should try to identify the poison, either by questioning the victim or searching for suspicious containers. Containers of many poisonous substances list the antidote, or remedy, on the label. Burns or stains on the skin or a characteristic odor on the breath may also help the first-aid provider recognize the poison. Unless instructed to do so by the poison control center, the first-aid provider should never give a poisoning victim anything to eat or drink. Vomiting should not be induced unless the poison control center recommends it. If the victim vomits, the first-aid provider should turn the individual on the side and clear the airway. Before clearing the victims mouth of any obstructions, however, the provider should first put on clean first-aid gloves or wrap a cloth around his or her fingers. If the person who ingested the poison is unconscious, the airway, breathing, and circulation should be checked and CPR started if necessary.

Exploring the Transformation of Alvar Nunez Cabeza de Vaca in The Narra

In "The Narrative of Cabeza de Vaca", Alvar Nunez Cabeza de Vaca’s fight for survival, while being deprived of the basic necessities of life, proves there is a change in him from the beginning of the narrative to the end. This transformation, though, affected multiple aspects of de Vaca, including his motives, character, and perspective of civilization. Cabeza de Vaca’s experience is crucial to the history of America, as well as Spain, because it was one of the first accounts that revealed a certain equilibrium between the mighty and superior Spaniard and the Indian, once the Spaniard was stripped of his noble stature. The idea of nakedness is consistent throughout the narrative and conveys the tribulations he experienced and a sort of balance between him and the Indians. The original intentions of conquering and populating the area between Florida and a northern part of Mexico quickly shifted Cabeza de Vaca’s focus to the need to survive. His encounter with diff erent Indian tribes and ability to get along with them (no matter what the means), and then prosper as a medicine man, shows that through his beliefs in Christian faith, and in himself, he turned the failure into an unexpected success. The nature of the Narvaez expedition was intended to be like that of any other Spanish exploration to the New World. Panfilo de Narvaez, who was selected as governor of Florida and who financed the expedition, was also appointed the commander in chief by emperor Charles V. Cabeza de Vaca was appointed royal treasurer of the voyage for his brightness and noble character. The Spaniards were to conquer the land of Florida in the name of the Charles V and the nation of Spain. They expected to take on and overcome any natives who got in their way and to reap all of the wealth and materials of worth that they came across. When the ships arrived at the western coastline of Florida, they were greeted with a storm. This was just a sign of things to come for the fleet. The storm forced the ships to land at a different bay than what they planned on. From this point the governor wanted to move inland and explore the terrain. Meanwhile he also wanted the ships to sail along the coast until they r eached the correct bay. This commenced the downfall of the conquest. Cabeza de Vaca, as well as the commissary and other elites on the expedition, tried to persuade the governor that ... ...survival. Cabeza de Vaca cannot thank God enough for carrying him through the terrible times that he and the few remaining Spaniards went through as captives of the Indians. He feels a sort of accomplishment for making it through and comes out with a better appreciation for life. After experiencing what it was like to have been an Indian and a slave, and after being on the verge of death several times, the fact that Cabeza de Vaca was able to keep his composure and take each day at a time is astonishing. Of course, like a worthy Christian, Cabeza de Vaca gives God all of the credit in the world for his survival and success. However, it is Cabeza de Vaca’s faith in himself and determination that allow him to survive and go through the changes that he makes. It is almost a riches to rags, and back to riches story. However, the riches at the outcome of the expedition are far different from the riches going in. These new riches are not measured in gold or land, but in the appr eciation for human life and the struggle for survival which made a better man out of him. Work Cited Alvar Nunez Cabeza De Vaca. "The Narrative of Cabeza de Vaca" University of Nebraska Press, 2003.

Sociological/Pyschological Criticism in Shirley Jackson’s

Sociological/Psychological criticism on Jackson’s â€Å"The Lottery† The villagers in Jackson’s â€Å"The Lottery† are crazy and the story itself is annoying. The people in Jackson’s short story have strange religious beliefs and at times seem heartless. Shirley Jackson adds way too many specific details in the story. All of the unneeded details made this story much longer than it needed to be. Reading Shirley Jackson’s â€Å"The Lottery† made me want to slam my computer into a brick wall. The townspeople in Jackson’s â€Å"The Lottery† had an odd religious belief.They believed that they had to sacrifice a person once a year in order for their crops to be successful. The villagers are extremely ignorant for thinking that is true. The narrator says it has been a tradition of their culture for many years, but they should have already figured out that this belief is in fact a myth. Not only are they ignorant for believing in this tradition, they are cruel for stoning the victim to death. If they are going to sacrifice on of their people, they could at least hang the person or shoot them in the head so they won’t have to suffer for long.Though the villagers think of this day just as normal as any other, June 27th is the day that they perform this messed up ritual. For example, Mrs. Hutchinson arrived late to the lottery because she forgot about it. â€Å"Wouldn’t have me leave m’dishes in the sink, now, would you Joe? † was her excuse. Mrs. Hutchinson is obviously a crazy and careless individual because she can’t even remember what day one of the people in her society is going to be murdered.The narrator states that â€Å"the lottery took less than two hours, so it could begin at 10 o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner. † This statement shows that the villagers are more worried about how lo ng this ritual will last rather than the fact that one of their people is going to be brutally killed. Another statement that proves that the villagers were rushing through the ritual carelessly was when Mr. Summers said, â€Å"Let’s finish quickly. Mr. Summers said this immediately after Tessie unfolded the paper which revealed the black dot. Careless and hungry for their noon dinner, the villagers urgently pelted Tessie with stones without giving her any bit of time left on earth. I think the most sickening part of the story was when the kids were running around collecting stones as if it were a game. The kids did not even realize the seriousness of death as they collected weapons that were going to be used to murder an innocent person.The sad part is that when those kids become adults they will most likely think that this ritual is completely normal. When they have kids, they will teach them the same awful belief that they were taught during their youth. Besides how idiot ic the villagers were, I disliked all of the unnecessary details Shirley Jackson used in this story. Jackson spent way too much time explaining how the lottery is setup and how it used to be setup. As soon as you start to think that the lottery is about to begin, Mrs.Hutchinson arrives late, Dunbar was not present, and a tall boy named Watson speaks about how he is drawing for his mother in this year’s lottery. Once the lottery finally begins, Jackson makes the character, Mr. Summers, list almost every family’s name to come draw from the old black box. As the head of each family went to draw from the box, there were comments said to one another that were unneeded in the story. For example, when Steve went to draw from the box, he said, â€Å"Hi Joe† and then Mr.Summers said â€Å"Hi Steve†. As more people walked up to draw from the box, Mrs. Dunbar said to her oldest son, â€Å"I wish they’d hurry. † Immediately after reading that line, I sa id to myself, â€Å"me too†. I did not enjoy reading Shirley Jackson’s â€Å"The Lottery†. The villagers in the story are very careless and cruel people. Not only did I not like the characters, but the story itself. Jackson’s short story was long drawn out and boring. Make sure to take ibuprofen before reading awful story.

Employment: Education and Students

1. Describe the skills or attributes you believe are necessary to be outstanding when working in student support services. You have to be able to relate and understand with the students on a positive level to reach an optimal outcome from any situation. Hillside Academy taught me when dealing with students with special needs it's best to go for an approach where you can talk with them one on one and get a better understanding as to how they are thinking, what would be the best possible outcome and what is the best solution to the problem without a non-violence approach.Students what to know they have the support of an adult faulty member with whom they can trust and build a positive solid relationship with and I think all these key factors help to create an outstanding student support service. 2. Please identify and describe any significant differences you would promote in a school which a majority of the students are African-American and Hispanic/Latino.I would promote a program whe re African Americans and Hispanic/Latino both have the opportunity to learn about each others cultures so that the students have a better understanding of each other and point out the similarities in each culture so that the students can come together as one. I feel as though the two cultures don't fully understand each other as a whole and that creates a cultural clash. I would be fully interesting in creating a positive environment with the schools staff and resources to provide a common ground that will create stable relationships amongst the students and faulty members.Throughout my years of employment working with the youth and previous staff members I have learned to be a good listener, a great problem solver in the most chaotic and worst situations, a positive team player and most importantly a compassionate and understanding person. I am enthusiastic about applying my skills which I have acquired through previous experience and I look forward to being apart of the team to ma ke an influential difference in the Proviso Township High Schools. . How would you address a wide range of skills in your classroom?Dupage school A lot of planning. The easiest thing to do is pull small groups. If your school uses 3 group rotation it is easy to implement. If your school uses another method of instruction you can pull groups during any independent work time. When some students are completing an independent assignment you pull another group to work with you (on that same activity or anther lesson all together. ) When the students need to complete the same activity you can differentiate by setting different goals for different students.In writing assignments you can alter the number of sentences that need to be written, how much sentences need to be extended, or how many details need to be included. Some students may edit on their own, some with a partner, or some in a small group with you. For reading assignments you may need to give different leveled books to differe nt kids. You can find many books on the same topic at different levels. Most times your teacher manual will list alternative book options for more advanced or struggling readers.For reading assignments that all students need to complete try choral, echo, or partner reading for those who need it. Math is the easiest to differentiate. Some kids can use manipulative and some might be able to use mental math. Additionally, you can do an introduction and guided practice to the whole class. Whoever can complete the independent assignment on their own can do that and you can pull a small group for those students who still need guided practice or more scaffolding.

Sophie Germain - Pioneer Woman in Mathematics

Sophie Germain - Pioneer Woman in Mathematics Sophie Germaine dedicated herself early to becoming a mathematician, despite family obstacles and lack of precedent. The French Academy of Sciences awarded her a prize for a paper on the patterns produced by vibration. This work was foundational to the applied mathematics used in construction of skyscrapers today, and was important at the time to the new field of mathematical physics, especially to the study of acoustics and elasticity. Known for:First woman not related to a member by marriage to attend Academie des Sciences meetingsFirst woman invited to attend sessions at the Institut de FranceDates: April 1, 1776 - June 27, 1831Occupation: mathematician, number theorist, mathematical physicistAlso Known as: Marie-Sophie Germain, Sophia Germain, Sophie Germaine About Sophie Germain Sophie Germains father was Ambroise-Francois Germain, a wealthy middle class silk merchant and a French politician who served in the Estates Gà ©nà ©ral and later in the Constituent Assembly. He later became a director of the Bank of France. Her mother was Marie-Madeleine Gruguelu, and her sisters, one older and one younger, were named Marie-Madeleine and Angelique-Ambroise. She was known simply as Sophie to avoid confusion with all the Maries in the household. When Sophie Germain was 13, her parents kept her isolated from the turmoil of the French Revolution by keeping her in the house. She fought boredom by reading from her fathers extensive library. She may also have had private tutors during this time. Discovering Mathematics A story told of those years is that Sophie Germain read the story of Archimedes of Syracuse who was reading geometry as he was killed- and she decided to commit her life to a subject that could so absorb ones attention. After discovering geometry, Sophie Germain taught herself mathematics, and also Latin and Greek so that she could read the classical mathematics texts. Her parents opposed her study and tried to stop it, so she studied at night. They took away candles and forbid nighttime fires, even taking her clothes away, all so that she could not read at night. Her response: she smuggled candles, she wrapped herself in her bedclothes. She still found ways to study. Finally the family gave in to her mathematical study. University Study In the eighteenth century in France, a woman was not normally accepted in universities. But the École Polytechnique, where exciting research on mathematics was happening, allowed Sophie Germain to borrow the lecture notes of the universitys professors. She followed a common practice of sending comments to professors, sometimes including original notes on mathematics problems as well. But unlike male students, she used a pseudonym, M. le Blanc- hiding behind a male pseudonym as many women have done to have their ideas taken seriously. Mathematician Beginning this way, Sophie Germain corresponded with many mathematicians and M. le Blanc began to have an impact in turn on them. Two of these mathematicians stand out: Joseph-Louis Lagrange, who soon discovered that le Blanc was a woman and continued the correspondence anyway, and Carl Friedrich Gauss of Germany, who eventually also discovered that hed been exchanging ideas with a woman for three years. Before 1808 Germain mainly worked in number theory. Then she became interested in Chladni figures, patterns produced by vibration. She anonymously entered a paper on the problem into a contest sponsored by the French Academy of Sciences in 1811, and it was the only such paper submitted. The judges found errors, extended the deadline, and she was finally awarded the prize on January 8, 1816. She did not attend the ceremony, though, for fear of the scandal that might result. This work was foundational to the applied mathematics used in construction of skyscrapers today, and was important at the time to the new field of mathematical physics, especially to the study of acoustics and elasticity. In her work on number theory, Sophie Germain made partial progress on a proof of Fermats Last Theorem. For prime exponents less than 100, she showed there could be no solutions relatively prime to the exponent. Acceptance Accepted now into the community of scientists, Sophie Germain was allowed to attend sessions at the Institut de France, the first woman with this privilege. She continued her solo work and her correspondence until she died in 1831 of breast cancer. Carl Friedrich Gauss had lobbied to have an honorary doctorate awarded to Sophie Germain by Gà ¶ttingen University, but she died before it could be awarded. Legacy A school in Paris- LÉcole Sophie Germain- and a street- la rue Germain- honor her memory in Paris today. Certain prime numbers are called Sophie Germain primes. Print Bibliography Bucciarelli, Louis L., and Nancy Dworsky. Sophie Germain: An Essay in the History of the Theory of Elasticity. 1980.Dalmà ©dico, Amy D. Sophie Germain, Scientific American 265: 116-122. 1991.Laubenbacher, Reinhard and David Pengelley. Mathematical Expeditions: Chronicles by the Explorers. 1998.Sophie Germains story is told as part of the story of Fermats Last Theorem, one of five major themes in this volumeOsen, Lynn M. Women in Mathematics. 1975.Perl, Teri, and Analee Nunan. Women and Numbers: Lives of Women Mathematicians Plus Discovery Activities. 1993.

Afeitarse Conjugation in Spanish, Translation, Examples

Afeitarse Conjugation in Spanish, Translation, Examples The Spanish verb  afeitarse  means to shave.  It is a regular -ar  verb that can be reflexive or non-reflexive, just like the verbs  casarse  or ducharse.  In this article you will find examples of the verb  afeitarse  used as both a reflexive and a non-reflexive verb, as well as tables with  afeitarse conjugations  in the indicative mood (present, past, and future), subjunctive mood (present and past), imperative mood, and other verb forms like the gerund and past participle. Using the Verb Afeitarse The verb  afeitarse  includes  the reflexive pronoun  se, which  indicates that it is a reflexive verb.  In reflexive verbs,  the action returns to the subject doing the action. An example of  afeitarse  as a reflexive verb is  El hombre se afeita todas las maà ±anas  (which literally means The man shaves himself every morning, but is more accurately translated as The man  shaves every morning). The verb afeitar  can also be used without the reflexive pronoun. In that case, it is a transitive verb used when the action is done to someone else. For example, you can say El barbero afeita al hombre  (The barber shaves the man).   There is another verb in Spanish that means to shave, which is the verb  rasurarse.   Afeitarse Present Indicative When conjugating a reflexive verb, remember to include the reflexive pronoun (me, te, se, nos, os, se) before the conjugated verb. Yo me afeito I shave Yo me afeito todos los das. T te afeitas You shave T te afeitas antes de la fiesta. Usted/l/ella se afeita You/he/she shaves Ella se afeita las piernas. Nosotros nos afeitamos We shave Nosotros nos afeitamos por la maana. Vosotros os afeitis You shave Vosotros os afeitis frecuentemente. Ustedes/ellos/ellas se afeitan You/they shave Ellos se afeitan en la ducha. Afeitarse Preterite  Indicative The preterite indicative in Spanish is the equivalent of the simple English past tense. It is used for actions that took place in the past. Yo me afeit I shaved Yo me afeit todos los das. T te afeitaste You shaved T te afeitaste antes de la fiesta. Usted/l/ella se afeit You/he/she shaved Ella se afeit las piernas. Nosotros nos afeitamos We shaved Nosotros nos afeitamos por la maana. Vosotros os afeitasteis You (plural) shaved Vosotros os afeitasteis frecuentemente. Ustedes/ellos/ellas se afeitaron You(plural)/they shaved Ellos se afeitaron en la ducha. Afeitarse Imperfect  Indicative The imperfect tense can be translated as used to shave or was shaving. Yo me afeitaba I used to shave Yo me afeitaba todos los das. T te afeitabas You used to shave T te afeitabas antes de la fiesta. Usted/l/ella se afeitaba You/he/she used to shave Ella se afeitaba las piernas. Nosotros nos afeitbamos We used to shave Nosotros nos afeitbamos por la maana. Vosotros os afeitabais You used to shave Vosotros os afeitabais frecuentemente. Ustedes/ellos/ellas se afeitaban You/they used to shave Ellos se afeitaban en la ducha. Afeitarse Future  Indicative Yo me afeitar I will shave Yo me afeitar todos los das. T te afeitars You will shave T te afeitars antes de la fiesta. Usted/l/ella se afeitar You/he/she will shave Ella se afeitar las piernas. Nosotros nos afeitaremos We will shave Nosotros nos afeitaremos por la maana. Vosotros os afeitaris You will shave Nosotros os afeitaris frecuentemente. Ustedes/ellos/ellas se afeitarn You/they will shave Ellos se afeitarn en la ducha. Afeitarse Periphrastic Future  Indicative To form the periphrastic future you need the  verb  ir  (to go) conjugated in the present indicative,  followed by the preposition  a,  plus the infinitive of the verb. For reflexive verbs, you should place the reflexive pronoun before the conjugated verb  ir. Yo me voy a afeitar I am going to shave Yo me voy a afeitar todos los das. T te vas a afeitar You are going to shave T te vas a afeitar antes de la fiesta. Usted/l/ella se va a afeitar You/he/she is going to shave Ella se va a afeitar las piernas. Nosotros nos vamos a afeitar We are going to shave Nosotros nos vamos a afeitar por la maana. Vosotros os vais a afeitar You are going to shave Vosotros os vais a afeitar frecuentemente. Ustedes/ellos/ellas se van a afeitar You/they are going to shave Ellos se van a afeitar en la ducha. Afeitarse Conditional  Indicative Yo me afeitara I would shave Yo me afeitara todos los das. T te afeitaras You would shave T te afeitaras antes de la fiesta. Usted/l/ella se afeitara You/he/she would shave Ella se afeitara las piernas. Nosotros nos afeitaramos We would shave Nosotros nos afeitaramos por la maana. Vosotros os afeitarais You would shave Vosotros os afeitarais frecuentemente. Ustedes/ellos/ellas se afeitaran You/they would shave Ellos se afeitaran en la ducha. Afeitarse Present Progressive/Gerund form To form the present progressive tense you need the present indicative form of the verb  estar  (to be), and then the present participle or gerund. The present participle for -ar  verbs is formed with the ending -ando. For reflexive verbs, the reflexive pronoun goes before the conjugated verb (estar). Present Progressive of Afeitarse se est afeitando She is shaving   Ella se est afeitando  las piernas. Afeitarse Past Participle The past participle for  -ar  verbs is formed with the ending -ado.  The past participle  can be used to form compound tenses, such as the present perfect. To form the present perfect you need the present indicative form of the verb  haber,  followed by the past participle. Remember to put the reflexive pronoun before the conjugated verb (haber). Present Perfect of Afeitarse   se ha afeitado She has shaved   Ella se ha afeitado las piernas. Afeitarse  Present Subjunctive The subjunctive tense in Spanish is used to describe subjective situations, such as doubts, desires, probabilities, and emotions. A sentence in the subjunctive tense includes two clauses with different subjects. Que yo me afeite That I shave Isabel desea que yo me afeite todos los das. Que t te afeites That you shave Marta espera que t te afeites antes de la fiesta. Que usted/l/ella se afeite That you/he/she shave Hernn quiere que ella se afeite las piernas. Que nosotros nos afeitemos That we shave Fabio desea que nosotros nos afeitemos por la maana. Que vosotros os afeitis That you shave Sara espera que vosotros os afeitis frecuentemente. Que ustedes/ellos/ellas se afeiten That you/they shave Carla quiere que ellos se afeiten en la ducha. Afeitarse  Imperfect  Subjunctive In the tables below you can find two options for conjugating the imperfect subjunctive. Both options are equally valid. Option 1 Que yo me afeitara That I shaved Isabel deseaba que yo me afeitara todos los das. Que t te afeitaras That you shaved Marta esperaba que t te afeitaras antes de la fiesta. Que usted/l/ella se afeitara That you/he/she shaved Hernn quera que ella se afeitara las piernas. Que nosotros nos afeitramos That we shaved Fabio deseaba que nosotros nos afeitramos por la maana. Que vosotros os afeitarais That you shaved Sara esperaba que vosotros os afeitarais frecuentemente. Que ustedes/ellos/ellas se afeitaran That you/they shaved Carla quera que ellos se afeitaran en la ducha. Option 2 Que yo me afeitase That I shaved Isabel deseaba que yo me afeitase todos los das. Que t te afeitases That you shaved Marta esperaba que t te afeitases antes de la fiesta. Que usted/l/ella se afeitase That you/he/she shaved Hernn quera que ella se afeitase las piernas. Que nosotros nos afeitsemos That we shaved Fabio deseaba que nosotros nos afeitsemos por la maana. Que vosotros os afeitaseis That you shaved Sara esperaba que vosotros os afeitaseis frecuentemente. Que ustedes/ellos/ellas se afeitasen That you/they shaved Carla quera que ellos se afeitasen en la ducha. Afeitarse Imperative   The imperative mood  is used to give commands or orders. There are both positive and negative commands, and they are a little different for the  tà ºÃ‚  and vosotros forms. The placement of the reflexive pronoun is also different for the positive and negative commands. For the negative commands, place the reflexive pronoun before the verb, but for the positive commands attach it to the end of the verb. Positive Commands T afitate Shave! Afitate antes de la fiesta! Usted afitese Shave! Afitese las piernas! Nosotros afeitmonos Lets shave! Afeitmonos por la maana! Vosotros afeitaos Shave! Afeitaos frecuentemente! Ustedes afitense Shave! Afitense en la ducha! Negative Commands T no te afeites Dont shave! No te afeites antes de la fiesta! Usted no se afeite Dont shave! No se afeite las piernas! Nosotros no nos afeitemos Lets not shave! No nos afeitemos por la maana! Vosotros no os afeitis Dont shave! No os afeitis frecuentemente! Ustedes no se afeiten Dont shave! No se afeiten en la ducha!

Marriage in A Doll's House by Ibsen Essay Example | Topics and Well Written Essays - 1250 words

Marriage in A Doll's House by Ibsen - Essay Example Through this dilemma, and Nora’s husband’s actions, Ibsen shows a very different view about the roles of individuals in a marriage. He does this by exploring the concepts of love, trust, respect, and equal rights in Nora’s marriage. In marriages nowadays, almost all western countries accept that the husband and wife should equally respect. However, after reading A Doll’s House, I came to know that perhaps this must not have been the case in earlier times. From Act one itself, it is obvious that Nora’s husband, Torvald Helmer, does not treat his wife as an intellectual being. He speaks to her in the second-person and through name-calling, rarely referring to her directly. For instance, when Nora comes home, Helmer calls out â€Å"Is that my little lark twittering out there?† When Nora replies, Helmer once again refers to her in the same circuitous way, by asking if his â€Å"little squirrel (was) bustling about†. It is impossible not to notice this aspect in almost all of Nora’s and Helmer’s conversations. He speaks to her as if she is a pet, an animal with which one speaks one-sidedly without any expectations of intelligent conversation. According to me, this shows that Helmer does not see Nora fit enough to refer to her directly, and thus shows that he does not respect her that much. Another aspect in Helmer’s and Nora’s conversations that show his lack of respect for her is the way he treats her as a child. Although many would state that Helmer speaks to his wife kindly, I believe that he does so in a very patronizing manner. This can be seen by the way he is always lecturing her on her habit of spending too much money. Helmer even goes as far as trying to control Nora’s diet, when he asks her, â€Å"Hasn’t Miss Sweet Tooth been breaking rules in town today?†. Some might find that these two are a very sweet couple who talk so lovingly, but it is hard to ignore tr aces of contempt which appear in Helmer’s tone and actions. For instance, when Nora asks him to come and check out all the goodies she has bought, he at once calls out from his study â€Å"Don’t disturb me†. Such a change in his tone also shows the fatherly way he acts with Nora. A marriage is mainly based on love and trust, as well as respecting the other half. However, Ibsen has showed that there is no trust factor in the marriage of this play’s protagonist. This can be seen by the way Nora is so adamant is hiding the macaroons that she has bought for herself. I personally found it very strange that a wife should want her husband not to find out that she has bought a small packet of sweets (especially when he appears to be in a good mood and is insisting), even though she informs him of all her other purchases. This speaks volumes about Nora’s marriage, and it is here that Ibsen first introduces the ‘no-trust’ factor. In addition to this, Nora also hides another fact-which is far more significant than a packet of macaroons-from her husband. This fact is her borrowing of money to help her husband when he was sick, without letting him know about it. Money is another factor that plays a major role in the aspect of marriage shown in A Doll’s House. Ibsen confirms how it comes between the two individuals in a marriage by showing how it was one of the main causes behind the dissolution of Nora’