Reparation Payments to the Descendants of Slaves essays

Reparation Payments to the Descendants of Slaves essays The issue of reparation payments to the descendants of slaves has been in question lately. Many people are having trouble looking a both sides of the argument. Many others can answer yes or no to the question, but they do not know how to back up their answer. Back when slavery started, the whites brought over boatloads of people from Africa. These African people were brought against their will and make to work for free. The only thing they received from their owner was poorly constructed shelter and very little food. Once reconstruction of the Union started, Black rights were established. Many Southerners did not honor these Black rights. African-Americans were often humiliated and punished for being Black. They had to use separate restaurants, water fountains, restrooms, basically everything. They might have to walk twenty extra miles just to reach a colored water fountain. African-Americans were treated very unfairly back then. Obviously things have changed a lot since those times. African-Americans are now able to do everything that whites are able to do. Equal right are established and the rules are now followed. They are no longer suffering for being Black. Back to the posed question. Should the government of the United States make restitution payments to the descendents of slave for the misery their ancestors went through over two hundred years ago? My answer is no because we have more than made up for the mistakes of the slave owners. Lincoln argued this point in his Second Inauguration. He basically stated that the bloodshed of the Civil War had consumed all the debts owed to the slaves. Lincoln announced at Gettysburg that all who fought and died in the war made it possible for the new freedom the slaves acquired. The war is no the only reason I disagree with the restitution payments. We are already paying our debts to slaves descendents in one way through affirmative action programs that have been in pl...

10 newbie nurse confessions

10 newbie nurse confessions Nurses who are new to the profession often face a variety of unique challenges. On top of the long hours, tremendous responsibility, stress, and demands of the job, there’s the fact that the health and wellbeing of others is literally in your hands. That can be a lot to handle, even for the most seasoned and experienced nurses, and the first few months and years on the job can often be a real learning experience. As a new nurse, you may be wondering if all new nurses face the same hurdles as they learn the realities of the profession each day. It can be really beneficial for newbie nurses to hear the thoughts and confessions of fellow nurses, which can help them draw strength and wisdom from the community of dedicated nursing professionals.Or perhaps you’re still at the stage where you’re thinking of becoming a nurse and are wondering if the realities of the job match your ideas about what you think it’ll be like. If this is where you are, hearing the stor ies of new nurses can be incredibly valuable and empower you to make the right decision about whether or not becoming a nurse is the right move for you.Nurse.org recently released an article titled â€Å"10 Things I Wish I Knew Before Becoming a Nurse,†Ã‚  which contains a wealth of wit and wisdom from newbie nurses across the country. Use this valuable information to draw strength and gain new insights into the nursing profession.Here’s a look at the 10 things these nurses discuss.1. It’s okay that you don’t know everything.Just as life is a series of discoveries and learning experiences, so is being a nurse. Be prepared to enter the profession not knowing everything- and realize that although you never will know absolutely everything, if you let yourself be open to learning and growing then each day on the job will make you a better nurse.2. Be prepared to be on your own.Although as a nurse you’re always a part of a system of healthcare professio nals who each play a crucial role in ensuring that patients have access to a broad spectrum of beneficial services, you may be surprised to learn that you’ll have a great deal of autonomy when deciding how to tackle issues on the job. Trust your training and instincts, and ask for help from veteran nurses on your team if you need it.3. Slow down.Always remember that as a nurse, the decisions you make will have significant consequences on your patients’ wellbeing. Therefore, it’s always worth it to slow down and take the time to make thoughtful decisions. Although a crucial part of being a nurse is the ability to make quick decisions in the middle of a crisis, whenever feasible you should take the time you need to make sure you’re making the right decisions.4. Show gratitude.The environments nurses typically work in can be stressful and pressure-filled, to say the least. Helping to create a more cordial, pleasant, and positive work atmosphere- by always sh owing gratitude to your colleagues and patients- can go a long way towards making a difficult job a little easier. Showing gratitude can also help strengthen your professional relationships, which is always a good idea- especially if you’re new to the field and can benefit from the wisdom and guidance of your coworkers.5. Your patients always come first.If the nursing profession has a â€Å"Golden Rule† then this is it. Never forget why you’re doing what you’re doing as a nurse- to help serve the needs of your patients who are in mentally, physically, and emotionally vulnerable situations and are relying on you for help and care. It’s why you became a nurse in the first place, and staying true to this noble mission will help see you through each work day.6. Be prepared to change.Being a nurse is a life-changing journey- working in a field that encompasses such a profound life and death continuum will inevitable change you. If you stay true to your mission and let the job change you for the better, you’ll become a more empathetic, intuitive, and effective nurse.7. Don’t forget to care for yourself.This may sound obvious, but you’d be surprised by how many nurses who get so focused and wrapped up in taking care of the needs of others that they neglect their own basic needs- and when this happens it isn’t long before their ability to do their jobs effectively is compromised. Never forget that taking care of yourself will better allow you to take care of others.8. A bad shift does not make you a bad nurse.This can be one of the toughest lessons a nurse will have to face. No one is perfect and none of us have a completely error-free track record at work, but mistakes can be especially devastating for nurses because of the critical life and death nature of their work. Every nurse must learn that on-the-job mistakes happen, and the goal should be to make each mistake a learning opportunity along the road to being the very best professional you can possibly be.9. Don’t be afraid to ask questions.Avoiding asking questions out of fear that you’ll appear ignorant or unprepared is a big mistake- don’t forget that no nurse, especially those who are new to the job, knows everything. The best way to learn is to ask questions. So be sure to push through any hesitancy that you may be feeling and ask questions when you need to.10. Always listen to your patients.In the daily rush and pressure of being a nurse, it can be easy to forget this basic tenet- but you shouldn’t. Don’t assume that just because you’re the professional that you’ll have all the answers regarding what your patients need. Asking them how they’re feeling, what they’re experiencing, and what they need and listening to them when they need to be heard will make every patient encounter better- both for you and for them.There you have it- 10 things veteran nurses wish they knew before they became nurses. Draw strength from their confessions, learn from their experiences, and move forward in your journey towards becoming the best nurse you can possibly be. Good luck!

Economic Report Essay Example | Topics and Well Written Essays - 1500 words

Economic Report - Essay Example Presidents’ economic performance based on the real Gross Domestic Products The two presidential terms, the first term of president Barrack Obama and the last term of President George W. Bush were characterized by the worst economic performance since World War II. The real Gross Domestic Product (GDP) grew by only 4% during the second term of President George W. Bush’s tenure, which was the weakest since World War II. During the first term of Obama’s tenure, the real GDP grew by 5.9%, the second weakest since World War II. According to NBER (National Bureau of economic research), the most recent recession began in 2007 and ended in 2009. NBER states that economic recession starts when growth is at the peak, and then the nation begins to experience slow economic activity. A recession comes to an end and economic expansion begins after the economic activities hit the economic trough and start to grow again. It can be concluded that the most recent economic growth wa s lowest during the last term of George W. Bush and started to peak during Barrack Obama’s first term. ... W. Bush, and through superb economic policies, he managed to transform it into a surplus of 2.4% of the GDP in 2000. In addition, federal spending dropped from 22% of GDP in 1992 to 18.4% in 2000. It can be concluded that during Clinton’s era, the economy experienced the highest growth of GDP at 14% due to sound economic policies, low interest rates, and reduced spending that resulted in a relatively low deficient rate. However, some critics state that Bill Clinton’s economic policies encouraged subprime lending, housing bubble, and economic boom, which were instrumental in starting the great recession (Tanzi 58). George H. W. Bush can be remembered for spurring the economy that buoyed Clinton’s economic prosperity. He inherited from Reagan an economy that had started to enter the recession phase after experiencing a considerable economic prosperity. During his era, the GDP grew by 8.8%, which was a bit higher than those posted by Barrack Obama and George W. Bush . Although his presidency was marked by excessive spending on wars, such as the Gulf War, he managed to contain inflation and provided a good economic pathway for the prosperity of the economy during Bill Clinton’s era (Grabowski, Self, and Shields 71). Presidents’ economic performance based on civilian unemployment rate The United States of America has experienced eleven recessions since 1948. The federal and state governments have applied several measures to combat recession and minimize civilian unemployment through tax cuts and stimulus spending. In the early 1980s, the economy endured a recession, and the rate of unemployment was at double digits. The main reason was that the federal government was trying to minimize the inflation that was affecting

Tolapp Corporation Essay Example | Topics and Well Written Essays - 1250 words

Tolapp Corporation - Essay Example Majority of the products are manufactured locally and sold through their business partners that include few of the largest retailers like Sears, Wal-Mart and Best Buy. The company has been continuously focusing on the customers’ requirements and developing strategies to expand its base in the global market. Mission Statement Analysis of the Mission Statement through the Nine Components In today’s world most of the modern companies while deciding their mission statement consider to address the nine components for ensuring strategic management. Though it is not necessary to include all the nine components however Tolapp Corporation’s mission statement will be analyzed through all the nine components. Customers: Tolapp Corporation’s products are targeted towards the household families who take care about their houses. The products have been developed to provide conveniences to the family members while taking measures to keep their houses clean and to prepare food items (Southwest University, 2011). Products and Services: Tolapp Corporation’s product line consists of microwave, lawn mowers and lawn furniture among other power tools (Southwest University, 2011). ... Philosophy: The management of Tolapp Corporation values their human capital as they consider it to be the biggest asset of the company. The management prioritizes the customers’ requirements and ensures that the products are developed and modified according to the consumers’ needs (Southwest University, 2011). Self-concept: Tolapp Corporation believes that their designing and engineering units comprise the best in industry talents which give them the competitive advantage over their rivals (Southwest University, 2011). Concern for Public Image: Over the years, the company, through its products, has developed brand awareness and trust within their customers in the United States (Southwest University, 2011). Concern for Employees: The company, Tolapp Corporation has established a grievance cell to address the issues of the employees quickly as well as effectively (Southwest University, 2011). The mission statement of the company is that they are determined in providing be st in class technologies in the household appliances with adding value to its products. They look forward towards innovating products that will provide lifetime experiences to its customers. Principles to be used to prioritize the Implementation Steps The objective of the company is to spread its business in the overseas market for generating increased demands. Thus, the management of Tolapp Corporation needs to consider few principles according to the priorities that are essential in fielding its base in the global markets. The first initiative of the management is to assess the regional needs. This assessment will help the company to locate which regions will be beneficial in terms of operating costs, effective distribution options and

‘Never Let Me Go’ and ‘My Sisters Keeper’ Essay Example for Free

‘Never Let Me Go’ and ‘My Sisters Keeper’ Essay Both ‘Never Let Me Go’ by Kazuo Ishiguro and ‘My Sisters Keeper’ by Jodi Picoult explore issues that are widely discussed but rarely put into practice. For example the most famously known cloned experiment is Dolly the sheep which was in 1996 and there have been very few cases where a family have decided to create another child for the use of medical reasons, the first case of this in the UK was in 2002. Both novels focus on people or one person who have been created for the use of other people. Both of the novels are coming of age stories, in which the main characters question their identity as they grow into young adults. Anna was created for a bone marrow donor for her sister. As a young child Anna has had no control over the purpose her life, until she reaches thirteen and she starts to become aware that she is could change the situation and so finds a lawyer, and asks him for help. In Chapter One she says ‘I was born for a specific purpose. I was born because a scientist managed to hook up my mother’s eggs and my father’s sperm to create a specific combination of precious genetic material.’ In ‘Never Let Me Go’ Kathy along with many others is a clone that was created as an organ donor for the use of other people or ‘originals’ as they are referred to in the novel. Kathy struggles to understand her true place in the world. Like Anna, Kathy also questioned her identity and has been confused and frustrated about who she really is. There are several points throughout the novel where Kathy looks through magazines to try and find her original. She continues to question her past and her childhood and as she explores her history, readers are able to have a clear understanding of who Kathy is and why she has found it difficult to discover an identity. The Authors explore the moral question of how scientific and medical advances are able to benefit other people. This a present day issue which may challenge the readers views on alternative solutions to medical issues and their views on the value of human life and the importance of identity. At the start of ‘My Sisters Keeper’ Anna’s prologue sets the tone of the novel. She says ‘In my first memory, I am three years old and I am trying to kill my sister.’ This may provide the readers with a subtle hint of what is going to happen. It reveals her honesty even at such a young age with her desire to have her own identity. This continues with ‘As we got older, I didn’t seem to exist, except in relation to her.’ However in ‘Never Let Me Go’ the readers are instantly introduced into Kathy’s. She talks about working and so the readers believe she has a job as a career for people who are donors, yet they don’t know that she is also a donor so the readers will perceive her as a normal person. Also within the first chapter of ‘Never Let Me Go’ Kathy talks about herself, Tommy and Ruth who are her closest friends throughout the book. Ishiguro introduces the characters with strong personalities, as is shown through Tommy’s expressive release of his anger, ‘He began to scream and shout’ and ‘he was raving, flinging his limbs about, at the sky, at the wind’. Kathy and Ruth are also seen as average children with their laughing, talking and sniggering. For the readers the characters are automatically seem as normal children.

My Philosophy :: Philosophy Education Teaching Teachers Essays

My Philosophy Everyday we learn, whether we are conscious of it or not. Since primate times to the new generations. Primates taught their kids how to hunt, those kids taught the next generation, and the chain of teaching still exists because we still learn new data, and information every day in our lives. We gain this new information primarily from our parents and teachers. I thank God for all the people who had taught me the things that I know, and helped me to realize that education is a necessity in my life. Education is a necessity in our lives. We need to go to school to become well prepare persons in the future. If I did not have the education I have today, probably I would be working at a Jack in the Box fast food restaurant, or at Wal-Mart. I am not saying that these work places are not dignify, but I would not had the benefits I have, and all the knowledge I have conquer through out the years of education, and experience. Becoming a teacher is one of the greatest experiences in my life. I will confess, teaching was not in my plans, but Gadsden School District gave me the opportunity to become a music teacher. In the district, I found out that becoming an educator is not about money, vacation, or sick leaves. This profession has to do with the satisfaction of seeing your kids accomplish their dreams, and goals. We all have experience these wonderful school satisfactions, through kindergarten, all the way to University. I remember when I f irst wrote my name in a piece of paper, I was all happy because of what I have accomplished. Since then, I have achieved many goals, and dreams. Now, I have realized that I am giving the same educational opportunities to f ind fulfillment to my music students. This fulfillment is visible when I teach them a new rhythm, or a new song. Like myself, my music students walk out of my classroom happy, and proud due to the new knowledge they have accomplish. On the other hand, I could not have achieved these goals and dreams without the help of all my professors. In all the years I have been going to school, many teachers are still in my mind.

Death by Scrabble by Charlie Fish Essay

In the short story Death By Scrabble, Charlie Fish tells a story of a bitter man who is contemplating killing his wife as they engage in a game of Scrabble. Throughout the game, the man notices that the words played on the board manifest into action. After he figures out the words played are coming true, he tries to play words so he can kill her. In the end, he ends up dying after his wife plays the word â€Å"death†. The man expresses his extreme anger and resentment toward his wife throughout the story. The husband and wife seem to share mutual feelings of hatred. He tells himself that if the letters â€Å"give him a sign† he will kill her right then and there. He tries to manipulate the game so he can kill his wife but he is killed instead. The fact that he ultimately dies makes him a static character. Another reason he is to be considered a static character is that he did not gain any insight throughout the story. He failed to see that blaming his wife for is happiness won’t make him any happier. The theme of the story is blame. The husband expresses throughout the duration of the story that he blames his wife for his misery. He fails to realize that she most likely possesses similar feelings of unhappiness. He reasons that if she were dead he would be happier. The central idea of the story is escapist. The husband wants to escape his marriage so badly that he plots to murder his wife. He blames her for his unhappiness and feels he can escape his misery by killing her. Sadly, the main character lacked the insight to see that other people cannot be to blame for your own happiness.

Links To Theory Through Observation.

EYES was established under the Childcare Act 2006 and is compulsory for all early years' providers that have o register with Posted for children age three to the end of the academic year in which they turn five. During reflection I will also be considering some theorists and their theories on learning through play and the benefits or criticisms they imply in relation to each observation. Child A pushes a lorry around table, watching as the wheels go round. He plays alongside others without interaction. Picking up the lorry he carries it to another area of nursery and kneels on the floor, again watching as he pushes lorry around the carpet.Another child approaches so he picks up the lorry taking it to a able with other vehicles on. Holding on to the lorry he picks up a small car, looking at a child opposite he says â€Å"My lorry is big†. The child agrees with child A saying ‘Yes because lorries are bigger than cars†. Child A smiles and replies â€Å"My lorry' is b igger†. He puts lorry on table and lines up two cars and a small bus alongside it and repeats â€Å"My lorry is bigger†. From the observation it was recognized that child A achieved several milestones for his age in conformity with the Development Matters in the FEES criteria.These include Mathematics (Shape Space and Measure) he is beginning to use the language f size, Physical Development (Moving and Handling) he squats with steadiness to rest or play with object on the ground and rises to feet without using hands, Communication and Language (Speaking and understanding) he uses language as a powerful means of widening contacts, sharing thoughts and developing understanding of simple concepts e. G. Big/little (Early Education 2012). The EYE-S categories children's development according to age which was influenced by Paginating theory.Jean Pigged is credited with the cognitive-developmental theory that views the child â€Å"as actively constructing knowledge and cognit ive development as taking place in stages† (Beer, 2000, p. 21). He introduced the term schema and its use was popularized through his work based on his four development stages, Seniority (0-errs), Pre Operational (2-6 or 7), Concrete Operational (6 or 7-11 or 12) and Formal Operational (1 1 or 12). Chris They (2007) was influenced by Piglets' schemas and developmental stages and building on Piglets' work she applied this theory to the observation and analysis of young children's learning.Focusing on young children's spontaneous play and activity she suggested that there re several ways of defining schema, although not a single one on which everyone would agree. During the observation it was identified that child A was performing some schemas in accordance to Pigged and Atheist' schema theory. Pushing the lorry around the table exhibits a rotation schema, taking the lorry to different areas exhibits a transporting schema and lining up the vehicles exhibits a positioning schema all of which Dowling (2013) suggests are mathematical schemas.Pigged viewed children as ‘lone scientists' who had all the cognitive mechanisms to learn independently from personal experiences and environmental aspects. He believed in the importance of children learning through exploring and finding new knowledge in many different situations without any need for teachers or more mature peers input (Nutrition, 2006). However in their response to schema-related play Bruce (1999) and Mead (1999), (in London, 2001) both highlighted the role of more mature ‘others' in influencing children's development.This is also posited by Level Viscosity who criticized Piglets' lone scientist beliefs, emphasizing the need for support from families, communities and other children to extend a child's learning in his Zone of Proximal Development (ZIP) theory (Pound, 2005). Visigoths' ZIP has been defined as â€Å"the distance between the actual developmental level as determined by independen t problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers† (Viscosity, 1 978, p. 6). These theories were recognized from the observation when Child A communicated his thoughts on the size of the lorry to another child who confirmed his original schema of size but extended his level of thought by explaining lorries are bigger than cars. As the other child was more knowledgeable on size and mathematical language he was blew to provoke adaptation in child As' original schema allowing him to assimilate and accommodate this new information also showing evidence Of Piglets developmental theory (McLeod, 2009).Although further observations or adult led activities would be required to ascertain child As' equilibration. Upon reflection, had a teacher or LISP been present during this activity an opportunity to develop child As' mathematical knowledge further on shape, space and language could be met by comparing vehicle sizes and modeling language for size, big, bigger, biggest. Child B points to her tights saying â€Å"Look De, blue, red, blue' to L SP who replies â€Å"Oh yes, well done you spotted a pattern† child B smiles. â€Å"Do you think you can make a pattern? Asks LISP, child B nods following L SP to table with colored cubes and pattern cards. LISP hands child B a two colored pattern card modeling how to copy it. Child B follows card repeating pattern. LISP praises child B giving her a sticker, child B smiles examining sticker. Child B picks another two colored pattern card and copies it independently saying â€Å"l can do this one†. After praising child B LISP leaves table. Child B makes a two colored pattern without card calling to L SP Look I made my own pattern†, L SP praises and rewards child B with another sticker. Child B turns to a friend saying â€Å"l got two Stickers†.As in first observation, regarding the FEES, ch ild B is achieving several milestones within the seven areas of learning and development relevant to her age range of 40-months. She is also demonstrating characteristics of effective learning also specified in EYES these being, Playing and Exploring (engagement), finding out and exploring and being willing to ‘have a go', Active Learning (motivation), being involved and concentrating, keeping trying enjoying achieving what they set out to do and Creating and Thinking Critically (thinking), having their own ideas, making links, choosing ways to do things.However mathematically it was notable that child B aged 53 months is above her milestone development in shape space and measure aspect of FEES as she was able to recognize, create and describe patterns, which are Early Learning Goals (LEG). Legs' are the next developmental milestones of EYES and usually occur around age 60+ months (Education, 2012). This contrasts Piglets' theory that children learn in stages, achieving one st age before bovine onto the next.Maria Interiors also criticized this theory as she believed in focusing On the individualized nature Of learning and recognized â€Å"all children were capable of learning but they need to work at their own pace† (Groan et al, 2011, p. 41). This was highlighted in observation as child B is developing at her own pace and achieving a higher development milestone without completing all aspects of the 40-60 math shape space and measure category of FEES.Although Interiors criticized Piglets' development stage theory she believed, like Pigged that children learn by exploring alone and felt hat children were teaching themselves by absorbing information from their environment (Daley et al, 2006). Without intervention from the LISP child B would not have extended her knowledge or language of pattern and an opportunity would have been missed, sometimes it is therefore necessary to have the support Of an adult or more knowledgeable peer.This is supported by Burner whose scaffolding theory stated the importance of the role of a practitioner to extend children's learning (Doherty, 2009). Scaffolding refers to assistance which â€Å"enables a child or novice to solve a problem, carry out a ask or a goal which would be beyond his unassisted efforts† (Burner, 2006 p. 199). Child B had spotted the pattern but until the LISP assisted her and pointed out she had spotted a ‘pattern' child 8 did not have the language to describe it.

Using the Spanish Verb Hacer

Using the Spanish Verb Hacer Hacer is one of the most versatile verbs in the Spanish language, and it is used in a wide range of expressions that youll use daily. Although it is often said to mean to make or to do, in context it can refer to almost any activity as well as the act of becoming. Except as a simple question ( ¿hace? can mean something like will that do? and  ¿quà © haces? means what are you doing? or what are you making?), hacer very seldom stands alone. It is almost always followed by a noun. Key Takeaways Although  hacer  often is translated as to make or to do, it can be used in many other ways, including time and weather expressions.The reflexive form  hacerse  can also mean to become or to turn into.Hacer  is irregular in nearly all its forms. Uses for Hacer Here are some of the most common uses of hacer: To indicate the making or creation of something: A number of translations of the verb can be used in English depending on what is being made. Vamos a hacer una pgina web. (Were going to design a web page.)Hizo una casa grande en Chicago. (He built a large house in Chicago.)Hice un libro sobre mi tà ­a. (I wrote a book about my aunt.)El rbol hace sombra. (The tree provides shade.) As a general verb meaning to do: Hacer can refer to an activity in general, or it can replace a verb used earlier. No hizo nada. (She didnt do anything.)Yo comà ­a mucho y à ©l hacà ­a el mismo. (I ate a lot and he did the same.)Haz lo que digo, no lo que hago. (Do what I say, not what I do.)Hice mal en no estudiar. (I did wrong not to study.) As part of an expression or idiom indicating an act of some kind:  ¿Quieres hacer una pregunta? (Do you want to ask a question?)El acto terrorista le hizo daà ±o a mucha gente. (The terrorist act hurt a lot of people.)Hizo pedazos el comprobante. (He tore the receipt into pieces.) In weather terms: Typically, weather terms use a third-person singular form of hacer followed by a noun. Hace frà ­o. (Its cold.)Hacà ­a viento por todas partes. (It was windy everywhere.) In time expressions: Typically, hace is followed by a period of time to indicate how long ago something happened or started. El dà ³lar cae a niveles de hace dos aà ±os. (The dollar is falling to levels of two years ago.)Este virus se descubrià ³ hace poco tiempo. (This virus was discovered a short time ago.)La tengo desde hace tres dà ­as y estoy muy contento con ella. (I have had it since three days ago and am very happy with it.) To show causation: In some cases, hacer is used similarly to the English make to indicate why sometime happened. Ella me hace feliz. (She makes me happy.)Eso me hizo sentir mal. (That made me feel bad.) To indicate the act of becoming: The reflexive form hacerse is often used to indicate change. Se hace ms feliz. (Hes becoming happier.)Me hice hindà º. (I became a Hindu.)Se hicieron amigos. (They became friends.) In various impersonal expressions: In some cases, hacer can become the equivalent of to be. Hace un dà ­a esplà ©ndido. (Its a terrific day.)Voy si hace falta. (Im going if its necessary.)Hay gente que hace carrera sin talento. (There are people who are successful without talent.) To indicate the taking of a role: The role can be deliberate or not. Hizo el papel estelar en El Barbero de Sevilla. (He had the starring role in The Barber of Seville.)Hacà ­a el tonto con perfeccià ³n. (He played the perfect fool.)Hizo como que no entendà ­a nada. (She acted as if she understood nothing.) To indicate how something seems: The reflexive form is sometimes used in this way. Piorno se hace simptico por su acento caribeà ±o. (Piorno seems friendly because of his Caribbean accent.)Las horas se hacà ­an muy largas. (The hours seemed very long.) Conjugation of Hacer Like most much-used verbs, hacers conjugation is highly irregular. Here are the conjugations of the irregular indicative forms, with irregular conjugations in boldface: Present: yo hago, tà º haces, à ©l/ella/usted hace, hay (impersonal), nosotros/nosotras hacemos, vosotros/vosotras hacà ©is, ellos/ellas/ustedes hacen. Preterite: yo hice, tà º hiciste, à ©l/ella/usted hizo, hay nosotros/nosotras hicimos, vosotros/vosotras hicisteis, ellos/ellas/ustedes hicieron. Future: yo harà ©, tà º harà ©s, à ©l/ella/usted har, nosotros/nosotras haremos, vosotros/vosotras harà ©is, ellos/ellas/ustedes harn. Conditional: yo harà ­a, tà º harà ­as, à ©l/ella/usted harà ­a, nosotros/nosotras harà ­amos, vosotros/vosotras harà ­ais, ellos/ellas/ustedes harà ­an.

MLA Style Parenthetical Citations

MLA Style Parenthetical Citations Many high school teachers  require students to use MLA format  for their papers.  When a teacher requires a certain style, it means they expect you to follow guidelines for formatting  line spacing, margins, and the  title page  in a specific way. Your teacher may provide a style guide. As you write your paper in MLA format, you will be referencing things you found in your research and will need to indicate exactly where you found the information. As an alternative to  using footnotes (which are common in Chicago format),  this can be done with parenthetical citations. These  are brief  notations that explain where you found your facts. Any time you make reference to someone elses idea, either through paraphrasing or quoting them directly, you must provide this notation. It will include  the author’s name and the page number from their work. Here is an example of parenthetical citation: Even today, many children are born outside the safety of hospitals (Kasserman 182). This indicates that you are using information found in a book by somebody named Kasserman (last name) and it was found on page 182. You may also give the same information in another way if you want to name the author in your sentence. You might want to do this to add variety to your paper: According to Laura Kasserman, â€Å"many children today do not benefit from the sanitary conditions which are available in modern facilities† (182). Many children are born outside the safety of hospitals. Be sure to use quotation marks when quoting someone directly.

A Theology of 'Feed my sheep' ministry in the context of New Life Essay

A Theology of 'Feed my sheep' ministry in the context of New Life Church - Essay Example As examples of The Bible are analyzed additional measures to comprehending practical applications for the clergy. The lesson of John 21: 15-17 is an example of the analysis conducted. When analyzed, there is a deeper understanding to the call which received by Jesus and how this applies to the church with congruent applications for today. A. Brief Overview of the Problem The purpose of this paper is based on an examination of the meaning and interpretations of John 21: 15-17. The meaning related to John 21: 15-17 carry a variety of symbolical interpretations and expectations with the conversation of Jesus to Peter. The interpretations not only expand with the basic interpretation of the Bible in the commentary, but the structure and meaning also carry different explanations used within the context of the church. The concept is not only based on exploration of the main context for the event which occurred but also applies to using the expression as a basis for ministry today and applying the context of the event to the needs of today’s church. Exploring the true meaning of John 21.15 – 17 and understanding the meanings related to the overall words then provides a deeper application for ministry today. When exploring the main story, one is able to create an overall understanding of mechanics required for the functioning of the church. B. The Aim of the Study The aim of this study is to first explore all possible interpretations of John 21. 15-17. This follows with ways in which the interpretation applies to today’s church and the understanding of how the explanations apply to practical needs for the 21st century church. Defining the explanations that are a part of the general context today then allows an expansion of possibilities for the church and ministry while linking back to the metaphors, symbols and interpretations that began with the stories and references in the Bible. The importance of this expression is not only one which provides a variety of insights from the potential meaning. The aim also shows how this applies to the current context in society and the relations associated with the church. C. Significance of the Study There are several areas of significance with the story in John 21. 15-17. This begins with the symbolism of Jesus asking Peter the same question three times, which has symbolic and other meanings related to the main concept. The concept combines with potential symbolism and interpretations with the response given by Jesus about feeding his sheep and with the love which Peter states he has for Jesus. The dialogue which occurs has various meanings and is able to apply to the needed concepts for today’s society. Understanding the historical, symbolic and overall meaning of the Biblical passage then becomes important in the context of understanding more of the relationships in the Bible and of creating a deeper meaning for those living in today’s society. D. Methodology Chosen There are three main methodologies used together to compliment the interpretations of John 21. 15-17. The first is observations that occur when reading and interpreting the ideology. From the observations, certain conclusion and ideologies are interpreted through the context of the phrase. The observations come from the literary interpretation that is often used with this r evelation. This is important to note because it is the most common recognition when using the story and testimonial and is currently applied in the context of observation and ministerial interpretation. This is followed with scholarly research that is a part of others who have interpreted the meaning of this phrase through a