Complements in English Grammar

Complements in English Grammar In grammar, a complement is a word or word group that completes the predicate in a sentence. In contrast to modifiers, which are optional, complements are required to complete the meaning of a sentence or a part of a sentence. Below youll find discussions of two common types of complements: subject complements (which follow the verb be and other linking verbs) and object complements (which follow a direct object). But as David Crystal has observed, the domain of complementation remains an unclear area in linguistic analysis, and there are several unresolved issues (Dictionary of Linguistics and Phonetics, 2011). Subject complements My uniform is torn and dirty.My uniform is a T-shirt and jeans.Imagination is the one weapon in the war against reality.(Jules de Gaultier)Love is an exploding cigar we willingly smoke.(Lynda Barry) Object complements Jimmys teacher called him a troublemaker.The teachers remark made me angry.The widow she cried over me, and called me a poor lost lamb, and she called me a lot of other names, too.(Mark Twain,  Adventures of Huckleberry Finn, 1885) Subject Complements Subject complements rename or describe the subjects of sentences. In other words, they complement the subjects.Many of these complements are nouns, pronouns, or other nominals that rename or provide additional information about the subject of the sentence. They always follow linking verbs. A less contemporary term for a noun, pronoun, or other nominal used as a subject complement is predicate nominative. He is the boss.Nancy is the winner.This is she.My friends are they. In the first example, the subject complement boss explains the subject he. It tells what he is. In the second example, the subject complement winner explains the subject Nancy. It tells what Nancy is. In the third example, the subject complement she renames the subject this. It tells who this is. In the final example, the subject complement they identifies the subject friends. It tells who the friends are.Other subject complements are adjectives that modify the subjects of sentences. They also follow linking verbs. A less contemporary term for an adjective used as a subject complement is predicate adjective. My coworkers are friendly.This story is exciting. In the first example, the subject complement friendly modifies the subject coworkers. In the second example, the subject complement exciting modifies the subject story.(Michael Strumpf and Auriel Douglas, The Grammar Bible. Henry Holt, 2004) Object Complements An object complement always follows the direct object and either renames or describes the direct object. Consider this sentence: She named the baby Bruce. The verb is named. To find the subject, ask, Who or what named? The answer is she, so she is the subject. Now ask, Whom or what did she name? She named the baby, so baby is the direct object. Any word following the direct object that renames or describes the direct object is an object complement. She named the baby Bruce, so Bruce is the object complement.(Barbara Goldstein, Jack Waugh, and Karen Linsky, Grammar to Go: How It Works and How to Use It, 4th ed. Wadsworth, 2013)The object complement characterizes the object in the same way as the subject complement characterizes the subject: it identifies, describes, or locates the object (as in We chose Bill as group leader, We consider him a fool, She laid the baby in the crib), expressing either its current state or resulting state (as in They found him in the kitchen vs. She made him angry). It is not possible to delete the object complement without either radically changing the meaning of the sentence (e.g. She called him an idiot - She called him) or making the sentence ungrammatical (e.g. He locked his keys in his office - *He locked his keys). Note that be or some other copula verb can often be inserted between the direct object and the object complement (e.g. I consider him to be a fool, We chose Bill to be group leader, They found him to be in the kitchen).(Laurel J. Brinton and Donna M. Brinton, The Linguistic Structure of Modern English. John Benjamins, 2010) Multiple Meanings of Complement Complement is one of the most confusing terms in scientific grammar. Even in one grammar, that of Quirk et al. (1985), we can find it being used in two ways: a) as one of the five so-called clause elements (1985: 728), (alongside subject, verb, object and adverbial):(20) My glass is empty. (subject complement)(21) We find them very pleasant. (object complement)b) as a part of a prepositional phrase, the part that follows the preposition (1985: 657):(22) on the table In other grammars, this second meaning is extended to other phrases. . . . It therefore appears to have very broad reference, to anything that is needed to complete the meaning of some other linguistic unit. . .   These two basic meanings of complement are neatly discussed in Swan [see below].(Roger Berry, Terminology in English Language Teaching: Nature and Use. Peter Lang, 2010)  The word complement is also used in a wider sense. We often need to add something to a verb, noun, or adjective to complete its meaning. If somebody says I want, we expect to hear what he or she wants; the words the need obviously dont make sense alone; after hearing Im interested, we may need to be told what the speaker is interested in. Words and expressions which complete the meaning of a verb, noun, or adjective are also called complements.Many verbs can be followed by noun complements or -ing forms with no preposition (direct objects). But nouns and adjectives normally need prepositions to join them to noun or -ing form complements.(Michael Swan, Practical English Usage. Oxford University Press, 1995) I want a drink, and then I want to go home.Does she understand the need for secrecy?Im interested in learning to fly. EtymologyFrom the Latin, to fill out Pronunciation: KOM-pli-ment

Small Group Instruction Reduces Student-Teacher Ratios

Small Group Instruction Reduces Student-Teacher Ratios Small group instruction usually follows whole group instruction and provides students with a reduced student-teacher ratio, typically in groups of two to four students. Whole group instruction is a teaching method where the teacher provides direct instruction to the whole group- usually a class. By contrast, small group instruction allows teachers to work more closely with each student on a specific learning objective, reinforce skills learned in whole group instruction and check for student understanding. Small group instruction gives students more of the teachers focused attention and a chance to ask specific questions about what they learned. Teachers can use small group instruction to intervene with struggling students as well. The Value of Small Group Instruction In part because of the increased popularity of programs such as Response to Intervention, a strategy for early identification and support for students with learning and behavior needs, small group instruction is now commonplace in most schools. Teachers see the value in this approach. Student-teacher ratios have always been a factor in school improvement conversations. Adding small group instruction on a regular basis can be a way to improve that student-teacher ratio. Small group instruction gives teachers a natural opportunity to provide targeted, differentiated instruction for small groups of students. It gives the teacher an opportunity to evaluate and assess more closely what each student can do and build strategic plans around those assessments. Students who struggle to ask questions and participate in a whole group setting may thrive in a small group where they feel more comfortable and less overwhelmed. Furthermore, small group instruction tends to proceed at a fast pace, which typically helps students maintain focus.​ Small group instruction can occur in groups of students with similar academic needs or in cooperative groups of students with diverse abilities, putting higher achieving students in the role of ​a  peer mentor. Small group instruction encourages student involvement in lessons and can help them learn how to work well with others. The Challenge of Small Group Instruction Small group instruction makes it more challenging to manage the other students in a classroom. In a class of 20 to 30 students, you may have five to six small groups to work with during small group instruction time. The other groups must work  on something while they wait their turn. Teach students to work independently during this time. You can keep them occupied with engaging center activities designed to reinforce skills taught during whole group instruction that do not require further instruction and free you to focus on one specific small group.   Take the time to establish a routine for small group instruction time. Students need to know what you expect of them during this class period. Making small group instruction work may not always be an easy task, but with commitment and consistency, you can make it effective. The preparation time and effort become worth it when you see the powerful opportunities it provides, paying big dividends for your students. Ultimately, a high-quality small group instruction experience can make a significant academic difference for all of your students, regardless of their level of achievement.

How do bilingual children and mulitlingual children learn to read or Essay

How do bilingual children and mulitlingual children learn to read or write,speak through the use of role play - Essay Example This education al practice brought to halt the restrictive laws prohibiting instruction in languages other than English. In a diversified and a multilingual environment, many young children find themselves in a society where more than one language is used. These have influence the interaction of people toward their children and their perspective toward other people’s children and teachers, doctors and other professional advise parent of children growing up bilingually. But the ideas of some people about children growing up in a bilingual environment (i.e growing up with the second or the third language) is discouraging and have not in any way benefit these children and may have adverse effect on them. Therefore, when a parent change his or her job and it involve moving to a different part of the world, they feel overwhelmed over the issue of linguistic demand on them and their children. (1) In the western world there medical doctor and speech therapist that advise some parent to stop the young children growing up with more than one language and concentrate on one language acceptable in the environment. For example in the United State speech therapist often suggest that parent should stop using Spanish at home in favor of English and in Finland they may advise parent to stop using English in favor of Dutch. The main reason for this advice is basically two, firstly they clam that bilingual or multilingual education can easily confuse the children and lead to a great problem in acquiring language and secondly they claim that the mother language will stand a better chance over other language. (1) Mean while, there is no scientific prove that bilingual education lead to any problem or disorder in language acquisition. (2) Many children grow up learning two or more language and these children did not show any visible proof that that there is any

Structure in the human resource management Essay

Structure in the human resource management - Essay Example The features of the Human resource management thus include: demonstrating expertise at organizing the management, competence in the administration of personnel, specialization in the management of manpower and competence in industrial management. The human resource management docket is usually headed by a human resource manager. This paper examines human resource management with reference to the roles, the various careers inherent and further examines interviewing as an aspect of employment and recruitment. With the above features, it is evident that a number of people have made assumptions over the aspect of management and development of human resource. This explains why some organisations will have the entire human resource management as a subsidiary of human resource development (Gary, 1996). This perspective further explains that Human resource development is far much broader than the former and encompasses the development of careers, development of the entire organisation and training. There are a number of careers that are common to any form of human resource management. These careers include human resource assistance which is a generalised job field in human resource (Cynthia et al 1995). Other major careers include employment alongside placement and recruitment that are basically upheld through interviews headed by interviewers. Human resource management also calls for the need to have specialists in Equal Employment Opportunity (EEO) that are also referred to as college recrui ters (Gary, 1996). For training, there is need to have specialists in both training and orientation. For the purpose of remuneration, there is need to have specialists preferably analysts that can handle issues to do with the compensation , payment of salaries which may call for the need to have salary administrators alongside administrators that can handle benefit claims. The roles of Human Resource Management. The roles of the human resource management as depicted in the above careers thus include: making vital decisions on matters concerning the type of staffing to be adopted in the organization. Decisions on this aspect are usually made with regard to hiring people to assume the implicated positions or using contractors that work independently (Gary, 1996). Other functions include the recruitment and training of the best people for a number of positions within the organization. With regard to the former, it is upon the human resource management to ensure that the people recruited are excellent at performing their duties. This implies that the human resource management also deals with the evaluation of the performance of the recruited employees (Raymond, 2000). The human resource management docket is also held with the responsibility of ensuring that the type of manpower hired meets the expected standards with reference to the regulations within the firm (Raymond, 2000). Other responsibilities that are to be upheld by the human resource management include; managing and coordinating the approach to the benefits of employees alongside the compensation and the management of employee's records and man power related polices. Some of these roles will differ with regard to the scale at which an organisation operates where small scale operators may opt to perform these duties by themselves while some large scale

Gustave Flaubert and Madame Bovary Essay Example for Free

Gustave Flaubert and Madame Bovary Essay Madame Bovary consists of a Realist critique of Romanticism with Emma Bovary portrayed as the emotionally overwrought romantic who destroys herself and others in her attempts to fulfill her unrealistic dreams. For writing about such a horrible woman Gustave Flaubert, the author, was charged with corrupting the morals of French society. He was acquitted of the charge at a public trial. The major characters of the novel include Emma Bovary, the title character and the villain who brings ruin to herself and others in her efforts to realize her romantic illusions; Charles Bovary, a mediocre country doctor who is lackluster at best but deeply in love with his wife Emma; Leon, a law clerk who is a fellow romantic to Emma with whom he eventually has an affair; Rodolphe, a â€Å"gentleman† landowner and womanizer with whom Emma has an affair; and Lheureux, a merchant and money-lender. Lheureux in French means the happy, and this character becomes happy by preying upon Emma as she attempts to buy the reality of her dreams. Selections, Summaries, and Commentary We meet Charles Bovary who struggled in school to become a doctor. He assumed a practice at Tostes, France, and married. But his wife died. One evening, Charles was summoned to a farm to set a broken leg. Here Charles made the acquaintance of Emma Rouault, the daughter of the patient. Charles, at the invitation of Mr. Rouault, ate breakfast with Emma; and, among other things, they talked of Emma’s dislike for the country. They had closer contact when both of them reached for Charles’ riding crop after it had fallen to the floor. â€Å"Instead of returning to [the farm] in three days as he had promised, he [Charles] went back the very next day, then regularly twice a week†¦. † Though Charles never had the nerve to ask Mr. Roualt for the hand of his daughter, Roualt figured things out, and the marriage was contracted. â€Å"Emma anted a midnight wedding with torches, but old Rouault could not understand such an idea. † It was a country wedding. They walked a mile and a half to and from the church, Emma’s dress trailing on the ground and gathering grass and thistles. After the ceremony, the guests ate until night. â€Å"Charles, who was anything but quick-witted, did not shine at the wedding. † Two days after the wedding, Charles and Emma left for Tostes. Charles now â€Å"had for life this beautiful woman whom he adored. For him the universe did not extend beyond the silky circumference of her petticoat. For Emma, on the other hand, things were different, â€Å"Before [her marriage to Charles] she thought herself in love; but since the happiness that should have followed failed to come, she must, she thought, have been mistaken. And Emma tried to find out what one meant exactly in life by the words bliss, passion, ecstasy, that had seemed to her so beautiful in books. † Emma, we learn, had been fed a steady diet of romanticism at the convent where she was placed at age thirteen. â€Å"Accustomed to the quieter aspects of life [in the country], she turned instead to its tumultuous parts. She loved the sea only for the sake of its storms, and the green only when it was scattered among ruins. † She found herself attracted to the mystical aspects of the religious life. An old maid at the convent kept the girls dreaming. She [the old maid] knew by heart the love-songs of the last century, and sang them in a low voice as she stitched away. She told stories, gave them news, ran their errands in the town, and on the sly lent the big girls some of the novels, that she always carried in the pockets of her apron, and of which the lady herself swallowed long chapters in the intervals of her work. They were all about love, lovers, sweethearts, persecuted ladies fainting in lonely pavilions, postilions killed at every relay, horses ridden to death on every page, somber forests, heart-aches, vows, sobs, tears and kisses, little boatrides by moonlight, nightingales in shady groves, gentlemen brave as lions, gentle as lambs, virtuous as no one ever was, always well dressed, and weeping like fountains. Girls at the convent hid keepsakes with engravings. Here [on the engravings] behind the balustrade of a balcony was a young man in a short cloak, holding in his arms a young girl in a white dress who was wearing an alms-bag at her belt; or there were nameless portraits of English ladies with fair curls, who looked at you from under their round straw hats with their large clear eyes. † After Emma returned home to the farm, she became disgusted with the country. When Charles came to call on her father, she saw Charles as her knight in shinning armor, come to rescue the damsel in distress. Something â€Å"sufficed to make her believe that she at last felt that wondrous passion which, till then, like a great bird with rose-coloured wings, hung in the splendor of poetic skies, and now she could not think that the calm in which she lived was the happiness of her dreams. † Emma is a victim of the mass media, dying because she read the escapist, romantic fantasies and mistook them for reality. She wondered, â€Å"Why could not she lean over balconies in Swiss chalets, or enshrine her melancholy in a Scotch cottage, with a husband dressed in a black velvet coat with long tails, and thin shoes a pointed hat and frills? Charles talk, in contrast, was dull. He provoked no emotions in her but disgust; he had no desire to do or see anything. Charles’s conversation was commonplace as a street pavement, and every one’s ideas trooped through it in their everyday garb, without exciting emotion, laughter, or thought. He had never had the curiosity, he said, whil e he lived at Rouen, to go to the theatre to see the actors from Paris. He could neither swim, nor fence, nor shoot, and one day he could not explain some term of horsemanship to her that she had come across in a novel. A man, on the contrary, should he not know everything, excel in manifold activities, initiate you into the energies of passion, the refinements of life, all mysteries? But this one taught nothing, knew nothing, wished nothing. He thought her happy; and she resented this easy calm, this serene heaviness, the happiness she gave him. Flaubert writes that â€Å"ennui, the silent spider, was weaving its web in the darkness, in every corner of her heart. † But after a few months, Emma and Charles were invited to the Vaubyessard estate by the Marquis d’Andervilliers (â€Å"Another Village†). Charles had cured the Marquis from an abscess in the mouth, and the Marquis had requested some offshoots of the cherry trees that were in the Bovary’s little garden. When the Marquis came to thank Charles personally, he saw Emma. He thought her pretty and sophisticated enough to invite to the chateau. Charles and Emma arrived at nightfall along with many others. An elaborate dinner was served, and they prepared for the ball. When Charles intimated that he would dance, Emma replied, â€Å"Why, you must be mad! They would make fun of you; stay in your place, as it becomes a doctor. And when he kissed her on her shoulder, â€Å"’Don’t touch me! ’ she cried; ‘I’ll be all rumpled. ’† The dancing began, and when the atmosphere grew warm and heavy, a servant broke out the window panes. Through the windows Emma â€Å"saw in the garden the faces of peasants pressed against the window looking in at them. † She was reminded of her own heritage, the days of the farm, but â€Å"the splendor of the present hour† made her almost doubt she had ever been there. Supper was served, and at three o’clock the cotillion (more dancing) began. Emma danced with a Viscount, and proved to be a highly courted partner. Charles, in the meantime, had spent five consecutive hours watching people at the card tables â€Å"without understanding anything about it. † Lunch was served the following day, and then Charles and Emma left for Tostes. Emma believed the life of Vaubyessard to be the kind of life she wanted and deserved, and her immediate surroundings grew even more dreary. â€Å"She longed to travel or to go back to her convent. She wanted to die, but she also wanted to live in Paris. † She became increasingly irritated with Charles and her surroundings to the point of becoming ill. She suffered from heart palpitations, and she exhibited altered states of hyperactivity and torpor. She constantly complained about Tostes, and Charles thought that perhaps her illness was due to the town itself. From that thought on, â€Å"Emma drank vinegar to lose weight, contracted a sharp little cough, and lost all appetite. † The Bovarys moved to a new town, Yonville (â€Å"yonder village†), a small market town some twenty miles from Rouen. Here the Bovarys had a daughter, whom Emma names Berthe, after a young lady she had encountered at Vaubyessard, and the Bovarys sent Berthe to be nursed by a carpenter’s wife. Emma was not a very good mother. She really wanted a son who would be free to â€Å"explore all passions and all countries, overcome obstacles, taste of the most distant pleasures. † She did not care for the realities of motherhood. On one occasion, after returning home, Berthe approached Emma. â€Å"‘Leave me alone,’ repeated the young woman quite angrily. Her expression frightened the child, who began to scream. ‘Will you leave me alone? ’ she said, forcing her away with her elbow. Berthe fell at the foot of the chest of drawers against the brass handle; she cut her cheek, blood appeared. Emma then felt sorry for her treatment of the child. The Bovarys met Leon Dupuis, a clerk for the town notary. Leon and Emma were fellow romantics. They spoke of their desire for change as opposed to routine. They talked about their desire for walking in the country, witnessing sunsets, visiting seashores, mountains, lakes, waterfalls. They related their love for music and reading by the fire. The two of them fell in love with one another, but did not yet allow themselves to express their love. â€Å"Weary of loving without success,† Leon eventually left for Paris to pursue a law degree. Emma became unhappy and ill again. A â€Å"gentleman† named Rodolphe Boulanger brought one of his workers, who wanted to be bled, to see Dr. Bovary. Rodolphe had just acquired an estate that consisted of a chateau and two farms that Rodolphe cultivated himself, â€Å"without, however, taking too many pains. † Rodolphe â€Å"lived as a bachelor, and was supposed to have† a sizeable income. When Emma was called to assist in the bleeding, Rodolphe became infatuated with her beauty. But he only desired her as a mistress. Flaubert described Rodolphe as â€Å"having had much experience with women and being something of a connoisseur. † Rodolphe thought to himself, â€Å"Three gallant words and she’d adore me, I’m sure of it. She’d be tender, charming. Yes; but how to get rid of her afterwards. † His present mistress, an actress in Rouen, was beginning to bore him. During an Agricultural Fair, Emma and Rodolphe strolled around, arm in arm, eventually ascending to â€Å"the council room† on the first floor of the townhall. The room was empty, and Rodolphe suggested they could enjoy the show there more comfortably. Flaubert showed his appreciation of irony when, in the background, he awarded the first prize for manure at the same time Rodolphe told Emma, â€Å"A hundred times I tried to leave; yet I followed you and stayed†¦. As I would stay to-night, to-morrow, all other days, all my life! † Also, as Emma and Rodolphe gazed at each other, â€Å"as their desire increased, their dry lips trembled and languidly, effortlessly, their fingers intertwined,† a prize was awarded to an old peasant woman for fifty-four years of faithful service at one farm. Emma was susceptible to Rodolphe’s charms. After some six weeks, a time chosen by Rodolphe for the purpose of not appearing too eager, he visited Emma. He knew just how to play her. When Charles returned home, Rodolphe suggested that riding might be good for Madame Bovary’s health. Charles thought it a good idea. At first, Emma objected, but Charles talked her into it. She and Rodolphe rode and walked. Sometime into their first outing, Emma â€Å"abandoned herself to him. † Charles bought her a horse. Emma and Rodolphe rode regularly, and they began exchanging letters, placing them in the cracks of a wall located near the river at the end of the garden attached to the Bovary home. If Charles left early enough, she would sneak off, on foot, to see Rodolphe at his estate and return to Yonville before anyone awoke. She would cry when she had to leave Rodolphe, and her farewells would go on forever. Rodolphe suggested her visits were too dangerous; she was compromising herself. So, Rodolphe began coming to the garden at night, throwing sand against the shutters, and Emma would sneak out after Charles had retired. Six months passed. Rodolphe became increasingly indifferent, and Emma became uncertain herself. One day, news of a new surgical procedure for curing clubfoot reached the apothecary at Rouen. Emma, who wanted more fame and excitement for her husband, and the apothecary, who wanted fame for himself, urged an unwilling Charles to carry out the new operation on a crippled servant at the inn. The servant was pressured and finally consented after the operation was offered to him at no charge. At first, the operation appeared successful, and Emma was delighted with Charles and his prospects. But the device in which they strapped the servant’s foot caused swelling. In response, the device was tightened even further, and gangrene set in. A surgeon was called in for consultation. He laughed and scolded Charles. The surgeon had to amputate the servant’s leg to the thigh. Emma was no longer delighted. â€Å"Everything in him [Charles] irritated her now; his face, his dress, all the things he did not say, his whole person, in short, his existence. † The disastrous operation was further proof of Charles stupidity and incompetence, and Emma turned to Rodolphe to fulfill her dreams. She sent Rodolphe love notes, and the two of them made plans to leave for Italy. Emma was apparently willing to leave without Berthe. When she firsts suggested the idea of leaving, Rodolphe asked about the fate of Berthe. Then, Emma, who had obviously not thought of Berthe before, said they would take Berthe with them. But no further mention of Berthe was made in their succeeding plans, and Emma rarely gave Berthe any attention. Rodolphe, who had no real intentions of running off with Emma, postponed the departure on several occasions, and then they set a specific date. On the day of their departure, however, Rodophe sent a letter to Emma through a servant. In the letter he ended the affair and announced that he was leaving without her. He had his servant echo his plans to depart, but he was not actually planning to go anywhere. Though, later in the day, he did decide to go to Rouen. Emma saw him leaving as he passed by the Bovary home. She was devastated and became ill. Charles stayed by her side for forty-three days, neglecting his own affairs. Charles thought the theatre may be good medicine, and so he and Emma went to Rouen to see an opera. The whole experience began to reawaken Emma’s romantic being. After the second act, Charles went to get Emma something to drink and ran into Leon. As the third act began, the three of them left to talk elsewhere. Leon, as it turns out, after his schooling in Paris, had come to Rouen to work as a clerk. Because the three old acquaintances talked through the opera, Emma did not get to see the third act; and since Emma now seemed energized, Charles suggested that she stay the night and see the third act the next day. Charles, however, must return home. Emma stayed, and she and Leon began an affair. As Flaubert wrote it, Emma and Leon apparently consummate their feelings for one another during a long carriage ride through Rouen. When she returned to Yonville, she was informed that Charles’ father has died. Emma was by this time substantially indebted to a shopkeeper and moneylender by the name of Lheureux (â€Å"the happy,† as in the seller of happiness), and he suggested that Emma obtain the power of attorney over Charles’ father’s estate. She manipulated Charles into giving her this power of attorney, and she even earned his gratitude for going to Rouen to have Leon look over the legal papers. Emma’s stay in Rouen lasted three days, after which Leon came to Yonville at times and sent Emma secret letters. Emma then began to make weekly trips to Rouen under the pretense of taking piano lessons. She manipulated Charles into asking her to refresh her skills in this area. She and Leon would stay in a hotel, and she was running up all kinds of debts with Lheureux, spending freely on her trips to Rouen and satisfying all of her whims. Lheureux lent her money on the value of Charles’ father’s estate. Charles was unaware of her spending and her adultery. Leon and she began seeing each other more frequently. She began billing Charles’ patients herself, without his knowledge, and selling things in order to pay on her bills. She gave Berthe no attention. Finally, someone wrote Leon’s mother, telling her that Leon was ruining himself with a married woman. Leon’s mother wrote her son’s employer who then indicated to Leon how important it was to break off the affair. Leon wanted to end it, but he was in love. Eventually Emma’s unpaid bills ran long overdue, and her creditors obtained a judgment against her. On her return from a visit to Rouen, the maid showed her a judgment that commanded her â€Å"by power of the king† to pay the sum of eight thousand francs. She went to Lheureux, who by this time had sold the debt at a discount to a banker at Rouen. Emma tried to talk Lheureux out of the judgment. She â€Å"even pressed her pretty white and slender hand against the shopkeeper’s knee,† but Lheureux would have none of that. She owed a vast sum of money, and the sheriffs officers arrived to confiscate the family property. Emma tried frantically to raise the money. She went to Leon at Rouen and urged him to borrow the money for her, and she even suggested that he steal the money from his office. Leon tried to borrow the money from lenders, but to no avail. On the next morning, people gathering in the market read a notice indicating that the Bovarys’ furniture was for sale. Madame Bovary went to see the town notary. The notary was in business with Lheureux and, so, knew all about Emma’s plight. But he listened as she told him all about it. He then made it clear, in a not so subtle manner, that he would expect a sexual relationship if he were to lend her the money she needed. Emma appeared insulted by his forwardness, shouted that she was not for sale, and left in a fury. She was surely not opposed to exchanging herself for money, but the notary was too crass and straightforward about it. Had he concealed it in more romantic language, she probably would have consented. Later, as Flaubert wrote, â€Å"perhaps she began to repent now that she had not yielded to the notary. † At last, when she heard the sound of Charles coming home, she went to the town’s tax collector and offered herself to him in return for the money. He was offended by Emma’s advances. While Emma was running around, thinking about how to get the money, Charles learned of his family’s financial ruin. Emma, at least, turned to Rodolphe. But even though it seemed the two of them could once again become lovers, Rodolphe was either unwilling or unable to help. Out of shame and despair, Emma poisoned herself with arsenic she obtained from the pharmacy through an unwitting assistant. She hoped to make her death short and sweet. She said, â€Å"Ah! It is but a little thing, death! â€Å"I shall fall asleep and all will be over. † But she suffered long and horribly with vomiting, sweating, pain, moaning, and convulsions. Charles, unable and in no shape to help his wife, called in another doctor, but to no avail. â€Å"A final spasm threw her back upon the mattress,† and she died. Charles appears to be the true hero of the novel. He genuinely loved Emma, would have done anything for her, offered her a decent li fe, was a good husband, a good provider and a good father. But, he was a real human being with real human characteristics and flaws. At the end of the novel, however, Charles becomes a genuine romantic, engulfed by authentic and understandable emotions. Charles decided in favor of a mausoleum for Emma’s tomb, and he wrote the following instructions: â€Å"I wish her to be buried in her wedding dress, with white shoes, and a wreath. Her hair is to be spread out over her shoulders. Three coffins, one oak, one mahogany, one of lead. Let no one try to overrule me; I shall have the strength to resist him. She is to be covered with a large piece of green velvet. This is my wish; see that it is done. The pharmacist and the priest, we are told, â€Å"were much taken aback by Bovary’s romantic ideas. † Charles’ mother shared their view. But Charles now had become a romantic just like Emma, emotionally overwrought with the death of this woman he so dearly loved, refusing to sell any of her possessions to satisfy her debts. Flaubert writes of Charles, â€Å"He was a changed man. † â€Å"To please her, as if she were still living, he adopted her taste, her ideas; he bought patent leather boots and took to wearing white cravats. He waxed his moustache and, just like her, signed promissory notes. She corrupted him from beyond the grave. Soon, though, Charles discovered the love letters from Leon and Rodolphe hidden in a secret drawer of Emma’s desk; and, shortly thereafter, Charles died of love sickness. A surgeon â€Å"performed an autopsy, but found nothing. † All of Charles’ belongings were sold to satisfy debts, and there remains just enough to send Berthe off to her grandmother. But the grandmother died the same year, and Berthe fell under the care of a poor aunt who sent her â€Å"to a cottom-mill to earn a living. †

Capital Punishment Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Capital punishment is a method of retributive punishment as old as civilization itself. Anti-death penalty supporters argue the death penalty is unconstitutional. Capital punishment is a barbaric remnant of an uncivilized society. It is immoral in principle, and unfair, and discriminatory in practice. It assures the execution of some innocent people. As a remedy for crime, it has no purpose and no effect. The arguments against capital punishment are many and cogent.   Ã‚  Ã‚  Ã‚  Ã‚  Capital punishment is irrevocable, and the errors of justice cannot be rectified. All possibility of reconsideration is taken away. Innocent persons have been hanged, and judge, jury, and the legal machinery involved have thereby been made a privy to the very crime they sought to punish. The only way to destroy a criminal is by reforming the man who is a criminal. To destroy a criminal is by reforming the man who is a criminal. To destroy his bodily life is nothing but a stupid blunder.   Ã‚  Ã‚  Ã‚  Ã‚  The strongest argument against using capital punishment for retributive purposes, is the argument that capital punishment is cruel and unusual punishment. The Eighth Amendment of the United States Constitution, condemning cruel and unusual punishment, is used to protest capital punishment. Officials often defend this punishment as not being cruel and unusual, but how can they defend this opinion in the case of John Evans, who was executed by electrocution in 1983? According to witnesses at the scene, Mr. Evans was given three charges of electrocution over a period of fourteen minutes. After the first and second charges, Mr. Evans was still conscious and smoke was coming from all over his body as a result of flesh burning. An official there even tried to stop the execution on account of it being cruel and unusual punishment, but was unsuccessful. Witnesses later called the whole incident a â€Å"barbaric ritual.† Studies show that in this century at least four-hundred innocent people have been convicted of capital crimes that they did not commit, and of those four-hundred, twenty-three were executed. The wrongful execution of an innocent person is an injustice that can never be rectified. Maybe the punishment would not be as bad if there was absolute surety that the person the jury was putting on death row was guilty, but as most... ...nbsp;  Ã‚  Ã‚  Ten Commandments radio program delivered in the early 90's.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gross, R. and Robert Mauro. Death and Discrimination.   Ã‚  Ã‚  Ã‚  Ã‚   Northeastern University Press, 1989   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bohm, Robert M.. ed. The Death Penalty in America: Current Research.   Ã‚  Ã‚  Ã‚  Ã‚  Anderson Publishing Co., 1991   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Radelet, Michael L. ed. Facing the Death Penalty.   Ã‚  Ã‚  Ã‚  Ã‚   Temple University Press, 1989 Capital Punishment Essay -- essays research papers fc   Ã‚  Ã‚  Ã‚  Ã‚  Capital punishment is a method of retributive punishment as old as civilization itself. Anti-death penalty supporters argue the death penalty is unconstitutional. Capital punishment is a barbaric remnant of an uncivilized society. It is immoral in principle, and unfair, and discriminatory in practice. It assures the execution of some innocent people. As a remedy for crime, it has no purpose and no effect. The arguments against capital punishment are many and cogent.   Ã‚  Ã‚  Ã‚  Ã‚  Capital punishment is irrevocable, and the errors of justice cannot be rectified. All possibility of reconsideration is taken away. Innocent persons have been hanged, and judge, jury, and the legal machinery involved have thereby been made a privy to the very crime they sought to punish. The only way to destroy a criminal is by reforming the man who is a criminal. To destroy a criminal is by reforming the man who is a criminal. To destroy his bodily life is nothing but a stupid blunder.   Ã‚  Ã‚  Ã‚  Ã‚  The strongest argument against using capital punishment for retributive purposes, is the argument that capital punishment is cruel and unusual punishment. The Eighth Amendment of the United States Constitution, condemning cruel and unusual punishment, is used to protest capital punishment. Officials often defend this punishment as not being cruel and unusual, but how can they defend this opinion in the case of John Evans, who was executed by electrocution in 1983? According to witnesses at the scene, Mr. Evans was given three charges of electrocution over a period of fourteen minutes. After the first and second charges, Mr. Evans was still conscious and smoke was coming from all over his body as a result of flesh burning. An official there even tried to stop the execution on account of it being cruel and unusual punishment, but was unsuccessful. Witnesses later called the whole incident a â€Å"barbaric ritual.† Studies show that in this century at least four-hundred innocent people have been convicted of capital crimes that they did not commit, and of those four-hundred, twenty-three were executed. The wrongful execution of an innocent person is an injustice that can never be rectified. Maybe the punishment would not be as bad if there was absolute surety that the person the jury was putting on death row was guilty, but as most... ...nbsp;  Ã‚  Ã‚  Ten Commandments radio program delivered in the early 90's.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gross, R. and Robert Mauro. Death and Discrimination.   Ã‚  Ã‚  Ã‚  Ã‚   Northeastern University Press, 1989   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bohm, Robert M.. ed. The Death Penalty in America: Current Research.   Ã‚  Ã‚  Ã‚  Ã‚  Anderson Publishing Co., 1991   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Radelet, Michael L. ed. Facing the Death Penalty.   Ã‚  Ã‚  Ã‚  Ã‚   Temple University Press, 1989

Biomedical or scientific, naturalistic or holistic

People view illness and death differently depending including on their own personal beliefs as well as their culture. The 3 major views that are often used by different cultures to explain the causes of death and disease are: biomedical or scientific, naturalistic or holistic, and magic-religious. Biochemical or scientific worldview is the most prevalent view in our healthcare system and it is embraced by most nurses and other health care providers. The basic idea of this view is that all events in life have a cause and effect, and that the human body works like a machine, and all reality can be observed and measured (ex:BP, Papa levels, intelligence test. ) one example of the biochemical or scientific view regarding disease and illness is the bacterial or viral explanation of communicable disease. A naturalistic or holistic viewpoint are commonly embraced among the Native American, Hispanics, African American, Arab and Asian cultures. This viewpoint explains and focuses on the holis tic explanation of what caused the disease. This belief focuses on keeping the forces of nature in natural balance and harmony. Many Asian groups believe in the yin and yang theory which is a great example of this viewpoint.The yin and yang theory is a belief that there Is an ultimate balance between everything in life one way or another, meaning that health is believed to exist when all aspects of a person are In perfect balance or harmony. According to the holistic theories, disrupting the laws of nature creates Imbalances, chaos, and disease. The Magic- Religious view's basic concept It that the world Is a place where the supernatural forces dominate, and they believe that the fate of everyone depends on the action of the supernatural forces for good and evil.According to some African American and Caribbean people their explanations of magical causes of Illness Include belief In voodoo or which craft. There are some Christian religions that believe In faith healing to help fight disease and Infection. These three viewpoints are defiantly very different from one another. As a nurse, It Is important to be aware that people view heath and Illness differently. A nurse must know that not matter If they agrees with the patient's views or not, they must respect the patients beliefs and do everything possible to work within the guidelines of their sews and beliefs to give them the best care possible.Brenner: Chapter 7 [pages 102-103] http://YMMV. Credulous. Com/theory/waylaying. CFML http://w+M. Nursing-nurse. Com/causes-of-illness-236/ biomedical or scientific, naturalistic or holistic, and magic-religious By Alexandra_enema example of this viewpoint. The yin and yang theory is a belief that there is an is believed to exist when all aspects of a person are in perfect balance or harmony. According to the holistic theories, disrupting the laws of nature creates imbalances, chaos, and disease.The Magic- Religious views basic concept it that the world is a magical cau ses of illness include belief in voodoo or which craft. There are some Christian religions that believe in faith healing to help fight disease and infection. These three viewpoints are defiantly very different from one another. As a nurse, it is important to be aware that people view heath and illness differently. A nurse must know that not matter if they agrees with the patient's views or not, they must respect http://www. Credulous. Com/theory/yang. CFML http://www. Nursing-nurse. Com/causes-of-illness-236/

Ptlls assignment

Introduction In this assignment I will discuss the roles, responsibilities and relationships in lifelong learning as described in Ann Gravels' book, Preparing to Teach in the Lifelong Learning Sector. I use my experiences of teaching abroad to clarify how the various theories and aspects of teaching affected my own role in adult teaching. 1. Roles and Responsibilities in lifelong learning Role and responsibilities and Identifying and meeting needs (1. 3/1. ) Gravels (2012) states that the main role of a teacher Is to teach a subject In such way that all dents are actively involved during every session. By using clear language and terms that are understandable for all students, the teacher ensures the learning that takes place. Managing students from the beginning of the course to completion by monitoring progress, providing feedback and keeping accurate records Is the final part of the being a teacher. A teacher Is also responsible for keeping up to date with the latest developments and changes In their field.In order to be effective at teaching and learning, a teacher has to address all the phases of the teaching cycle (Gravels, 201 2:POP): In my own role as a language tutor at the Dutch Flemish Institute in Cairo, I was involved in all stages of this cycle. At the registration day for the course, students had to complete a registration form and have an interview. The application form could give an indication of potential literacy/learning issues, for example when students had someone else fill out the form, or had spelling problems.The interview was simultaneously a tool to check whether the English level of the students was sufficient as well as a way of finding out what motivated the student and discuss the application form and course. Step 1: Identifying needs) Before the start of the programmer, I would check all my teaching materials and go over the entire syllabus while using the evaluation of the former course to see if any adaptations to the lesson pl an needed to be made. For example replace exercises that did not work with others or skip all together, replace grammar explanations that did not explain well for others.A teacher needs to be up to date on the latest developments and changes in their subject field, and adapt the course accordingly. (Step 2: Planning Learning) Before the start of sessions I prepared the room, checked materials were resent and audio-visual equipment was working. During the sessions my lesson plan guided me through all the topics that needed to be covered. I made hand-outs that described the grammar In English for extra clarity with some extra exercises to try out, as the books were all In Dutch.By using a variety of teaching tools and techniques I tried to keep all students actively Involved throughout the sessions. (Step 3: Facilitating Learning) Mid semester I made my students do a test, which would count for half of the total of the written exam score. This test allowed the dents and me alike to ev aluate progress made so far and Identify problem areas. As a result I could discuss problem topics again and sometimes advise students on studying methods.At the end of the course there was a final written exam as well as out evaluation forms, which would be filled out anonymously to encourage students to speak their minds. These forms were taken by the Admit department, where they, combined with the results of the students and the teachers' own experiences, were used to evaluate the programmer. (Step 5: Quality assurance and evaluation) Another responsibility as a teacher is the record keeping. Records must be kept to satisfy the organization's needs, external quality assure but also to support the assessment of a student.A teacher can keep a closer track on progress made if records are kept up to date on a regular basis. Records must be kept accurate, factual, legible and up to date. But more importantly, records should be kept secure and confidential. Every organization in the UK that stores personal data must do so by the guidelines and rules set in The Data Protection Act (2003) Legislation, regulatory requirements and codes of practice (1 . 1) Similar to other professions and work sectors, the educational sector is bound by legislation, requirements and codes of practices.These can be generic, I. E. General to all teaching staff or specific, targeted to a specialist subject. A good example of generic legislation is the Education Act (2011) which covers a collection of laws relating to education. Other Acts address more specific parts of education, for example the Education and Skills Act (2008) is meant to increase participation in learning for young people and adults and providing second chances. Protection of Children Act (1998) was designed to protect children and vulnerable adults alike.Practically it means that everyone working with people in these groups will have to be checked and approved by the Disclosure and Barring Service (DB'S) which replace d the Criminal Records Bureau. Depending on the institution I would go teach at, I might have to undergo a check by the DB'S. The Children Act (2004)/ Every Child Matters, the 5 main outcomes of this Act are that Every Child should: – be healthy, -stay safe, – enjoy and achieve, -make a positive contribution, – achieve economic well-being. As a teacher I would have to ensure that these outcomes are incorporated in my interaction with the students.For example provide access to ranking water and healthy food. Or engage every student in group activities. According to the Freedom of Information Act (2000), teachers should provide access to the records that are kept on the students if the student requests access. For example, a student of mine was unhappy with the final grading at the end of a course, my records showed how the end grading was calculated and that no subjectivity was involved. The Code of Professional Practice (2008) by the Institute for Learning offer s a guideline for teachers in the Lifelong Learning Sector based on 7 behaviors.Teachers should work in a manner that is in accordance with these behaviors so as to guarantee a profession standard. Teaching students about food handling, restaurant techniques or kitchen techniques, means the Hazard Analysis and Critical Control Point system must be taught. This European system regulates the handling food and offers procedures to ensure the food is healthy to eat. It stipulates for example which temperature food should be stored at, and all stored food should be labeled with content, date of production and who produced it.When teaching Dutch, I must follow the latest grammar and spelling rules as set by ‘The Dutch Language Union'. Both of these would fall under the specific level. For the Data Protection Act see page, the Health and Safety Act see page 5 and the Equality Act Equality is about the rights of students to have access to, attend, and participate in their chosen learn ing experience (Gravels, 2012). Diversity, according to Gravels (2012), is about valuing and respecting the differences in students.The Equality Act (2010) is a consolidation of all harassment and anti-discrimination legislation into one Act that combines these two concepts. In order to abide by this Act, a teacher must himself and actively encourage all students to respect all others without regard for GE, disability, gender, race, gender identity, religion, sexual orientation, marriage and maternity/pregnancy. While teaching in Egypt I found that the women in the class needed encouragement to speak up, and I also had to ensure that both Islam and Christianity would make an equal appearance in pictures and explanations. A key consideration in the planning and preparation of any lesson , therefore, is that it should create learning opportunities which are accessible to all the students and which do not make any student feel excluded, directly or by implication' (Wallace, 001 : 47) T his includes ensuring all learning styles (VS..) will be used in each session, that students with learning problems like dyslexia or deafness will be accommodated and that materials and examples are chosen in a way that no student feels excluded. Professional Boundaries and Points of Referral (2. +2. 2+2. 3) A teacher should always behave in a professional manner and work within the boundaries of the responsibilities that come with the role. For example, keep a healthy distance between the student and the teacher both physically and virtually. Don't hand out private phone numbers or exchange social media details with the students. Students might need assistance with issues, some things the teacher can assist with but other issues are crossing the boundaries of a teacher's knowledge and responsibility.For example when a student came to me with problems with his visa, I was not able to help him but I did refer him to the person at the embassy who could help him. Another student had is sues with paying for the course; I referred him to the Administrator to discuss the possibility of a payment plan. Sometimes the teacher can help by referral to a colleague. One semester I had a student in my group who with in the first hour of the first session had shown that he ally was not a ‘beginner'.During the break I spoke with my colleague who taught the intermediate level and introduced the student to her. We all agreed it was in his best interest for him to leave my class and Join the other class. The next I made sure the Administration was aware of this change and that new books would be prepared before his next session. Whenever problems arose during a session, I would inform the Admit department about it and my actions, so they would be aware in case of a complaint.My fellow tutors and I shared extra course material we made, so all students would have the same experience no matter who their tutor was. When dealing with students, colleagues or external parties a te acher should always remain professional and aware of the standards of the institution you work for. A Safe Learning Environment and Appropriate Behavior & Respect (3. 1+3. 2) involves not only the venue and resources used, but also your attitude and the support you give to your students. † (Gravels, 2012:24) The way the room is set up can send a first signal on what students can expect.A class room setup suggests an autocratic, pedagogical (teacher centered), lecture style where as a horse shoe or a square setup suggests a more democratic, ontological (student centered) style of caching. Whatever style the teacher chooses there other aspects to consider as well, e. G. , ensuring that all students have a clear view of the teacher and the visual aids used but also light, temperature and fresh air can have an impact on a student's learning. The Health and Safety at Work Act (1974) is a piece of legislation that covers occupational Health and Safety.Teachers and the institutions i n which they work are responsible for enforcement. In the classroom this means the teacher should explain what the procedures are for evacuation in case of emergency or warn against ripping or falling off chairs. The teacher should be active when seeing a potential hazard, not reactive. One way of promoting appropriate behavior and respect is by creating ground rules. Ground rules are boundaries, rules and conditions within which students can safely work and learn. Gravels, 2012:91) Some ground rules can and will be set autocratic by the teacher or institution; â€Å"no smoking†, â€Å"respect each other†, â€Å"no swearing†, fire regulations. Other ground rules can be set democratically, the students can make a list of rules they want to impose in the class room, e. G. , â€Å"if ate, do not disrupt†, â€Å"phones should be on silent†, and â€Å"offer each other help when needed†. The advantage of democratic rules is that students will be m ore engaged in enforcing these rules. The ground rules should at all times be clear and unambiguous.Ground rules can help when disturbances occur during a session, by reminding students what behavior was agreed upon. Appropriate behavior and respect can and should be encouraged by the teacher's behavior. Through body language, tone of voice, choice of words a teacher can show respect to students but also indicate a level of trust and confidence. This should make a teacher more approachable for students who might need some extra help and also encourage and motivate students to behave similarly through leading through example.A supportive teaching environment can be created by encouraging students to ask questions during the session or after, if it relates to more personal matters. Another way is to ensure that all learning styles are addressed in each session. Students should be aware of what they will learn, why they need to learn it and how they will learn. As a teacher I would try to include Flemings (2005) BARK method, by using visual, aural, read and write and kinesthesia elements in my session so that the information would be offered in a way that suited every student's needs.

A&P essays

A&P essays This Story takes place in 1961, in a small New England town's A This story represents a coming-of-age for Sammy. Though it takes place over the period of a few minutes, it represents a much larger process of maturation. From the time the girls enter the grocery store, to the moment they leave, you can see changes in Sammy. At first, he sees only the physicality of the girls: how they look and what they are wearing, seem to be his only observations. As the story progresses, he notices the in...

Qué es ICE y qué puedes hacer en caso de una redada

Quà © es ICE y quà © puedes hacer en caso de una redada ICE es la agencia del gobierno de Estados Unidos encargada de hacer cumplir las leyes federales sobre aduanas, comercio, control de las fronteras e inmigracià ³n. El nombre completo de esta agencia es Ejecucià ³n de Aduanas e Inmigracià ³n y se le  conoce como ICE por sus siglas en inglà ©s. Es parte del Departamento de Seguridad Interna (DHS) y, en la actualidad, cuenta con ms de 20.000 agentes repartidos en ms de 400 oficinas por todo el territorio de Estados Unidos y 46 ubicadas en otros paà ­ses. Su presupuesto anual ronda los $5  billones. Este artà ­culo informa sobre cules son las actividades propias de ICE, quà © se puede hacer en los casos de redadas, y quà © esperar y cà ³mo proceder en el caso de arresto de un familiar o amigo. Quà © hace ICE ICE se identifica con redadas y deportaciones, pero, en realidad, sus competencias son mucho ms amplias y las ejecuta a travà ©s de cuatro departamentos. En primer lugar, la divisià ³n de Operaciones de Ejecucià ³n y Remocià ³n, conocido como ERO por sus siglas en inglà ©s. Este departamento se ocupa de arrestos administrativos y de deportaciones internas, es decir, las de inmigrantes que no son agarrados en el momento de cruzar ilegalmente la frontera o en los dà ­as posteriores al cruce.   En el à ºltimo aà ±o fiscal, ERO fue el responsable de 81.000 deportaciones internas. La mayorà ­a de esos migrantes, segà ºn datos oficiales, estaban comprendidos en una de las siguientes categorà ­as: condenados por una felonà ­a, pendientes de juzgar pero con cargo criminal, migrantes que regresaron a Estados Unidos ilegalmente despuà ©s de una deportacià ³n y fugitivos migratorios, como por ejemplo, los que no se presentaron a una cita en la corte y fueron condenados a ser deportados en ausencia. En segundo lugar,  la divisià ³n  de Investigacià ³n de Seguridad Interna, conocido como HSI por sus siglas en inglà ©s.  Esta es la divisià ³n del DHS con ms empleados, con 8.500, de los cuales 6.000 son agentes. Adems, es la divisià ³n de ese departamento con ms presencia internacional.   HSI se ocupa de seguridad interna, seguridad pà ºblica y seguridad fronteriza, lo que se traduce en actividades de lucha contra el trfico humano y pandillas, anti-narcà ³ticos, contrabando de productos, incluido el de dinero, cibercrimen, delitos financieros y proteccià ³n de las infraestructuras vitales para Estados Unidos, entre otras. En tercer lugar, la Oficina de Asuntos Internacionales, conocida como OIA. Dentro de sus competencias destacan la investigacià ³n de actividades criminales transnacionales, la colaboracià ³n en la repatriacià ³n de inmigrantes y el entrenamiento de agencias policiales de otros paà ­ses. Y, por à ºltimo, HSI-Intel,  es la encargada de dar apoyo a las otras divisiones de ICE en la forma de tecnologà ­a e informacià ³n. Tambià ©n se ocupa de coordinar agencias en los casos de desastres nacionales, como ataques terroristas, pandemias o catstrofes naturales. Tus derechos frente a las redadas de ICE Son frecuentes las noticias de las redadas de ICE, incluso de arrestos en lugares donde hasta hace poco eran realmente raras, como por ejemplo, las cortes de trfico, civiles o penales, en las afueras de escuelas o, incluso, en autobuses y trenes. En Estados Unidos, todas las personas, incluidos los migrantes indocumentados, tienen derechos bsicos que estn protegidos por la Constitucià ³n y que conviene que todos los inmigrantes conozcan. Uno de los ms importantes, en este contexto de las redadas, es que ninguna agencia policial puede ingresar en una vivienda sin el consentimiento de quienes viven  allà ­, excepto si tiene sospecha razonable de que se est cometiendo un crimen o tienen una orden judicial que asà ­ lo autoriza. Tampoco se est obligado en ningà ºn caso a mostrar documentos que pueden indicar presencia indocumentada, como por ejemplo, pasaportes extranjeros o matrà ­culas consulares. Las redadas de ICE estn ocasionando angustia y miedo, por lo que algunas comunidades de migrantes han creado sistemas de alerta para saber dà ³nde se estn produciendo y cundo. Quà © hacer cuando ICE arresta a un inmigrante o se sospecha de una detencià ³n El primer paso es intentar confirmar que el amigo o familiar del que no se sabe est efectivamente arrestado por ICE. A los pocos dà ­as de producirse el arresto suelen aparecer datos bsicos sobre el detenido en la base de datos oficial. Si no aparece, es posible contactar directamente con ERO. En cuanto a quà © puede pasar con un migrante detenido por ICE, hay muchas posibilidades, dependiendo de las particularidades del caso. Asà ­, es posible que se proceda inmediatamente a su deportacià ³n, lo cual puede hacerse en cuestià ³n de horas o dà ­as, o que se determine que el migrante quede detenido hasta que pase por la corte. Finalmente, tambià ©n es posible que a un detenido por el ICE se le deje en libertad bajo fianza, con control electrà ³nico, bajo palabra o sin cargos. Respecto a las fianzas, pueden ser fijadas por ICE pero  muchas veces se niegan. En estos casos, el detenido puede pedir una vista ante un juez para que sea este quien determine si tiene derecho a quedar libre bajo depà ³sito previo de una fianza. En este punto es importante contar con un abogado de inmigracià ³n con buena reputacià ³n. Tambià ©n la labor de un profesional es fundamental para estudiar con objetividad si existe algà ºn camino para regularizar la situacià ³n del migrante arrestado y evitar asà ­ su deportacià ³n. Este es un artà ­culo informativo. No es asesorà ­a legal.

Loyalty Scheme in the Airline Sector Research Proposal

Loyalty Scheme in the Airline Sector - Research Proposal Example Today, over one million people are enrolled in loyalty programs to receive free upgrades, travels, and favorable treatment in return for being potential or frequent clients. Indeed, loyalty schemes have been a powerful tool to convert first-time clients to frequent and potential clients. In the airline industry, customer loyalty schemes seek to retain and acquire clients, boost customer spending habits, and boost the purchase of additional goods and services. Additionally, the Corporate Social Responsibility (CSR) program has promoted growth in this industry. CSR programs have increased growth and profitability in the sense that, companies have embraced the fact that they have an ethical and moral obligation in addition to their actual roles of attaining profits and complying with laws and regulations. With this, this pamphlet seeks to discuss how loyalty scheme and CSR has operated in the airline industry and affected business and other stakeholders. In the 21st century, successful airlines companies have integrated loyalty schemes to address and boost customer relationship and interactions. This strategy has enabled most companies to develop marketing and promotion campaigns that augment growth and profitability (Li-Wei & Chung-Yu 2012, p40). Loyalty schemes are an effective way to boost customer-retention levels. By increasing customer retention, the industry has grown tremendously. As the business world becomes competitive, the industry has recognized the need to reward the most valued customers. As a result, this has enhanced profitability and converted new clients to potential and frequent clients. Â  The industry has implemented various programs such as discount, rebate, and points program. Often, consumers receive instant discounts when shopping, and in turn, this increases their spending habits. Discount programs create a platform where consumers enjoy favorable prices and impact the industry’s growth. Rebate prog rams have played a significant role in increasing consumers’ spending. Basically, consumers accrue benefits from their purchases and receive their profit after a given span of time. This increases consumers’ spending in that, many accumulate financial benefits from the company’s programs. Points programs have augmented growth in the industry. Often, consumers obtain points from buying goods and services and thereafter they obtain discounted or free goods and services. In so doing, this increases sales and revenues and retain potential and frequent clients.