Ver Conjugation in Spanish, Translation, and Examples

The Spanish verb ver means to see or to watch. Its conjugation is mostly regular, although the pattern varies in the past participle, visto (seen), and the first-person singular present, veo (I see). Other verbs derived from ver, such as prever (to preview or to foresee) and entrever (to partly see or to suspect), follow the same conjugation pattern. A verb that is similar in meaning is mirar, which can be translated as to look. This article includes ver conjugations in the indicative mood (present, past, conditional and future), the subjunctive mood (present and past), the imperative mood, and other verb forms. Present Indicative The first person singular conjugation veo is slightly irregular. Normally we would remove the ending -er before adding the present tense ending -o, but in this case, the e in ver stays to produce veo. Yo veo Yo veo las noticias todos los dà ­as. I watch the news every day. Tà º ves Tà º ves a tu hija bailar. You watch your daughter dance. Usted/à ©l/ella ve Ella ve una pelà ­cula con su amiga. She watches a movie with her friend. Nosotros vemos Nosotros vemos a muchos pacientes en la clà ­nica. We see many patients at the clinic. Vosotros veis Vosotros veis a vuestra abuela frecuentemente. You see your grandmother frequently. Ustedes/ellos/ellas ven Ellos ven muchas cosas interesantes en el museo. They see many interesting things at the museum. Preterite Indicative The preterite is used to talk about completed events in the past. Yo vi Yo vi las noticias todos los dà ­as. I watched the news every day. Tà º viste Tà º viste a tu hija bailar. You watched your daughter dance. Usted/à ©l/ella vio Ella vio una pelà ­cula con su amiga. She watched a movie with her friend. Nosotros vimos Nosotros vimos a muchos pacientes en la clà ­nica. We saw many patients at the clinic. Vosotros visteis Vosotros visteis a vuestra abuela frecuentemente. You saw your grandma frequently. Ustedes/ellos/ellas vieron Ellos vieron muchas cosas interesantes en el museo. They saw many interesting things at the museum. Imperfect Indicative The imperfect is used to talk about ongoing or repeated actions in the past. It can be translated as was watching or used to watch. Yo veà ­a Yo veà ­a las noticias todos los dà ­as. I used to watch the news every day. Tà º veà ­as Tà º veà ­as a tu hija bailar. You used to watch your daughter dance. Usted/à ©l/ella veà ­a Ella veà ­a una pelà ­cula con su amiga. She used to watch a movie with her friend. Nosotros veà ­amos Nosotros veà ­amos a muchos pacientes en la clà ­nica. We used to see many patients at the clinic. Vosotros veà ­ais Vosotros veà ­ais a vuestra abuela frecuentemente. You used to see your grandma frequently. Ustedes/ellos/ellas veà ­an Ellos veà ­an muchas cosas interesantes en el museo. They used to see many interesting things at the museum. Future Indicative Yo verà © Yo verà © las noticias todos los dà ­as. I will watch the news every day. Tà º verà ¡s Tà º verà ¡s a tu hija bailar. You will watch your daughter dance. Usted/à ©l/ella verà ¡ Ella verà ¡ una pelà ­cula con su amiga. She will watch a movie with her friend. Nosotros veremos Nosotros veremos a muchos pacientes en la clà ­nica. We will see many patients at the clinic. Vosotros verà ©is Vosotros verà ©is a vuestra abuela frecuentemente. You will seeyour grandma frequently. Ustedes/ellos/ellas verà ¡n Ellos verà ¡n muchas cosas interesantes en el museo. They will see many interesting things at the museum. Periphrastic  Future Indicative   The periphrastic future is formed with three parts: the present tense conjugation of the verb ir (to go), the preposition a, and the infinitive of the verb. Yo voy a ver Yo voya ver las noticias todos los dà ­as. I am going to watch the news every day. Tà º vasa ver Tà º vasa ver a tu hija bailar. You aregoing to watch your daughter dance. Usted/à ©l/ella vaa ver Ella vaa ver una pelà ­cula con su amiga. She isgoing to watch a movie with her friend. Nosotros vamosa ver Nosotros vamosa ver a muchos pacientes en la clà ­nica. We aregoing to see many patients at the clinic. Vosotros vaisa ver Vosotros vaisa ver a vuestra abuela frecuentemente. You aregoing to seeyour grandma frequently. Ustedes/ellos/ellas vana ver Ellos vana ver muchas cosas interesantes en el museo. They aregoing to see many interesting things at the museum. Present Progressive/Gerund Form The progressive tenses use the verb estar with the gerund form viendo. Present Progressive ofVer està ¡ viendo Ella està ¡ viendo a su hija bailar. She is watching her daughter dance. Ver Past Participle The past participle is used to form perfect tenses like the present perfect. Usually the past participle of -er verbs is formed with the ending -ido, but ver is irregular since its past participle is visto. Present Perfect of Ver ha visto Ella ha visto a su hija bailar. She has watched her daughter dance. Ver Conditional Indicative The conditional tense is usually translated to English as would verb. Yo verà ­a Yo verà ­a las noticias todos los dà ­as si no me durmiera tan temprano. I would watch the news every day if I didn't fall asleep so early. Tà º verà ­as Tà º verà ­as a tu hija bailar si no estuvieras ocupada. You would watch your daughter dance if you were not busy. Usted/à ©l/ella verà ­a Ella verà ­a una pelà ­cula con su amiga, pero no se ponen de acuerdo en la pelà ­cula. She would watch a movie with her friend, but they don't agree on a movie. Nosotros verà ­amos Nosotros verà ­amos a muchos pacientes en la clà ­nica si tuvià ©ramos mà ¡s doctores. We would see many patients at the clinic if we had more doctors. Vosotros verà ­ais Vosotros verà ­ais a vuestra abuela frecuentemente si vivierais mà ¡s cerca. You would seeyour grandma frequently if you lived closer. Ustedes/ellos/ellas verà ­an Ellos verà ­an muchas cosas interesantes en el museo si tuvieran mà ¡s tiempo. They would see many interesting things at the museum if they had more time. Ver Present Subjunctive Que yo vea Mi profesor sugiere que yo vea las noticias todos los dà ­as. My professor suggests that I watch the news every day. Que tà º veas La instructora pide que tà º veas a tu hija bailar. The instructor asks that you watch your daughter dance. Que usted/à ©l/ella vea Carlos espera que ella vea una pelà ­cula con su amiga. Carlos hopes that she watches a movie with her friend. Que nosotros veamos El joven espera que nosotros veamos a muchos pacientes en la clà ­nica. The young man hopes that we see many patients at the clinic. Que vosotros veà ¡is Vuestra madre espera que vosotros veà ¡is a vuestra abuela frecuentemente. Your mother hopes that you see your grandmother frequently. Que ustedes/ellos/ellas vean Pedro recomienda que ellos vean muchas cosas interesantes en el museo. Pedro recommends that they see many interesting things at the museum. Ver Imperfect Subjunctive The imperfect subjunctive is used similarly to the present subjunctive, but in situations that happened in the past. There are two options for conjugating the imperfect subjunctive: Option 1 Que yo viera Mi profesor sugerà ­a que yo viera las noticias todos los dà ­as. My professor suggested that I watch the news every day. Que tà º vieras La instructora pedà ­a que tà º vieras a tu hija bailar. The instructor asked that you watch your daughter dance. Que usted/à ©l/ella viera Carlos esperaba que ella viera una pelà ­cula con su amiga. Carlos hoped that she watch a movie with her friend. Que nosotros vià ©ramos El joven esperaba que nosotros vià ©ramos a muchos pacientes en la clà ­nica. The young man hoped that we see many patients at the clinic. Que vosotros vierais Vuestra madre esperaba que vosotros vierais a vuestra abuela frecuentemente. Your mother hoped that you see your grandmother frequently. Que ustedes/ellos/ellas vieran Pedro recomendaba que ellos vieran muchas cosas interesantes en el museo. Pedro recommended that they see many interesting things at the museum. Option 2 Que yo viese Mi profesor sugerà ­a que yo viese las noticias todos los dà ­as. My professor suggested that I watch the news every day. Que tà º vieses La instructora pedà ­a que tà º vieses a tu hija bailar. The instructor asked that you watch your daughter dance. Que usted/à ©l/ella viese Carlos esperaba que ella viese una pelà ­cula con su amiga. Carlos hoped that she watch a movie with her friend. Que nosotros vià ©semos El joven esperaba que nosotros vià ©semos a muchos pacientes en la clà ­nica. The young man hoped that we see many patients at the clinic. Que vosotros vieseis Vuestra madre esperaba que vosotros vieseis a vuestra abuela frecuentemente. Your mother hoped that you see your grandmother frequently. Que ustedes/ellos/ellas viesen Pedro recomendaba que ellos viesen muchas cosas interesantes en el museo. Pedro recommended that they see many interesting things at the museum. Ver Imperative The imperative mood has both positive and negative forms, which are used to give commands. Positive Commands Tà º ve  ¡Ve a tu hija bailar! Watch your daughter dance! Usted vea  ¡Vea una pelà ­cula con su amiga! Watch a movie with your friend! Nosotros veamos  ¡Veamos a muchos pacientes en la clà ­nica! Let's see many patients at the clinic! Vosotros ved  ¡Ved a tu abuela frecuentemente! See your grandma frequently! Ustedes vean  ¡Vean muchas cosas interesantes en el museo! See many interesting things at the museum! Negative Commands Tà º no veas  ¡No veas a tu hija bailar! Don't watch your daughter dance! Usted no vea  ¡No vea una pelà ­cula con su amiga! Don't watch a movie with your friend! Nosotros no veamos  ¡No veamos a muchos pacientes en la clà ­nica! Let's not see many patients at the clinic! Vosotros no veà ¡is  ¡No veà ¡is a tu abuela frecuentemente! Don't see your grandma frequently! Ustedes no vean  ¡No vean muchas cosas interesantes en el museo! Don't see many interesting things at the museum!

Eating Disorders Among Teenagers And Young Adults

â€Å"I Should Eat Something†¦ But Do I Deserve to?† Imagine living everyday with a constant fear of food. Imagine feeling anxious and irritable around meal times. That’s how some people go through life everyday, and you might be surprised by the fact that at least one of your peers could be experiencing this. Eating disorders affect thousands of teens and young adults around the world, especially young girls just like you. They are serious emotional disorders that can threaten your self-esteem, your relationships, your health and maybe even your life. Eating disorders are among the most challenging conditions anyone can face, especially when that person refuses to tell anyone about it. It is extremely important for young women such as†¦show more content†¦Anorexia Nervosa, commonly known as anorexia, is an act of fasting, or not eating and literally means â€Å"loss of hunger.† When someone develops anorexia, the amount of attention they place on their body image can be enormous. The person’s self worth can become entirely defined by the way they think they look. Someone suffering from anorexia restricts their food intake in drastic measures and therefore loses a lot of weight. You can often see yourself as ‘overweight’, even though you are visibly thinner to everyone else, but you continue to limit your food while also tending to over exercise. Some even take it to the extreme and force themselves vomit to stay at a low weight. Not a very appealing lifestyle is it? Bulimia Nervosa is a little different to anorexia, and is the act of binging and purging. This means that when you eat a lot, you try to make yourself feel better by throwing it back up. Often you can feel out of control where food is concerned and you might go through periods of starving yourself and then overeating. If you suffer from bulimia, you can become involved in unhealthy behaviours such as induce vomiting, misuse of laxatives or diuretics, or like anorexia, you exercise excessively to try and get rid of the food you have binged on. Your weigh may not change greatly, but fluctuating weight is common. Bulimia is a secretive disorder. If you suffer from it you can often feel ashamed or disgusted about what

Senior Citizen Persuasive Essay - 1630 Words

When we get old and gray, we start thinking about our past life. Where are we now? Where are we going? Will we be happy? Will we be loved? Will we be alone? Who will care? In the years past, we have seen many different lifestyles of senior citizens, both positive and negative. The one true fact that we notice is that when a senior citizen smiles, he, or she, is happy, satisfied and will live a longer life. The point of this essay is to show how pets, either real or mechanical, will help make the lives of elderly people both pleasant and satisfying. After retirement, the years pass fast. We are concentrating on our being able to be with our friends and family more often, without the time constraints we had during our working careers.†¦show more content†¦Pills for our heart, blood pressure, arthritis pain and now for the depths of depression are keeping us from joining our friend in Heaven. What use is there now in our life? As a senior citizen, there are options to consider. Trying to keep a positive attitude, most senior citizens will find and move into a retirement community. These consist of a group of apartments for seniors who want to be around people their own age but want the independence of having their own home where they can carry on their personal lifestyle. But something is still missing; the unconditional love and affection of a best friend or spouse. Many senior citizen communities allow pets in their accommodations since the outcome of older adults thrive when they have the responsibility and the love of a companion. There are volunteer organizations and individuals who will bring a variety of pets into the senior community for the residents to interact with, and there is a huge difference in the seniors health and outlook on life. The people who respond best in these activities are those with more depressive symptoms. (Mogul 2004). 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Abortion Essay - 2343 Words

Abortion Perhaps one of the most controversial issues debated between lawmakers and legislatures is abortion. Disputes concerning abortion began during the 1820s. By 1965, with a few exceptions, abortion had been made illegal in all states. Abortions were only permitted when the fetus was deformed, or if birth of the baby would harm the mother’s life. All of this changed however in 1973 during the landmark Supreme Court Case of Roe v. Wade which legalized abortion. The Supreme Court recognized that it is solely a mother’s choice whether to become a parent. The court also recognized that an issue as significant as child bearing warrants the highest level of constitutional protection. According to the Court, a†¦show more content†¦State and federal bans on funding were upheld as well as provisions requiring young women to obtain the consent of or notify their parents prior to having an abortion. 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Lighting in the Office Enviroment Free Essays

In the developed countries the number of people who do the office work is great nowadays and it’s rapidly increasing. The U.S is not an exception, thus millions of Americans spent one third of their lifetime in the office environment. We will write a custom essay sample on Lighting in the Office Enviroment or any similar topic only for you Order Now They are usually the most active consumers of painkillers, and the favorite clients of the companies producing glasses and contact lenses. Numerous researches proved that office work is one of the most harmful for the workers health, as it doesn’t provide the needed amount of physical activity, in the same time making the employee spend great amounts of time in a place where some vital for health conditions, like airing, the level of noise or level of lighting are not appropriate. The doctors consider poor lighting one of the main reasons that leads to the excessive eyestrain, muscle fatigue, headaches and poor posture, the article about the lighting in the office from the Officinado Website says. Except for this it lowers the effectiveness of the employees’ labor due to the visual and muscle stain the office workers experience when the lighting conditions are poor. The researches found the roots of this problem. The thing is that the level of lighting is excessive in most of the offices due to the fact that the appropriate level was calculated proceeding from the assumption that paperwork would be the main activity of the workers. But time passed, and more and more offices began to refuse from the pen and paper methods. Instead the computers appeared which completed the needed tasks more quickly and effectively, and without the piles of paper lying everywhere. But the thing is that the level of lighting intended for paperwork is excessive for the PC users. Thus the employees have to work in the accommodations with the inappropriate lighting conditions, which causes discomfort to them, and, of course, makes their labor less effective than it could’ve been if the lighting was proper. To make their work more comfortable and effective the intensity of general lighting should be reduced, and the desk lights should be put for the pan and paper tasks. One of the visual effects that appear because of the excessive lighting and improper disposal of the lighting sources is glare. The article Ergonomics in the Office by Bryan Galloy defines glare as the â€Å"visual effect caused by large differences in brightness between an object and its surroundings†. He advises several methods for reducing it, which are: Positioning light sources outside the employee’s visual working field; Covering light sources with glare shields; Using matte finishes to reduce the reflectance of surfaces; Installing glare screens on the VDT; Covering windows or skylights with blinds or films. The doctors say that in some extreme cases the glare can even impair vision temporarily, but in the office environment it’s usually not that intensive. Nevertheless, it can cause visual fatigue and eyestrain. One more factor that causes visual discomfort for the office workers is the light reflected from the shiny polished objects. The PC users suffer from it much more than other workers, as the monitors reflect the light from the sources that are located behind the user or above him. To reduce this effect the specialists advise to put the computer workstations between the rows of overhead lights instead of stationing them directly below them in order to reduce the intensity of light. The specialists also advise to put the computers in such a way for the person who operates the computer would not face the window or sit back to it, to make the light   fall at the right angle and to move the source of light from the line of sight of the person who operates the PC. Two primary types of lighting exist in the office, which are task lighting and ambient lighting. Ambient lighting is for satisfying the needs for general lighting and for low visual-demand tasks, while the task lighting is used for completing the tasks that demand certain preciseness. The specialists advise that the task lighting should be three times the intensity of ambient lighting. The authors of the Office Ergonomics say that the lighting for the offices that use the PC together with completing the paperwork should be about 300-400 lux (30-40 footcandles). For the offices where the paper documents are not used it shouldn’t be more than 200 lux (20 footcandles). It is also useful to minimize the outside lighting with the help of drapes, dark film, blinds or louvers, as it reduces the strain on the workers’ eyes. One more way to reduce the light reflections on the monitor screen exists which is the monitor filter. It is a good idea to replace the light office desktops with the reflective finishes with the darker ones whose finishes are matte. The specialists also advise the computer users to adjust the screen’s brightness and contrast controls to reduce the strain on the eyes. As we see, proper lighting is very important for creating a comfortable and stimulating working environment for the employees. This goal can be reached by regulating the level of artificial lighting in the accommodation, reducing the outer light with the help of the drapes, dark film and blinds and proper disposition of the computer workstations. Works Cited n.d. Lighting Your Office. Officinado Website, 2004. http://www.officinado.com/user-articles/Lighting-Your-Office.html Galloy, B. Ergonomics in the Office.   Rice University Website. http://www.rice.edu/projects/depts/ehs/ergo.htm Kroemer, K. H. E. Kroemer,A.D. Kroemer Karl H. E. Office Ergonomics. CRC Press, 2001 How to cite Lighting in the Office Enviroment, Essay examples

Poetry Essay copy Example For Students

Poetry Essay copy It centers around the topic of choices. The narrator takes us through a once difficult decision that he is faced with and how he looks back on it afterward. The title of Robert Frosts poem, The Road Not Taken, is vital to determining its theme. The title lends itself to the reader for both a literal and symbolic interpretation before any line is ever read. Often mistaken to be, The Road Less Traveled, the title focuses on an view that is almost nostalgic of the unknown destination of the road not taken rather than a objection to following others down a well used path. These conclusions about the theme are further supported when one takes a look at the setting of poem. On one hand, there is a literal view where someone comes to a T in a road where they must make a decision on which way to go. This in itself lies on a decision that must be made, which may or may not make a difference on the final ending point of a Journey. After the first few stanzas, one can imagine that the narrator of the poem faced this dilemma. This person describes the two roads as virtually identical when they say, then took the other, as Just as fair Hough as for hat the passing there / Had worn them really about the same (Frost, p. 689) On the contrary, it is obvious to see that the narrator portrays a very symbolic meaning to the audience. A visual that the fork represents a decision that must be made where each road leads to different destinations. A handful of lines provide metaphors that would support this, but it is the ones in the final two stanzas that really relay t he message. The narrator says, Oh, I kept the first for another day! / Yet knowing how way leads on to way, / I doubted if I should ever come back (Frost, p. 89). The audience can see that there is a dilemma that is faced where these roads will probably lead in a direction where the narrator cannot return. The poem concludes with the statement, Two roads diverged in a wood, and l- / I took the one less traveled by, / And that has made all the difference (Frost, p. 689). One can only conclude from these words that the decision to take one road rather than the other, has made all the difference (Frost, p. 689). While a majority of the symbolism is tied into the two roads that the narrator aces, there are a number of visuals that the author paints throughout this piece of work. Readers can see this in the way the narrator describes the wood and roads. The wood is said to be yellow and the roads are covered in leaves. One can conclude that this Journey is taking place when the seasons are changing. This lends itself to a thought that in times of change, people are faced with decisions that could change their situation drastically. Again, while it may not be as significant as the symbolism of the roads, the fact that the narrator is traveling alone can lead to its own inclusions. There will be times when one must make a choice based on only oneself perceptions and knowledge. Many people inquire advice for others but in this case there is no one else to offer up that advice. The setting not only sets the stage for the theme of this poem, but also sets the mood. Throughout the poem, the narrator is face with a predicament in which they must choose between two options that have presented themselves. During a majority of the poem, the narrator wrestles with the decision to choose one road over the other. Readers can feel the indecisiveness as the two roads are compared. .u6604a2df560adfd3c8f6194be885324e , .u6604a2df560adfd3c8f6194be885324e .postImageUrl , .u6604a2df560adfd3c8f6194be885324e .centered-text-area { min-height: 80px; position: relative; } .u6604a2df560adfd3c8f6194be885324e , .u6604a2df560adfd3c8f6194be885324e:hover , .u6604a2df560adfd3c8f6194be885324e:visited , .u6604a2df560adfd3c8f6194be885324e:active { border:0!important; } .u6604a2df560adfd3c8f6194be885324e .clearfix:after { content: ""; display: table; clear: both; } .u6604a2df560adfd3c8f6194be885324e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6604a2df560adfd3c8f6194be885324e:active , .u6604a2df560adfd3c8f6194be885324e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6604a2df560adfd3c8f6194be885324e .centered-text-area { width: 100%; position: relative ; } .u6604a2df560adfd3c8f6194be885324e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6604a2df560adfd3c8f6194be885324e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6604a2df560adfd3c8f6194be885324e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6604a2df560adfd3c8f6194be885324e:hover .ctaButton { background-color: #34495E!important; } .u6604a2df560adfd3c8f6194be885324e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6604a2df560adfd3c8f6194be885324e .u6604a2df560adfd3c8f6194be885324e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6604a2df560adfd3c8f6194be885324e:after { content: ""; display: block; clear: both; } READ: Poetry Speech EssayIt seems as if the narrator is very conflicted about the decision that faces him yet the final stanza flips that around. The audience is now informed about how the narrator no longer struggles with the decision that was made but is pleased with the outcome. While faced with conflict, the narrator made a decision that has made all the difference (Frost, p. 689). With all of the literal and metaphorical lines in this poem, one could begin to think that it was put together in a very complicated way. On the contrary, the form of this poem is quite simply. The poem itself consists of four quintal, which means there are five lines in each stanza. Each stanza is then consistent in its rhythm in which the first, third and fourth line end with a masculine rhyme which means the rhyme is consistent with one syllable words or stressed on the final syllable. The second and fifth line also finish with masculine rhymes. This poem by Robert Frost that symbolizes literal and metaphorical forks in the road, to which decisions that are made can have a drastic impact on an individuals fife can be related to by all.

English Language and Linguistics for Hallway-myassignmenthelp

Question: Discuss about theEnglish Language and Linguistics for Hallway and Engulfed. Answer: Life has so much to offer, and there are so many things in life that make one thrilled and excited. Such feelings of being keyed up are solely personal, and the activities or jobs that become a source of excitement and thrill vary form one person to another. If I am to answer the question of what makes me thrilled or excited, I would right away answer that watching horror movies at night all by myself is possibly the best activity that engrosses me into a world of excitement and thrill. The enlivening thrill of watching a scary movie alone can never be compared to any other emotion. As the women on-screen clad in night gown slowly walks down the hallway, engulfed in semidarkness, my heart begins to race. One never knows when a crazy masked murderer would emerge from the darkness and scare the audience to death. The anticipation is what draws me towards watching such movies whenever there is a possibility to do so. I simply cannot get enough of this habit as I wait in anxiety for the next slasher flick to come up on television. I might know that the consecutive events that are unfolding are purely fictitious. However, the signals that my brain sends to the body is enough to simulate physical reactions that comes as a response to the thrill. The eye movements are rapid and the heart rate increases, and when a sudden fright is encountered, the physical response is rapidly intensified. I would consider myself to have higher sensation-seeking personality attributes. The style of the respective genre might have evolved over the years. However, the elements are to remain the same. A gradual buildup to an action scene that is highly grisly might be too terrifying to watch. I am not able to look away. Though some people might opine that scary movies are to be best watched at the movie theatre, I admit that such movies are to be best enjoyed in the comfort of own space without any distraction. The essence of thill is maximum in such environment. Most of the films masterfully exploit the anxieties I develop, and it is appealing to me when a brutal hand moves across the screen or when a character suddenly moves his head round-about. The movies are meticulous and savage in their crafting and satisfying my quest for the thrill. Some of the horror movies that have grabbed my eyeballs are The Fog, Fright Night, The Guest, Saw, Conjuring and Grindhouse to name a few. The list is non-exhaustive and never-ending, and I would mention that the I even do not remember the names of all the movies that I have watched over the last few years. While some have been watched countless times, others are worth only to be watched once. The ones that I have watched more than once are classics in their own respect and decidedly mature films that imbibe the concept that the scary things of all are the invisible presence prowling in the dark.

To Establish and Maintain a Safe, Healthy, Learning Environment free essay sample

Compentency Goal I To establish and maintain a Safe, Healthy, Learning Environment Functional Area 1: Safe My goal is to keep the 3 to 5 year old children that attend Divine Children of Destiny Daycare as safe as possible while teaching them the importance of using safety skills they are being taught. Most children that age do not have knowledge from which to draw when they may be at risk for safety. My goal is to show them how to develop and achieve the necessary life long skills to have a safe and happy environment for themselves and others to play and learn. I am current with CPR/First Aid Certifications to assist in emergency. I renew them annually. I make sure all smoke/carbon d alarms are up to date and working properly. We practice fire/tornado drills once a month. I have pictures and all emergency numbers posted including poison control center and the provider and parents numbers. We will write a custom essay sample on To Establish and Maintain a Safe, Healthy, Learning Environment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I supervise the children when they are playing inside or outside. I respond immediately to the children if a problem occurs. Functional Area 2: Healthy My goal is to teach 3-5 year olds the importance of healthy habits of good nutrition for a healthy body and to have good oral hygiene, proper handwashing and to build and help the children build their sense of well being. These are skills they will have for life. I teach the children how to wash their hands properly before and after every meal or snack, how to brush their teeth properly after every meal. I let the children help prepare nutritious snacks from the five food groups (fruit, meats, vegetables, nuts, protein) and explain how they bodies and their brain will grow from the food choices. I assist with making sure all children are up to date on their immunization and send home reminders to parents when it is time for immunizations and boosters to be administered. I use family style meals that teach good eating habits and social language. Functional Area 3: Learning Environment My goal is to provide the 3-5 years old children an environment in which to experience and gain knowledge as well as a wide range of activities to help with their self skill and development for a life long learning. It has been proven that young children need to be actively engaged and that they learn best from hands-on activities and experience. I teach the children songs and rhymes so they can be more confident with the diffenent sound of their voices. I offer something new each week at the sensory table for the children to explore and experiment with and set up many areas for learning through play. My classroom is set-up to balance our schedule for active and/or quiet activities. I teach how much fun reading can be. How it can broaden our views with open-ended questions about the story. Word Count 495

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Fight For Womens Rights in India †History Essay

Fight For Womens Rights in India – History Essay Free Online Research Papers Fight For Women’s Rights India – History Essay The fight for women’s rights would prove to be a long and grueling process, but British presence in India would prove to play a positive role in this process. The fight would be especially difficult because those religious traditions that were part of the culture in the country were very adamant in their beliefs on the role of women in society, but British seemed to be determined to turn India into what they deemed as a civilized nation. The British believed that the â€Å"Indians, like anyone else, could be transformed through the workings of law, free trade, and education.† This statement proves that the British came into India with the idea that they were going to transform this nation into one they could be proud to call a colony. With this in mind it could be argued that the British are actually responsible for starting a women’s rights movement in India. In order to be successful in their fight to give women more rights in India the British utilized several tactics. Now in power of governmental activities in India, and not afraid to flex their power to promote their own ideals, they began to pass important pieces of legislation. One of the most powerful tools a government has is its ability to pass legislation. The British started with proclamation that would prove to be extremely influential, the abolition of sati. The abolition of sati was not so much a victory for women in terms of saving them from the funeral pyre, but it was more of an invitation for women (and men) to involve themselves in a movement against a barbaric religious tradition. This sent a message to women throughout the country telling them that their rights were an interest of the British. In addition to legislation, education was a key component of the fight for women’s rights. A popular quote sums up the role education played in the advancement of womenâ €™s rights very nicely. â€Å"God helps those to help themselves.† Now that women had the tools to educate themselves they could make their opinions known. Education of course was passed onto men as well, and lucky for women western ideas were in favor of women’s rights. Men became more tolerant of their women as western education took root. Not one of these movements was more important then another, every one helped contribute to what would eventually be a successful women’s movement. The stories in Of Women, Outcastes, Peasants and Rebels do a very good job of illustrating the progress being made in its different forms. An example of each of these movements can be found in at least one story throughout this text. In our country [India], once a man is married, he no longer has, or needs to have, any kind of concern about the marriage. His attitude toward his wife becomes like that of a man-eating tiger’s need to have a human, any human. Whatever his condition and age, as soon as he lacks a wife, he has no hesitation, nothing but compulsion, to get another (Rabindranath Thakur Haimanti). This is an excerpt from the short story Haimanti. This quote does a very good job of illustrating the woman’s place in Indian society prior to reforms made in the 19th and 20th century. For women the fight for equality was not an easy task. Mass amounts of men in India who held more traditionalists attitudes felt that woman’s place in society was as it should be. â€Å"Many movements of the later nineteenth century gave a central place to teachings related to women, seen as a particularly potent symbol of the proper moral order (Metcalf Metcalf 144).† A woman’s purpose in life is very clear, they are to marry a man, give birth to his children, and answer to his every whim. Those men that were not in favor of reform in the country used religious propaganda to make certain that these British ideals of women’s rights did not sink in. Unfortunately for those traditionalists the religious ideals they promoted would prove only to slow down the process, n ot stop it. In the Old Woman, written by Manik Bandyopadhyay, a young woman, named Menaka, is being thrown out of what has been her residence for the past year. She married and lived in her husband’s house, with his family. His family was not very fond of her and once her husband passed away she was no longer a welcome member of the household. â€Å"†¦because she had no parents and was married off by her uncle’s family, they could not get back at the shrewd uncle for not giving all of the promised dowry.† Assuming this family is of a lower caste, and not in a financially comfortable condition they have no problem dismissing this woman who had married into their family. In lower castes a woman was put on the street if she was a widow and no longer contributed financially to the family she married into, in some cases she could go back to live with her parents, but many times even her own parents would refuse her simply because they could not afford to feed, cloth and shel ter another person. Families of lower caste felt very little responsibility towards a widow, mostly because she was now seen simply as a financial burden. At the end of this story Menaka encounters an old woman who has a profound effect on her life. The old woman sees Menaka weeping and shares with her, her own story of grief that is very similar to Menaka’s. â€Å"I spent less than one night with my husband. After he died on the wedding night, they all said, ‘Throw out that unlucky wife.’ Did I leave? Could anybody make me leave? I bit the ground that the home stood and hung on.† The lesson of this old woman very much reflects the teachings of another woman that dedicated herself to educating and motivating widows like herself. Pandita Ramabai advocated women’s education and social reform. When she was widowed at the age of twenty-five, Ramabai educated herself in England, returned to India and proceeded to found several home schools dedicated to t he education of widows. Throwing women out on the street to fend for themselves may seem barbaric, but doesn’t compare to what was practiced by smaller groups of upper caste families. A religious tradition known as sati was observed. Sati was regarded as a â€Å"heroic act of romantic self-sacrifice† by those people who practiced it, but was regarded as barbaric by British colonists. This religious ceremony consisted of a widower throwing herself on her husband’s funeral pyre, burning her to death. Sati was a traditional religious ceremony that was not considered out of the ordinary by most. Despite its publicity, sati was not responsible for the deaths of thousands of woman a year, it was not widely observed, but was still responsible for approximately eight hundred deaths per year. It did not face any resistance until 1829 when Lord William Bentinck abolished this religious observance to the dismay of those people who had practiced this religious tradition. The British used the treatm ent of women in Indian as a substantiation of what they believed to be a barbaric and brutal culture that they needed to correct. Of course traditionalists did not take this sitting down. Many families that had practiced sati in the past continued to do so, when they were punished for their crimes they protested. The power of the British was simply too strong, and the abolition of sati was only the beginning of the British effort to give woman a fighting chance in Indian society. Woman, in addition to basically being seen as an expendable asset, they contributed very little to society in India. This was not a matter of choice, but was tradition. A woman in the story Letter from a Wife, by Rabindranath Thakur, is obviously distressed with women’s current position in Indian society. â€Å"It seems ironic to me that human beauty, which the Creator makes in a flitting mood of enjoyment, should be priced like a commodity in a religious society such as yours.† Although women were still discriminated against there was â€Å"a new ideal of female domesticity, across religious lines, also took shape during the decades at the turn of the century. In that ideal women were meant to be educated and ‘respectable’†¦Ã¢â‚¬  (Metcalf Metcalf 146). This was huge turn of events for woman. Before women were uneducated, therefore few really knew how little rights they had. Now that women were being educated they began to analyze their surrounding s and realize that something was not right. The ‘new’ women soon began to play an active role as advocates of reform. Soon educated women were fighting against this repressive tradition and setting up schools to further the education of women in India. â€Å"The new norms of female behaviour helped draw new lines of social identity (Metcalf Metcalf).† Education was taking root in the society of India, but there was still a great deal of resistance to this women’s movement. After all it had only been a few decades, and for an entire country of people to abandon their religious traditions and ideals because of western teachings is not realistic. â€Å"Your never recognized in these fifteen years the part of me that wrote poetry, perhaps because you did not wish to see in me anything that went beyond my role as your wife and a daughter-in-law of the family (Thakur 98).† Once one reads further into Haimanti it becomes apparent that Thakur supports the reformist attitude. The narrator of the story is a young man in love with a girl only two years his junior, her name is Haimanti. Traditionally men married girls that were much, much younger, it wasn’t strange for a man as old as thirty to marry a girl that was only twelve years old. This young man insists that he is in love with this woman, and lucky for him he is the member of a household that is very tolerant of reformist’s beliefs. â€Å"†¦my grandfather was a staunch rebel against the tradition, with no belief in any of the established customs and rituals. He had eagerly read and absorbed English liberalism. But my father was a staunch follower of the tradition.† With beliefs that were this reformist the narrator’s grandfather was most likely a member of the bhadralok. If he was not a member of the bhadralok he definitely benefited from their movement. The bhadralok prospered under British colonialism, and were very found of the teachings of western education, like English liberalism. The bhadralok movement was very popular amongst those people of upper-castes such as merchants, clerks and government employees. In its beginnings the bhadralok movement was confined to people of the upper-caste, but it slowly made its way to the masses. The bhadralok were very proud of there newly discovered knowledge and wanted to share it with the common people. Soon the education of men, coupled with the education of women offered opportunities for reform in the country. Although woman were being educated and focused on achieving equality they could not have done it alone. Reformist thinkers like the grandfather Haimanti were a big part of the advancement of women’s right. British colonialism had very few positive impacts on society in India, but the result of their presence was not all bad. They were vital in the women’s fight against discrimination in India. The British were advocators of woman’s rights, and were disgusted by the fact that such a cruel and intolerable act could be committed with such social acceptance, in addition to the discrimination they face in every day life. Not only did the British themselves support the women’s movement, but they were also responsible for the Indian people’s exposure to western education and culture. The ideals and morals that western education promoted were beginning to take their toll and helped in the advancement of women’s right significantly. Although the British regarded the Indians as an underdeveloped people they believed they were capable of making changes. As people in India began to embrace more western ideas, and education they began to turn away from religious t raditions that were seen as unsavory in western teachings. The fight for women’s rights would prove to be a long and grueling process, but British presence in India would prove to play a positive role in this process. The fight would be especially difficult because those religious traditions that were part of the culture in the country were very adamant in their beliefs on the role of women in society, but British seemed to be determined to turn India into what they deemed as a civilized nation. The British believed that the â€Å"Indians, like anyone else, could be transformed through the workings of law, free trade, and education.† This statement proves that the British came into India with the idea that they were going to transform this nation into one they could be proud to call a colony. With this in mind it could be argued that the British are actually responsible for starting a women’s rights movement in India. Of course do not make the mistake of believing that the British were responsible for all the progress ma de. Those women who had suffered for centuries and those few progressive men did most of the leg-work. The British merely laid the foundation for th movement, and simply sat back and watched it unfold in front of them. Research Papers on Fight For Women’s Rights in India – History EssayPETSTEL analysis of IndiaQuebec and CanadaThe Fifth Horseman19 Century Society: A Deeply Divided EraInfluences of Socio-Economic Status of Married MalesTrailblazing by Eric AndersonBook Review on The Autobiography of Malcolm XBringing Democracy to AfricaAppeasement Policy Towards the Outbreak of World War 2Relationship between Media Coverage and Social and

The Mysteries Of The Sonnets Vargo 1 Essays - Literature

The Mysteries Of The Sonnets Vargo 1 Essays - Literature The Mysteries of the Sonnets Vargo 1 William Shakespeare?s sonnets may have been the best poetry ever written. The sonnets are beautifully written with many different feelings expressed in them. Although they may have been the most autobiographically written poems of all time, they still present a number of questions. Many Elizabethan historians and Shakespeare enthusiasts often wonder who Shakespeare was writing about when he wrote the sonnets. There are three main questions which come to mind when one is reading the sonnets. The mysterious dark lady, Mr. W. H., and the young man that Shakespeare wrote of are three of the sonnet mysteries. Although William Shakespeare did not write the sonnets to be a puzzle for the reader to solve, the dark lady of the sonnets is perhaps the most puzzling of the mysteries. There is a whole sequence of sonnets that mention the dark mistress. Sonnets 127-154 are the sonnets that deal with the dark lady. From these sonnets, a good description of the dark lady is given. The first of the dark lady sonnets, Sonnet 127, gives a good physical description of the mistress. ?...Therefore my mistress? eyes are raven black, / Her eyes so suited, and they mourners seem/ At such who, not born fair, no beauty lack,/ Slandering creation with a false esteem./ Yet so they mourn becoming of their woe,/ That every tongue says beauty should look so? (Booth ed. 110). Lines 9-14 of this sonnet tell the reader that the mistress has dark features and there is a hint that perhaps she wore makeup. Also, in Sonnet 130, another good physical description of the dark lady is given. ?My mistress? eyes are nothing like the sun;? Coral is far more red then her lips? red;/ If snow be white, why then her breasts are dun; If hairs be wires, black wires grow on her head./ I have seen roses damask?s red and white,/ But no such roses see I in her cheeks;...?(Hubler 104) Although Shakespeare gives a harsh description of the dark lady?s features, he does mention that he cares for her. ?He does not say that he loves her in spite of her faults; he loves her faults and all.? (Hubler 104) In other sonnets, such as Sonnet 127, William Shakespeare admits that he finds the dark lady?s features beautiful. The variety of Shakespeare?s descriptions of the dark lady make it seem as if there may not be a dark lady at all. She may be a literary creation. Vargo 2 The identity of the dark lady cannot be based on physical description alone. A good behavioral description of the dark lady can be found in many places in the sonnets. ?And whether that my angel be turned fiend,/ Suspect I may, yet not directly tell;/ But being both from me, both to each friend,/ I guess one angel in another?s hell...? (Hubler 107). This section of Sonnet 144 tells the reader that the dark lady had a way of torturing Shakespeare. He has figures out that the mistress is unfaithful and he does not know what exactly she is doing. According to Edward Hubler, Shakespeare?s sketch of the dark lady is a piece with the view of sex without romance revealed throughout his works (107). It seems that Shakespeare did not find the dark lady to be a very appealing person, but he did, however, find her to be very sexually appealing. William Shakespeare was not in love with the dark mistress. It seems that his feelings for her are clearly only lustful ones. William Shakespeare was in contact with many women throughout his life. Therefore, there are many theories as to who the mysterious mistress is. The most popular name concerning the dark lady?s identity is Mary Fitton. Mary Fitton was a maid of honor to Queen Elizabeth and was a mistress to William Herbet. ?She was a lively lady who became the mother of three illegitimate children by different men, but afterward married richly and died very respectable.? (Harrison 44). The only problem with Fitton being the dark lady is that she did not possess the dark features that Shakespeare so vividly described throughout his poetry. In addition to Fitton,

Definition and Examples of Questions in English

Definition and Examples of Questions in English In grammar, a question is a type of sentence expressed in a form that requires (or appears to require) an answer. Also known as an interrogative sentence, a question is generally distinguished from a sentence that makes a statement, delivers a command, or expresses an exclamation. In terms of syntax, a question is usually characterized by inversion of the subject and the first verb in the verb phrase, beginning with an interrogative pronoun or ending with a tag question. Linguists commonly recognize three main types of questions: Yes-No Questions, Wh- Questions, and Alternative Questions. Examples and Observations This is a question that no one particularly wants to hear, but, where did they put his head?(Xander in Teachers Pet. Buffy the Vampire Slayer, 1997)I know this is a silly question before I ask it, but can you Americans speak any other language besides English?​  (Diane Kruger as Bridget von Hammersmark in Inglourious Basterds, 2009)Question is, what did camouflaged robot mercenaries want with you? And how did you get inside the TARDIS?​  (The Doctor in The Runaway Bride. Doctor Who, 2005) Structuring Questions To form a polar question (one expecting yes/no as an answer), the first auxiliary verb, which bears a tense inflection, is moved to the front of the clause. Corresponding to John was eating the halva we get Was John eating the halva? There must be at least one verb in the auxiliary for question formationif the VP contains none of have, be or a modal then do must be included to take the tense inflection; thus, corresponding to the statement John ate the halva, we get the question, Did John eat the halva?   A wh- question (expecting a phrase or clause as answer) involves the same fronting, and in addition a wh- word (who, whom, whose, what, which, how, why, where or when), which refers to the same constituent of the main clause, must precede the preposed auxiliary word. Compare John was hitting Mary with Who was hitting Mary?  Mary arrived yesterday with When did Mary arrive? and John ate the halva with What did John eat? If the constituent being questioned had a preposition associated with it, then this may either be moved to initial position, before the wh- word, or it can be left in its underlying position in the clause. Thus, corresponding to He owes his success to hard work we can have either What does he owe his success to? or To what does he owe his success?(R.M.W. Dixon, A New Approach to English Grammar, on Semantic Principles. Oxford University Press, 1991) Examples of Question Types [In the following joke, the attorneys initial wh- ​question is followed by two yes-no questions and a final alternative question.]A woman went to an attorney to ask about a divorce.What grounds do you have, madam?About six acres.No, I dont think you quite understand. Let me rephrase the question. Do you have a grudge?No, just a parking space.lll try again. Does your husband beat you up?No, l always get up at least an hour before he does.The attorney could see he was fighting a losing battle. Madam, do you want a divorce or not?Im not the one who wants a divorce, she said. My husband does. He claims we dont communicate.(adapted from The Mammoth Book of Humor, by Geoff Tibballs. Carroll Graf, 2000) Intonation in Questions American English typically has rising intonation across the utterance for what are called yes-no questions (She bought a new car?) and falling intonation for information-seeking questions (also called wh- questions) (What does she want to buy?), although there is much variation in these patterns in both American and British dialects.​  (Kristin Denham and Anne Lobeck, Linguistics for Everyone. Wadsworth, 2010) Why Ads Use Questions Questions, like commands, imply a direct address to the readerthey require someone to answer. Thats why they are often used on magazine covers, like these from one issue of Cosmopolitan: At long last love. Are you sure its the real thing?THE CONDOM. Whats in it for you?Hired or fired? How to leave your job in style. We take them as requiring a response, like a ringing phone. There is another more subtle effect questions can havethey can contain presuppositions that are almost impossible to discard if one interprets the text.​  (Greg Myers, Words in Ads. Routledge, 1994) Questions as Technologies in Disguise Questions, then, are like computers or television or stethoscopes or lie detectors, in that they are mechanisms that give direction to our thoughts, generate new ideas, venerate old ones, expose facts or hide them.​  (Neil Postman, Technopoly: The Surrender of Culture to Technology. Alfred A. Knopf, 1992)

Global Warming in Florida Essay Example | Topics and Well Written Essays - 1750 words

Global Warming in Florida - Essay Example Today however, the global increase in temperature is destined to affect the natural as well as the physical activities in Florida. Evidence of the global warming is apparent in the gradual immersion of the beaches to the sea caused by temperature rise and thawing of glaciers increasing ocean waters. Change in the weather is another attribute of the global warming; recent times have seen devastating hurricanes sweeping across the state leaving behind enormous loss of property and destruction of vegetation (Southern Alliance for Cleaner Energy, 2007). The average rise in sea level globally has been estimated to be 6 inches in the 20th century. By 2100 the immersion of the beaches is expected to reach 15 inches. The global warming impacts in the Florida state are evidently seen in other areas of wildlife and tourism. The Florida has been stated as a ground zero in terms of the climatic change impacts in the United States of America this statement is based on the extents and effects of g lobal warming already experienced in Florida (NRDC, 2001). On the other hand skeptics do not believe that global warming is a serious problem at all, they are attributing theses changes to effects of evolution rather than those of human activities industrialization. Let us now look at the realities of the global warming and awareness to people. Alertness of Global warming to Floridians According to a research done by the Florida Wildlife Federation and National Wildlife Federation (2006) on March to April 2006 where a group of people were interviewed at the end of the research 63% were aware of the global warming and the its effects in Florida, 27% were unaware while 10% thought otherwise, the global warming in Florida is a fact with effects on the... The state of Florida is well known for its tourism attraction due to its excellent beaches, diverse native wildlife species, variety of fish and birds. However, the evidences of the global warming are also present in Florida today. Elaborate explanation of the causes and the overall results of the global warming in Florida are discussed in the essay. Nobody can now provide any argument to belittle the effects of the global warming in Florida based on what we have found out. With confirmation of the global warming it is up to the Floridians and everybody else to take a positive step now. According to scientists the threat of the global warming can be overcome by a 40 year 2% reduction in the greenhouse emissions. The governments together with the environmentalists and the individuals have a role to play in reduction of the global temperatures. Failure to take an action will seen the nature’s anger in form of adverse climatic effects on human being and wildlife alike. Cases of s uch have been seen in form of hurricanes in Florida, El.nino rains in various parts of the world and excessive droughts in Africa. Of course Florida’s attempts to reverse the global warming would be in vain without the cooperation of the other states and countries. The researcher hopes that International policies can help to reduce the global warming, such as the Kyoto protocol. Implementation of such policies should be underway to alleviate the occurrence and the magnitude of such disaster as has been experienced in the recent past across the world.

Political Potential of Citizen Journalism Essay

Political Potential of Citizen Journalism - Essay Example In such circumstances when reporting from the place affected by crisis becomes valuable and essential, those who earlier were simple observers take roles of journalists with the help of modern technologies. It makes professional journalists face a serious question about the future of their profession as information is becoming more available and easier to generate. A possibility to disseminate news within a click of a mouse is turning the whole process of information production into a tool of political influence and democracy establishment, and historical events in Eastern Europe and in Arab countries can serve as bright examples of the statement.   However, it is necessary to define what the concept of citizen journalism means as it has appeared quite recently and is still shaping. According to Bowman and Willis, citizen journalism is defined as the media content produced by citizens who take an active role in â€Å"collecting, reporting, and analyzing information and news† (2003, 9). Reasonably, it is the Internet that has played a crucial role in emerging citizen journalist phenomenon. Moreover, technological evolution and fast spread of innovations were important for accidental journalism emergence. A great variety of devices that are charged and plugged rapidly and connected to the Internet within seconds permitted almost every citizen to create some content from posts on Facebook to videos on YouTube. It allowed many people sharing their information instantly and also gave a chance to find the right auditory for this information. And the combination of these two factors: instant and relevant content and those wh o consume it was the primary factor in the phenomenon emergence (Bruns, 2005, 1).   The appearance of citizen journalism is closely connected to the introduction of digital culture.

Adjusting entries Assignment Example | Topics and Well Written Essays - 750 words

Adjusting entries - Assignment Example One of the steps included in the accounting cycle is the recording of adjusting entries. Adjusting entries are always needed every time a company prepares financial statements. At the end of the accounting cycle the four financial statements are ready to be prepared and published for the users of financial information. â€Å"Adjusting entries are needed to ensure that the revenue recognition and matching principles are followed† (Weygandt & Kieso & Kimmel, 2003, pg. 91). Adjusting entries are necessary because they are one of the steps of the accounting cycle. The fourth step of the accounting cycle is to journalize and post adjusting entries (Cliffnotes, 2011). Accounting entries exist to make sure revenues are recorded in the period in which they are earned, and expenses are recognized in the period in which they are incurred (Weygandt, et al. 2003). Accounting results are supposed to be reliable and accurate. The use of adjusting entries adds validity to the claim of accura cy in accounting work. A financial statement that benefits from adjusting entries is the balance sheet because adjusting entries allow accountants to adjust the assets, liabilities, and equity accounts. The four types of adjusting entries are prepaid expenses, unearned revenues, accrued expenses and accrued revenues. Prepaid expenses are expenses that are paid in cash by a company before they are consumed. These types of transactions occurred for a variety of reasons including contractual obligations. In the insurance industry it is common practice for insurance coverage to be signed in yearly contracts that must be paid in full prior to coverage starting. In this type of transaction the company receives benefits as time passes. An adjusting entry is necessary to record the actual consumption of the expense. These types of adjusting entries are typically recorded on a monthly basis. The journal entry to record this adjusting entry is a debit to insurance expense and a credit to prep aid expenses. Another example of a prepaid expense is the recording of depreciation. Depreciation is recorded through the passage of time on a monthly basis. The second type of adjusting entries is unearned revenues. Unearned revenues occur when a client pays in cash for a service that has not been provided to them. An unearned revenues account is considered a liability because the company that took the payment owes the service to the client. A practice in which unearned revenues are a common occurrence is in the law practice. A lot of companies pay corporate lawyers retainers to be on call for any legal problem that may occur in the future. The lawyer must record the transaction when they are originally paid as unearned revenue. When the lawyer provides a legal service for the client the liability is reduced through an adjusting entry. The adjusting entry to record a service rendered to a client that had an unearned revenue pending is a debit to unearned revenue and a credit to ser vice revenue. The third type of adjusting entry is accrued revenues. Accrued revenue refers to transactions in which the business earned an income, but has not yet received payment for the work. Accrued revenues can accumulate over time in cases such as unpaid rent. Sometimes accrued revenues occur as a consequence of the company not billing the customer at the time the service is rendered. The typical adjusting entry for accrued revenues once service is provided is a debit to account receivable and a credit to service revenue. Companies that always receive payment in the form of cash at the moment the service is provided would not accumulate any accrued revenues. The fourth type of adjusting

Comparison and Contrast Essay Example | Topics and Well Written Essays - 1750 words

Comparison and Contrast - Essay Example Often movie adaptation are a source of disappointment after they are released but this was not so with this movie. Movie adaptations offer a more visual experience of the story but they place certain burdens on the writers and scriptwriters. It is often taxing for the directors to adapt the novel into a movie. Often movie adaptations of a novel are met with a strong sense of anticipation before the release of the movie but viewers are left with a sense of being robbed of the novel’s essence when they watch the movie. This is often because the audience feels that the characters were not portrayed properly in the movie. Also the novel is often shortened when it is adapted into a movie. However, the movie adaptation of To Kill a Mockingbird does not displease the audience. The movie has been able to catch the essence of the novel and is considered to be one of the best movies of modern American cinema. The movie, though has its limitations, but director Robert Mulligan has been able to overcome these to deliver a great piece of film that entices the viewers to read the novel if they have not already done so. The book, To Kill a Mockingbird, is written from the perspective of a small girl, Scout Finch who lives in Maycomb County with her older brother, Jem and father, Atticus. The book deals with Scout’s life in Maycomb at a time when the term desegregation was not coined. The author takes on a narrative form of writing in this book. The movie, has tried to keep up with the similar element of narration. Even as the movie begins, it is clear that the child’s perspective is kept in mind. The movie begins with credits being rolled out with a child-like voice humming in the background. The movie begins on a similar tone as that of the book. The voice of the woman in the background is introduced to capture the narrative form of writing in the original novel. Even the narration offered in the movie

Vodafone Group PLC Essay Example | Topics and Well Written Essays - 1000 words

Vodafone Group PLC - Essay Example We will use the same conduct fundamental analysis of the company to assess whether the stock is likely to increase or decrease in value in the short- and long-term and whether the stocks current price is an accurate reflection of its value (Street.com, Inc.,2007) Revenues exhibited growths within the range of 10% to 33% for the last five year period except for the decline from 2004 to2005 by 21%. Despite the decline in 2005 from 2004, gross margins were noticeably high from 29% for the years 2003 and 2004 respectively and still high at 22% and 21% respectively for the years 2005 and 2006 respectively. This means that decline in company revenues for a given year which could have been an indication of lower output did not cause the company to suffer the decline in terms of productivity or efficiency since the gross margins were still high, although the decline was still felt since the gross margin from2004 to 2005 also declined from 29% to 22%. The apparent decline in mark up due to decline in revenues from 2004 to 2005 was remarkably offset by the increase in bet profit margin relative to the years where changes were noted. The lower gross margin for the year 2006 and 2006 as against 2004 and 2003 did not necessarily resulted to lower net profit margin for the corresponding years under study, since net profit margin for the years 2006 and 2005 stood at both similar rates of 22% which were surprisingly higher than for 2004 and 2003 respectively. This difference in the results could only mean better efficiency for the years 2006 and 2005 over the year 2004 and 2003. Viewed from perspective of improving management performance in terms of efficiency, the management has indeed shown resiliency and disciple for the latter years as compared against the earlier years. This is however not to lose the remarkable achievement net profit margin 1n 2002 which got reflected at 69%. What clearly showed an increasing trend without sign of going down are the

Life in the Trenches Essay Example for Free

Life in the Trenches Essay World War One, also known as the Great War, was a war that would change all wars. Never in the history of humanity had there been a war fought in such a manor, and it would change the way all wars that followed it were fought. World War I was expected to be a relatively short war, as those in the past had been, and a war of great battles and movement. However WWI was typified by its lack of movement, years of stalemates and great battles that turned out to be massive slaughters where hundreds of thousands of men died for a very small gain in territory. The most important aspect of WWI that made it so unique was its use of a new tactic of digging a series of connecting trenches that carved up the landscape of the Western and Eastern fronts. This use of trenches by both the Allies and the Germans was one of the primary reasons that WWI lasted as long as it did. Life in the trenches was a horrifying experience for any man who served in the Great War. The terrible conditions in the trenches would only be fully known by the public after the war was over in late 1918. The armies of the Allies had strict rules against the public gaining knowledge of the details of the war and used many methods to prevent them knowing the truth. After the Battle of the Marne in September 1914, the German army was forced to retreat. They had failed in their objective to force France into and early surrender and rather than give up the land that they had gained they dug into the ground to secure their position and protect themselves from the Allie fire. Because the Germans were at an advantage of being able to fire at the Allies from below ground level because of this the Allies could not break the German trench line. It was apparent that the Germans would not be removed the Allies followed the German example and dug their own trenches. It was this event that halted movement on both sides and changed the style of warfare forever. Trenches soon stretched across the countryside and spread from the North Sea to Switzerland. Trench life soon became as mentally and physically taxing on soldiers as the actual fighting element of the war. Disease, rats, lice, and boredom became a part of daily life for a soldier in the trenches. After the war was over there were many accounts from soldiers of the appalling conditions and the amount of death that occurred in the trenches. It was estimated that up to  one third of Allied casualties on the Western Front were actually sustained in the trenches . Aside from injuries caused by the enemy, disease accounted for a large amount of that total. Many accounts from soldiers of their time spent in the trenches are dominated by an emphasis on the amount of mud. Living in the trenches soldiers were rarely clean and when they were they did not stay that way for very long. Because of the lack of sanitary conditions in the trenches men suffered from many pests such as rats and frogs as well as more harmful things like lice and diseases like trench foot and shell shock. The rats in the trenches became a problem for the soldiers because there was no way to avoid them or get rid of them. A single pair of rats could produce almost 900 offspring in a year so the infestation continued throughout the war. Rats in the trenches were rumoured to have grown as large as cats on occasion, from eating or stealing scraps and feeding off the corpses of dead soldiers. Because the rats became so fearless the men in the trenches came to loathe them and often spent free time killing them and setting traps . Yet another annoying pest was the lice that continually plagued the men. Soldiers could spend up to an hour a day burning the lice off their bodies and clothes in an attempt to rid themselves of the pests; but the effort was all in vain because they would only be re-infested the next day. Occasionally the men were sent to clean themselves in large baths while their clothes were being put through delousing machines. Unfortunately, this rarely worked; a fair proportion of the eggs remained in the clothes and within two or three hours of the clothes being put on again a mans body heat had hatched them out. Because of the continuously muddy conditions the men often walked around in mud and water sometimes covering as far up as their knees or waists. During the early part of the war over 20,000 men were treated for a condition that became known as trench foot. This was an infection of the feet caused by cold, wet and unsanitary conditions. Without being able to remove wet socks or boots the feet would gradually go numb and the skin would turn red or blue. If untreated, trench foot could turn gangrenous and result in  amputation. The only remedy for trench foot was for the soldiers to dry their feet and change their socks several times a day. By the end of 1915 British soldiers in the trenches had to have three pairs of socks with them and were under orders to change their socks at least twice a day. As well as drying their feet, soldiers were told to cover their feet with grease made from whale oil. The Allies needed to make sure that there would be no additional factors that would affect the morale at home; news of the conditions that the soldiers were forced to live in and the continuing stalemates would surely do that. If confidence in the war effort was diminished and the truth about the trenches was known there would be fewer new recruits and the Allies would be challenged to keep up with the Germans numbers. Most soldiers during the war chose to conceal the horrors of the trench warfare not wishing to expose their families to it. But those who wished to confide in family members and try to share with them their experiences were prevented from doing so by new laws that were put into place. The House of Commons passed the Defence of the Realm Act on August 8th 1914 without debate . The Act gave the government executive power to suppress criticism, imprison without trial and commandeer economic resources for the war effort. As a result all letters that the men wrote were read and censored by the junior officers. Although soldiers were encouraged to write letters to friends and family, the contents of the letters were monitored strictly by the junior officers in accordance with the new laws guidelines. Anything that disclosed information about military action would be removed to ensure that the Allies plans could not get to the Germans. The junior officers were also instructed to remove anything from the letters that discussed the conditions of the trenches or insinuated that the soldiers did not have faith in the actions that were being taken by the army. The members of parliament believed that if family members were to receive letters of that nature the morale in Britain would be effected which would affect the war effort all together. Britain and France also had problems deciding what to do about journalists who were reporting the war. Originally under the Defence of the Realm Act Britain put strict limitations on all reporters often preventing their  articles from making it back to Britain from France. After complaints from the USA on how the British government was treating the situation a cabinet meeting was held to change the policy and to allow selected journalists to report the war. The British government appointed five men to be accredited war correspondents in January of 1915. These men were to remain on the Western Front but to be permitted to do so these journalists had to accept government control over what they wrote. As a result of government interference even the disastrous first day of the Battle of the Somme was reported as a victory. Although some defended their actions saying that they were attempting to spare the feelings of men and women, who, have sons and husbands fighting in France; most of the journalists admitted that they were deeply ashamed of what they had written. After the war most of the accredited war correspondents were offered knighthoods by George V. Some agreed to accept the offer but others like Hamilton Fyfe refused seeing the knighthood as a bribe to keep quiet about the inefficiency and corruption he had witnessed during the war. Fyfe would later become a member of the Union of Democratic Control after the war, and would speak out as a strong critic of the Versailles Peace Treaty . There were a few other instances of the British government preventing criticism of the war from being published. In 1916 the Clyde Workers Committee journal, called The Worker, was brought to court under the Defence of the Realm Act for an article that criticized the war. The two editors of the journal were found guilty and sent to prison, one for six months and the other for a year . Critical novels that were written during the war were prevented from being published or banned if they did make it to publication. A.T. Fitzroys Despised and Rejected, about conscientious objectors during WWI, was published in April 1918. A thousand copies were sold before the book was banned and the publisher prosecuted under the Defence of the Realm Act. Another novel, What Not: A Prophetic Comedy by Rose Macaulay, which ridiculed wartime bureaucracy, was prevented from being published near the end of 1918. Instead it was not published until after the Armistice. So although the conditions for the men who fought in the First World War were horrific, the public did not realize the sacrifices that had been made for their freedom on a daily basis. The suppression of the truth by the British government is a controversial topic that is still debated today. Whether or not the British were justified in preventing the public from knowing the truth it was inevitably disclosed after the wars conclusion. The images seen and the conditions endured plagued on many mens minds after the war was over. The Great War, a war that was to be one of heroic battles and great movement, turned into a war remembered for its lack of movement, its number of casualties and the conditions that had to be endured. World War One changed the way all wars after it were fought, but not for the better.

The Impact Of Globalization For Children And Families Economics Essay

The Impact Of Globalization For Children And Families Economics Essay Globalisation perks in the 1990s, in the research studies of Draxler (2006) reported that government of many countries, both developing and developed countries embraced changes towards one global market place (Michael et al., 2003). Though it opens up new revenue for trade, technology, information and knowledge transfer worldwide, globalization helps to aid this world to a more disintegrated sphere (Kolarova, 2006). Rieger et al. (2003) questioned the consequences of cultural and social malfunction due to the influence of globalization. Spybey (1996) also mentioned in his findings that globalisation creates more conflicts in this rapid information networking, trading and technology freedom of this new shift of large-scale manufacturing and producing business establishments worldwide (Goldberg et al., 2007). Researches and report findings by World Bank (2000-2002) found that as different countries step up to change their productive organization of work, it also changes countries social and human capital structures (Willams et al., 2005). The Organisation of Cooperation and Development (OECD) and International Labour Organisation (ILO) reported its finding of globalization leads to a sharp demand of highly educated and skilled labour in developed countries, ironically an upsurge of lowly skilled workers with poor wages, prejudicial social injustice and health care in poor developing countries (Lall, 2002). Marshall (1962) stated the shift of the social relation changes patterns and lifestyle of time and space of mankind. Hence, with the implication of globalization will it cause more poverty or affluence universally (Hartman,2002)? Carnoy (1999) stated when nations open to trade and create more capital affluence and manufacturing goods for exports, there are manufacturing turnover and transferal of employment (Brady et al., 2005). Globalisation rises skills in developed countries however it reduces employment skills and talents in developing countries. For example, in Vietnam if an individual could not sustain himself/herself and his/her family in a small plot of land in hometown. He/she has to sell his/her labour to support his/her family in urbanized cities (Choi et al.,2001). Yet due to globalization he/she may be employed by a global company with highly technologized machinery which made him/her a low skilled worker (Freeman, 2001). Kalarova (2006) claims that in some of developing countries, benefits and welfare for workforce are frequently mistreated by privatized global companies even if countries have employment policies for employees. The lack of social coherence, coordination, sustainability and long term protection policies due to the lack of funding for proper healthcare, eventually leads to a depressed moral opportunity and welfare, depletion of social protection and surge inequality of these low skilled worker in these manual work industries (Milanovic,2002). Likewise, Spybey (1996) argues that in order to finance these worldwide investments in the global finance capital sector, globalisation affects a nations social inequality when it comes to the funding distribution and assets for its education, healthcare and childcare policies and reforms for families and children, resulting to an exploitation of adults and children labour (Michael et al., 2003). Stokey (1991) agrees that in conservative and conventional countries like Thailand and Indonesia, though women rights aid and free women from poverty, exploitation and oppression, Horgar (2001) pointed the contradictory of global capitalism repeatedly decoy women and children to cheap labour with long working hours and poor welfare despite of their desires to be independence from their husband or father at home and that conflicts against its social-cultural aspect of the nations (Edmonds et al.,2001). Moreover, Horgar (2001) argues that as more women enter the global workforce, more children are often left at home alone with relatives or siblings, contributing to its nation increment of non-schooling and poor school attendance children, malnutrition and ill health of children due to the lack of quality care and child-rearing issues (Hatch Grieshaber, 2002).. On the other hand, in the developed countries, globalisation may cause relocation, migration of workers as technology and machinery replaced manual-skilled workers (Willams et al., 2005). Thus, many of these workers are forced to look for more job opportunities in other countries, likewise nations also prefer to send low skilled workers to be trained in well developed country, hoping to increase the countrys technological knowledge and skills, and bringing about the increment of wages and remittance of money to support their families at homeland (Hartman, 2002). Furthermore, as global capitalism took place, it often comes along with poverty and conflicts between its social-cultural backgrounds (Edmonds Pavcnik, 2001). Edmonds et al. (2006) also state that globalization makes and pressures a nation not to be left out but it is important for its nations ability to be part of the global mandate. In 1990s, it is surveyed about 80 million labour forces and work migration from Middle Eastern and African countries to America (Goldberg, 2007). Due to the influx of immigration in America, the survey conducted by Hartman (2002) shows a significant increase of multi-cultural and multi-ethnical aspects in America. Correspondingly, change of family structures in Middle Eastern and African countries affect native families as they no longer could rely on their male breadwinner (Hartman, 2002). The shift of native and immigrants marital status where an individual choose to be lone mother/fatherhood, single or divorced, eventually, leads to decrease of birth rate due to different fertility patterns, notably by postponing birth/ no desire of having children (Horgan, 2001). These factors further afflict and add on to a nations social-economic issue, especially when there is a high reallocation of old aged people in a society due to low birth rate (Freeman, 2001). In addition to it, pressure for globalization also hustle the changes of the worlds social and cultural aspects in peoples lives (Penn, 2005). Statistics an d studies conducted by Waller (2009) show huge distinction and diversity differences as regards to the average of children, life expectancy, school expectancy, illiteracy rate, child labour and in industralised countries, give to the rise of the lack of overall human and childrens rights implementation (Gregory, 1999) . A survey conducted by Cigno et al. (2002) reports that parental decisions often affects children education rights and the national education policies structures, since parents consider the cost of children education, expected returns when they invest in their childrens education and the state educational investment for their children (Roseberg Puntch, 2003). A childs future is frequently contrary to the childs future earning return to the family (Cigno et al., 2002). Thus, in developing countries children are used as domestic helper at home and expose to hard labour, children soldiers and even as prostitutions(Carnoy, 1999). Hence, to counteract these hindrance, a clear and direct government protection policies and subsidies for children education and regular school authority inspections to homes could help to support families on childrens education, which eventually encourage the rise of high educated future population and increase highly skilled trained workers in its human capital investment(Cigno et al., 2002). In the research studies of Timimi (2005) it shows a hugh mortality and morbidity of females and children in poor developing countries due to severe ill health and poor healthcare, where poor national economic has prolonged their poverty (Ravens et al.,2009). A qualitative study conducted by McMichael (2000) native government in developing countries lacks the resources and commitment to aid the problems especially in healthcare such as malnutrition and infectious diseases that come along with poverty. Likewise, urbanized cities in developed countries do struggle with poverty but it is the poverty of health. As the cities open to industrialization and globalization, its residents often at risk with illness and sickness link with pollutions- water, air, chemical and toxic pollutions (Ravens et al., 2009). However, if national policies and international organizations decide on how to implement reliable healthcare policies and improve financial incentives to address states healthcare spending through the development of new medical technology internationally (Draxler, 2006). The integrity of nations policies and commitment to childrens and families welfare are often compromised, as these is no clear solution to the question to protect children and families (Draxler, 2006). Hence, Siraj and Woodhead (2009) sought that if the affluence of globalization recognizes the rights of children and families, countries policy makers have to gear themselves and strengthen their policies through clear, direct implementation and frequent reviews of its nation policies for protection and assurance of quality education, healthcare and welfare for children and families. Government has to step up and act in behalf of these children and ramify the issues of poverty, education, healthcare and stable families (Timimi, 2005).