Spanish Verbs That Mean to Ask

Spanish Verbs That Mean to Ask Spanish has several verbs that can be used to translate to ask. They are not all interchangeable, and there are some subtle differences in meaning among some of them. Among those verbs: Preguntar is the verb used most commonly to mean to ask a question or to ask about something. It is often followed by the preposition por to indicate the subject of the inquiry: Preguntà ³ por la situacià ³n legal de su hermano. He asked about his brothers legal situation. Pablo preguntaba por ti. Pablo was asking about you. Preguntà © si habà ­a estudiado la leccià ³n. I asked if she had studied the lesson. Preguntar is the verb used most often to indicate simply that a person had asked a question. -  ¿En quà © pgina est à ©l? - preguntà ³ Juana. What page is it on? Juana asked. Pedir is usually used to indicate a direct request or to ask for (rather than about) something. Like the English verb to request, it does not have to be followed by a preposition. Pidià ³ un coche azul. She asked for a blue car. Sà ³lo pedà ­ que repararan el techo. I only asked them to repair the roof.  ¿Te pidià ³ dinero? Did she ask you for money? Rogar can mean to formally ask or to make a formal request. And depending on the context, it can also mean to beg or to pray. Le rogamos que indique los nà ºmeros de telà ©fono completos. We request that you indicate the complete telephone number. Se ruegan los clientes que tomen las precauciones oportunas para salvaguardar sus pertenencias. Customers are asked to take appropriate precautions in order to protect their belongings. Te ruego que tengas piedad con mi madre. I beg you to have pity on my mother. Fueron a la iglesia para rogar. They went to the church to pray. Invitar can be used when asking someone to do something or go somewhere, much like the English cognate invite. Nunca he invitado a nadie a postear en mi blog. I never have asked anyone to post on my blog. Te invito a mi casa. I am asking you to my house. Solicitar can be used in much the same way as pedir, although it is less common and is most likely to be used with certain types of requests, such as for information, or in legal or business contexts. Solicitan amnistà ­a para ex presidente. They are asking for amnesty for the former president. Solicitaron sus opiniones profesionales sobre el proyecto. They are asking for his professional opinions about the project.

Rules for the First Week in College

Rules for the First Week in College Your first week in college is one youve likely been looking forward to for a long, long time. That first college week, however, can be gone in an instant and if youre not careful, some of the choices you make during those critical few days can lead to major problems later. Just keep these 10 rules for your first week in college in mind ... and have fun! Dont Hook Up Its smart to give yourself (at least) a one-week delay before hooking up. Its much easier to regret not hooking up than it is to regret it and have to face the person every day for the next 4 years. Just give yourself a little time to get your bearings before doing anything you might unknowingly regret later. Dont Start a Relationship Youre at college to learn, explore, try new things, and overall challenge yourself. Starting a relationship right off the bat may hamper some of the flexibility youll need. Is it a good idea to start a relationship? Of course, if its a healthy one. Is it a good idea to do it during your first few days on campus? Maybe not. If this person is the love of your life, can you wait a few weeks? Of course. Go to Class Hmmm ... no one takes attendance, you were up super late, and theres somewhere else on campus youd rather be this morning. Think twice before skipping class, however; its much more crucial for you to go to class in college, and the first week is especially important if you want to meet other students, have the professor know you, and not get dropped because you didnt show while others are on a waitlist. Get the Basics Done During orientation, you probably have a long list of stuff to do: Get an ID card, set up your email/campus login, meet your adviser. Skipping on these to-dos is a definite bad idea during your first week. After all, if you think youre busy now, imagine how much harder doing these items will be once your classes are in full swing and youre behind. Make Sure Your Financial Aid is in Good Shape If the financial aid office needs a copy of something, you have a question about your loans, or you need to sign some documents, make sure your tush makes it to the financial aid office sooner rather than later. Doing so is much easier than having to explain to your parents that youve been kicked out of school because you lost your financial aid due to a technical glitch. Get Your Books and Readers ASAP You dont necessarily have to buy them from the campus bookstore there are lots of other options available but you do have to get them. And quickly. College classes move much faster than high school ones, so staying on top of the reading is incredibly important. Get a Job if You Need One There is x number of students and y number of jobs. You dont need to be a math major to realize that the sooner you start looking (and applying), the better your options and choices will be. Watch Your Alcohol Intake As most folks know, alcohol is pretty readily available in college, even for the under-21 crowd. Be smart with the choices you make around alcohol, both for your dignity and your own safety. Get Your Classes Set You may be wait-listed on some classes or registered for too many because you arent sure what you want to keep. Either way, make sure your class schedule is set as soon as possible, that you finalize the paperwork before the add/drop deadline, and that the units youre carrying are enough to maintain your financial aid. Start the Semester Off with Good Eating Habits It sounds so minor, but eating healthy in college really can make a difference. Besides helping you avoid the legendary Freshman 15, eating healthy as soon as you arrive can keep your immune system up, give you the energy you need, and help set great habits for the next few years of your college life.

More Choice Is Desirable To Less Essay Example | Topics and Well Written Essays - 1500 words

More Choice Is Desirable To Less - Essay Example This paper will use the rational choice theory to provide an explanation of the reasons why having more choices is beneficial, when compared to limited choices. The rational choice theory is a theoretical application which assumes that people will make good choices, that gives them the greatest satisfaction and benefit. These choices will always work, in accordance with their interests. It is important to explain that resources are scarce, and because of their scarcity, there is an increase in the demand of using these resources. Based on this factor, some of the services provided by stakeholders are limited; hence customers have little choices on the kind of service to choose or access. However, it is important to explain that expanded choices have the capability of creating the utility to people. Utility refers to the ability of a good or product to satisfy the needs and wants of people. The availability of more choices normally has an impact of creating utility, and this is becaus e people will have a variety of products to choose from, which in turn may help in the satisfaction of the needs of the people under consideration. Take for example; people may have different tastes in the movies that they watch. One individual may love different movies, at different times. For instance, after working hard for about one week, an individual may prefer to watch comedy for entertainment. On a Sunday, the same person may prefer to watch a serious drama. This is because he would achieve utility or satisfaction, only if he or she watches movies on these days. Based on these facts, movie theaters that offer a wide range of movies have the capability of satisfying these needs and wants. Based on the principles of rational choice theory, an individual would choose to watch a movie that best suits his or her needs.

Mixed Methods - Mixed Methods Research Paper Example | Topics and Well Written Essays - 250 words

Mixed Methods - Mixed Methods - Research Paper Example However, the problem comes in during analysis of the findings using mixed research approach (Tashakkori, & Teddlie, 2003). In a research field, the results are valued differently according to the use or importance of the outcome. According to Tashakkori, & Teddlie (2003), in a mixed research, an investigator applies both qualitative and quantitative study technique to obtain detailed and reliable information about a particular matter. This may occur at two levels. First, it may occur as a â€Å"single approach design† whereby the results obtained in a particular approach are improved by employing the other technique to acquire additional information. The other one is â€Å"mixed approach designs† where the researcher separates research approach and research design (Trochim, & Donnelly, 2008). Both â€Å"mixed-model designs and mixed-methods designs† apply mixed research approach to yield high quality output. Mixed method is useful when researcher want to develop his or her study from one level to another. For instance, the researcher may use qualitative research method to gather data which will guide him or her to make some assumptions (Tashakkori, & Teddlie, 2003). These assumptions are tested through quantitative study approach. Also, it is applicable in the reverse direction whereby, the researcher starts with quantitative study and then apply qualitative research approach to clarity some assumptions. Therefore, mixed method is useful where neither qualitative nor quantitative research techniques cannot generate meaningful output individually. Also, it is important because it adds value to the outcome of the study (Trochim, & Donnelly, 2008). However, this method poses limitations when it comes to making analysis of investigation

Testing Rodolpho Essay Example for Free

Testing Rodolpho Essay Catherine doesnt get drawn in by this and goes back to testing Rodolpho; she steels herself as if she is about to say something important and the audience know something is going to happen. She asks him a question that Rodolpho doesnt answer, but he immediately attacks her about Eddie and whether it was him making her ask the question:  Catherine [steeling herself]: Tell me something. I mean just tell me, Rodolpho would you still want to do it if it turned out we had to go live in Italy? I mean just if it turned out that way. Rodolpho: This is your question or his question?  The audience can tell that Rodolpho thinks about Eddie differently now to before the boxing. Before that Eddie was like a potential uncle to him but he has now realised how much Eddie hates him, or hes aware of something that he doesnt understand.  Rodolpho takes his anger for Eddie out on Catherine and he answers her question in a way that the audience dont expect him to and shocks them. Catherine is also shocked and upset that he hasnt told her he loves her. Rodolpho attacks Catherine about Eddie:  No; I will not marry you to live in Italy. I want you to be my wife and I want to be a citizen. Tell him that, or I will. Yes [He moves about angrily.] And tell him also, and tell yourself, please, that I am not beggar, and you are not a horse, a gift, a favour for a poor immigrant.  This shows Rodolpho is upset and angry that Eddie should suggest such a thing. He is proud and frustrated that Eddie and Catherine think of him this way. As he talks Rodolpho walks about showing his frustration and anger. He still doesnt tell Catherine that he loves her although he could be playing for time. The emotion moves on and Catherine talks about Eddie and what he means to her:  Its only that I He was good to me, Rodolpho. Good. He razzes me all the time but he dont mean it. I know. I would just feel ashamed if I made him sad. Cause I always dreamt that when I got married he would be happy at the wedding, and laughin and now hes mad all the time and nasty [She is weeping.]  She doesnt understand why Eddie doesnt like Rodolpho and feels like she doesnt know Eddie anymore. The audience feel her emotion and it makes them feel sad for her. She pleads with Rodolpho to get Eddie to trust him:  Tell him youd live in Italy just tell him, and maybe he would start to trust you a little, see? Because I want him to be happy; I mean I like him, Rodolpho and I cant stand it! The audience can see she is desperate and they feel for her. They want Rodolpho to do what she wants. Rodolpho doesnt seem to take her that seriously:  Oh Catherine oh, little girl  This could be taken as if Rodolpho is protective over her or that he is taking advantage of her.  Catherine tells Rodolpho she loves him but he doesnt tell her he loves her back, making the audience wonder why he didnt:  Catherine: I love you, Rodolpho, I love you.  Rodolpho: Then why are you afraid? That hell spank you?  He is suggesting that Catherine should trust him. Catherine shows she wants someone to treat her like an adult so she can be an adult:  You dont know; nobody knows! Im not a baby; I know a lot more than people think I know. Beatrice says to be a woman, but then why dont she be a woman?  The characters are developing and Catherine doesnt understand and doesnt know what to think. She is trying to understand what is going on and what people are trying to say, but she also wants to prove herself and show she isnt a baby. Things start to get more intimate and Rodolpho relates Catherine to nature and shows what Eddie is doing to her:  Catherine. If I take in my hands a little bird. And she grows and wishes to fly. But I will not let her out of my hands because I love her so much, is it right for me to do? I dont say you must hate him; but anyway you must go, mustnt you? Catherine?  This could also be interpreted as the bird being held like Rodolpho is holding Catherine. They hold each other and Rodolpho leads her towards the bedroom, showing Catherine as being defenceless and he is protective over her. This is a dramatic movement because the audience assume they will have sex. When Eddie comes in the audience can anticipate something will happen because he comes in drunk with many bottles:  [Light rises on the street. In a moment Eddie appears. He is unsteady, drunk. He mounts the stairs. He enters the apartment, looks around, takes out a bottle from one pocket, puts it on the table. Then another bottle from another pocket, and a third from an inside pocket. He sees the pattern and cloth, goes over to it and touches it, and turns towards upstage.]  Catherine enters from the bedroom first and tries to act naturally. Eddie mockingly asks if Rodolpho has been making her a dress, making the point that he thinks Rodolpho is gay. When Rodolpho appears from the bedroom Eddie realises what might have happened and the audience feel tension because they dont know what he will do. There is a dramatic pause before Eddie tells Rodolpho to get out.  Catherine follows Rodolpho and the audience can see that her loyalty is now with him instead of Eddie and she stands by Rodolpho.  I just cant stay here no more. You know I cant. [Her sobs of pity and love for him break her composure.] Dont you know I cant? You know that, dont you? [She goes to him.] Wish me luck. [She clasps her hands prayerfully.] Oh Eddie, dont be like that! This shows her desperation because she loves Eddie and wants him to agree. She doesnt know what else to do but she has decided to be a woman. What just happened in the bedroom with Rodolpho might have helped her to make this decision.  When Eddie intimately kisses her on the mouth he is showing that she is his not Rodolphos. This is a shock to the audience and might cause them to wonder if Eddie wants a relationship with Catherine. Rodolpho pulls Eddies arm away and tells him to stop it. He is appalled by what Eddie has done and might also be jealous. He tells Eddie that Catherine will be his wife, demanding and taking control. Eddie mocks and taunts Rodolfo until Rodolpho flies at him and Eddie kisses him. This is completely unexpected and shocks the audience even more than when Eddie kisses Catherine. The audience are horrified, as is Catherine who has realised that Eddie thinks Rodolpho is gay and she doesnt know what to think. As Eddie leaves the apartment he tells Rodolpho to get out alone, threatening him. The audience are not sure if Catherine is going to go with him and it is almost left on a cliff hanger because they dont know what is going to happen. The lights go down leaving a tense atmosphere.  This scene is particularly dramatically effective because of the fast pace and suspense. There is a lot of varying emotion and the audience never know what is going to happen next.

Turns and Twists in Flannery OConnors A Good Man Is Hard to Find Essa

Turns and Twists in Flannery O'Connor's A Good Man Is Hard to Find Irony is a useful tool for giving stories unexpected turns and twists. In Flannery O'Connor's "A Good Man Is Hard to Find," irony is used as a very effective literary tool; to guide the story in and out of what we think will happen. O'Connor uses irony in this story to contradict statements and situations to expose a truth very much different from what "we" the reader would think to be true. O'Connor use irony in several different forms, situational irony, dramatic irony and verbal irony to make the story unpredictable and interesting to read. In most every aspect of the story from beginning to end there is some type of ironic twist. The title itself is some what ironic, where in a normal society a "good man" would be seen as a man that obeys laws and is kind to fellow humans not as a murderer and an escaped convict like the Misfit. But the grandmother in the story while her family is being taken way to be killed says, using verbal irony, "I know you're a good man ... You're not a bit common (335)." The main character in the story is the grandmother in which O'Connor uses her for almost every ironic situation. In the beginning of the story O'Connor uses the idea that "we" the reader have of what a grandmother would be like to unfold a story that is nothing like what "we" would perceive a grandmother to be like. This type of irony is situational irony; this is used throughout the story and literature. It is the contrast between what happens and what was expected to happen or what would seem appropriate to have happen, or an appropriate way for a character to act versus the way they do act. If a story started out using a character that's a professiona... ... She uses cosmic irony; a type of irony that goes beyond being unfair and is morally tragic, as the main setting for the story, you may not be able to see it right away but the undertone are there. Such irony is often so harsh that it causes people to question God, like the grandmother does near the end of the story, "'That's when you should have started to pray...If you would pray,' the old lady said, `Jesus would help you. (336-337)" The irony in this story reaches such a tragic state that as expected it may suggest to the characters in the story and even the reader that people could just be pawns in the hands of mysterious forces or fate. Works Cited: O'Connor, Flannery "A Good Man Is Hard to Find." Making Literature Matter: An Anthology for Readers and Writers. Ed. John Schilb and John Clifford. 2nd ed. Boston: Bedford/ St. Martin's. 2003. 1379-1391.

Warlord – Creative Writing

â€Å"Half a year before you were born, a great battle was fought and many brave men lost their lives. Your father led his army of seven thousand men into battle, they were fighting the evil Rovonaga. It was a lost cause right from the start, only three thousand of the seven were trained warriors, the rest ordinary men trying to save their homes. The odds were four to one as Rovonaga had a force twenty-eight thousand strong, including five thousand cavalry and five thousand archers, each extremely well trained in what they did. It was said every archer could pierce an apple at four hundred yards. The other eighteen thousand were fully armoured samurai with swords so sharp they could cut a human torso clean in half. Our men fought bravely, but the outcome was inevitable, they lost and with it the land. Rovonaga gave no mercy, he murdered every last man until a river of blood flowed. Your father was killed last, they hung him from a tree at the top of a hill so everyone could see him. His body was left there and nobody ever took it down, it slowly decomposed over time and nothing is left, except the rope, which still hangs as a symbol to show what happens if you get in Rovonaga's way. That is how your father died son, he died an honourable man. A brave man, like your father, may die, but cowards do not live at all. † Akechi remembered when his mother told him that story when he was six years old. That same night Rovonaga's soldiers broke into their house, tied Akechi to a chair and made him watch as his mum was slowly tortured to death. He managed to break free and run from Yalu, a large province in Japan where he lived. When he was young he remembered his mother telling him what Yalu used to be like before Rovonaga took over. He pictured the image in his head now, a beautiful, free place. Miles upon miles of fields, covered in crops. The warm sun beaming down giving colour and growth to all. The place was alive with animals of every kind, freely running here and there. Butterflies filled the air and birds the sky as rabbits roamed the ground. Farmers tended to their crops happily, at one with the creatures. She said the air smelt so fresh and every breath was like new life rushing into you. The highest hill was covered with trees, its top barely visible. Flowers flourished in-between each tree and she said it was like walking through paradise. No sounds, except those of animals, no smell, except that of freshness. He remembered she once told him she climbed a tree on top of the hill. When she reached the top she was in the clouds, like being in heaven. She never climbed it again as she thought it was so holy it was only meant to be visited by God. Akechi desperately wanted to see this land, as it should be. Then he remembered what it was like before left. Chitu Village lay at the centre of Yalu, this was where Rovonaga lived. It was basically a huge palace for him and his generals. Not a nice place, an ugly place, too big and covered in statues of eerie creatures. Small men with horns and great, giant goblins on top of towers. Surrounding his palace was where his soldiers lived, another ugly place, but luxury compared to outside of Chitu. In the six and a half years Rovonaga had been in Yalu, he had sucked the life out of everything. The people were treated like slaves, only kept alive to serve Rovonaga and his soldiers. They grew all the crops, harvested them yet at the end they saw none of them. They were lucky if they got a meal a day and many died of starvation and exhaustion. The hill where the trees once grew and the flowers flourished was now where a big, black iron gate stood, the only way in or out of Yalu. Walls soared high all around the border, covered with spikes, just as much to keep people in as out. It was a huge prison and the people were prisoners in their own homes. All animals had fled, their habitats destroyed and no life lived inside of these walls. The land was suffocated and the air heavy. People breathed unwillingly, they only did because they knew they had to. Although the sun shone it appeared colourless and so did the land, everything black and white. The dead were not cared for and bodies lay here and there, some fresh others half decomposed. People did not live, they were merely bodies, without souls or spirits, all doing the same routine everyday. Nobody smiled, nobody laughed and most people did not even talk. Guards watched and drove the people on, whipping, beating and killing. When he was six Akechi escaped. He found a small gap in-between the land and the bottom of the wall. He dug furiously, earth flying out behind him. He heard guards coming and so surged on. The gap was now just big enough for him to get through, he did and he had made it, he was free. He ran and ran that night, too scared to stop, tears blurring his vision. Most of the way he cried for his mother, but she was never coming back. By sheer fortune he had run to the coast. There he saw a small trading vessel lying in the harbour. He sneaked upon board and hid himself inside a box. Inside he collapsed from exhaustion and slept for hours. He was in such a deep sleep he did not even know the boat had set sail. The boat took him to China and there he spent the next twenty years of his life. A family took him in and he was raised as if he were one of their own. He joined the Chinese army and with his father's spirit and his intelligence he rose higher. He became general of the whole of South-East China and many people looked up to him. He was a fine leader and a great strategist. He also became well known for his excellence with the blade. Like his father before him, Akechi was a true samurai warrior. Rovonaga became bored with hid palace life and one day he ordered his troops to got o Chinese ports and burn any ships they saw. He wanted a war, and a war he would get. The Chinese government reacted straight away and ordered Akechi to take his men over to Japan and crush Rovonaga. Akechi rallied his men and they boarded their ships. Under his command Akechi had ten thousand samurai, six thousand archers and two thousand cavalry. A total force of eighteen thousand, but he was outnumbered by Rovonaga's force. They landed in the same port Akechi had fled from twenty years ago. There the army camped and stayed for the night. The next day was spent unloading the ships and gathering provisions. That night they marched until they were just three miles from the walls of Yalu. Akechi's plan was one which relied on the element of surprise. He planned to camp for that day and attack at dawn of the next. Armour was strapped on, swords worn and bows carried. He gathered his troops together and told them this. â€Å"I know we are outnumbered in total force, but we will win. We will catch our enemy by surprise and overthrow them. We have more archers and this is a great advantage. Also I am sure you are all thinking that we cannot get past the Walls of Yalu. We will use ladders to get over, rams to smash the gate, any means possible. Have you thought the people of Yalu may help. When they see what is happening they will rise and rebel. Giving us time and maybe letting us in. Be brave all of you. Someone once told me: a brave man may die, but cowards do not live at all. Which one are you, I know my men and all of you are the first. Come on lets march on to victory. † Just as he planned Akechi attacked at dawn. He ordered his archers to fire, and his men to go and ram the gate. A storm of arrows went over the walls, many hitting targets. Ladders went up and men climbed over. Rovonaga quickly rallied his troops and sent them to meet this onslaught. The gate held and could not be breeched, men fell from the ladders and Rovonaga was winning, there was simply no way in. The solid iron gate could only be opened from the inside. The people in Yalu did do what Akechi had hoped, they rebelled and fought the soldiers. This gave Akechi some time, in which he thought and planned. The gap in the wall where he had escaped, it was just around the corner. He had a plan, a trap. He sent his foot soldiers to go down the hill and stay there, he did the same with his cavalry and archers. He took about a thousand men and five hundred archers around to the gap. There he ordered his archers to give covery fire and keep the enemy's heads down, and with his thousand men he ordered them to dig, but slowly. As he had hoped Rovonaga had seen them do this and assumed it was the whole army. He could not get to them, but he could not afford to let them in. So he chose to go and meet them. The gate opened and first out was Rovonaga and his five thousand cavalry, they galloped around the side to meet the army at the gap. As did the eighteen thousand men that followed. His archers stayed on top of the wall firing down upon Akechi and his men. The men did not see the main bulk of the army at the bottom of the hill, and the trap was set. The gates were left open and three thousand of Akechi's archers and a thousand of his foot soldiers went inside. Here they killed any remaining soldiers and all of the archers. Then Akechi's men did what Rovonaga's archers were doing and fired upon the enemy below. Meanwhile the cavalry and the remaining two thousand five hundred archers and eight thousand foot soldiers went to meet Rovonaga's force. They attacked the rear and the cavalry charged and chopped the men to pieces. The archers were very effective against Rovonaga's cavalry and foot soldiers, and severely weakened both. The samurai soldiers cam in to finish the fight off. Rovonaga surrendered and Akechi had won. His men were spared as was he. Rovonaga and his men were kept in prison for the rest of their lives and things slowly returned to normal. The walls were torn down as was the place and the great iron gate. Colour returned to Yalu and so did life. New trees were planted, animals returned and over the years things became increasingly better. Akechi retired from the Chinese army and became ruler of Yalu which China gave back to Japan. Life went on better than ever. Akechi was a great ruler and his people loved him, a true warlord.

Rhodes Personal Statement Essay

Soaked in sweat, I sat deep in thought on the small mound of sand and broken rocks in northern Kenya, where 1.7 million years ago a desperately ill Homo erectus woman had died. Her death had entranced me for years. KNM-ER 1808 had died of Hypervitaminosis A, wherein an overdose of Vitamin A causes extensive hemorrhaging throughout the skeleton and excruciating pain. Yet a thick rind of diseased bone all over her skeleton—ossified blood clots—tells that 1808 lived for weeks, even months, immobilized by pain and in the middle of the African bush. As noted in The Wisdom of the Bones, by Walker and Shipman, that means that someone had cared for her, brought her water, food, and kept away predators. At 1.7 million years of age, 1808’s mere pile of bones is a breathtaking, poignant glimpse of how people have struggled with disease over the ages. Since that moment two summers ago, I’ve been fascinated by humans’ relationship with disease. I want to research paleopathology, the study of ancient diseases, in relation to human culture, specifically sex and gender. At first glance my education doesn’t quite reflect my passion for paleopathology. I am often asked how bachelor’s degrees in Women’s Studies and Anthropology coadunate. Women’s Studies and my related community service have honed my analytical skills, led me to the idea of studying sex and gender in relation to disease, and given my life and work a social conscience. I had participated in activism before college, yet my undergraduate experiences radically altered how I viewed the world and its potential for social change. Travel, conversation partnering, activism, and classes in Anthropology, African American, and Women’s Studies taught me to think critically about human culture and behavior. Meanwhile, gender-equity organizing and assaults in the local community showed me the need for activism against sexual assault. I’ve focused on prevention, fueled by a strong personal need to make the world a less painful place. Most inspiring was organizing the â€Å"Outrage Rally against Sexual Assault,† which attempted to raise awareness about and de-stigmatize assault in response to a series of assaults on the Mythic University campus. This rally had a positive impact in empowering survivors, evidenced by subsequent increased reporting of assault rates. Organizing has also taught me successful leadership and teamwork skills, applicable to academic and social settings.  I’ve learned the subtleties of integrating multiple perspectives into a shared vision and a success through networking with University administrators, Police Departments, nationally recognized activists, Congress persons, fellow students, and the general public. As head organizer for Mythic University’s 20xx â€Å"Take Back the Night,† attended by more than 500 people, I headed a seven-committee, twenty-person organizing team. In addition to recognition, as with the 20xx Service Award—Mythic University’s highest undergraduate award for good citizenry and academics—organizing has honed my critical thinking skills and prepared me for performing innovative and multidisciplinary graduate research. I want to study the relationship between human pathology and culture, looking specifically at disease in the context of sex and gender in non-modern European These pages were downloaded from Writing Personal Statements Online, available at https://www.e-education.psu.edu/writingpersonalstatementsonline/ populations. My field of interest is new in paleopathology, so I will integrate paleoepidemiology and paleodemography—the studies of ancient disease processes and population dynamics—with gender and cultural studies and European history, contextualizing disease historically and culturally. My goal is to look at what health and disease can tell us macrocosmically and individually about social and sexual inequity, socioeconomic class, and gender-related quality of life. Research experiences, such as working as a research assistant in a craniofacial morphometrics lab, studying skulls, and doing field work in Pennsylvania, Kenya, the Orkney Islands, West Virginia, and South Dakota, have prepared me well for graduate school. I’ve conducted ethnographic, paleontological, demographic, archaeological, cultural, and osteological research. I am currently co-authoring an article on the implications of Forager’s mating and marriage practices for sociobiological theory, while working on a research paper on craniofacial morphology in Medieval Denmark. I also completed a senior thesis on Amerindian women’s culturally influenced reproductive health issues. With confidence, I want to proceed with graduate work at Oxford to gain a higher degree and greater research opportunities in the midst of British culture. My work this year at the Smithsonian  Institute’s National Museum of Natural History has galvanized and confirmed my devotion to paleopathology. An anthropological fantasy realized: I am surrounded by invaluable research opportunities and constant, stimulating dialogue with future colleagues, and vast and exotic collections including cave bear skulls, dinosaurs, and the renowned Terry skeletal Collection. Volunteer work cataloguing the Bab edh-Dra skeletal collection and independent research exploring metabolic diseases’ effects on the skull using CT imaging technology have taught me the reality of professional research. Concurrently, this year has allowed me to further realize my personal interests. I practice fine arts, read extensively, love to travel, and have a whirlwind tour of Western Europe planned for December. I am hiking and backpacking on the Appalachian Trail, playing rugby, running, and I am training my four-year-old horse for jumping and cross-country riding and competitions. I believe that my personal interests, experiences, and social conscience would contribute as much as my research skills to Oxford’s social and intellectual culture. Oxford offers me an opportunity to pursue a Master’s in European Archaeology while taking supplementary courses in pathology, anatomy, modern European History, and social and cultural anthropology. Equally, I could have research guidance from staff in Biological Anthropology and the Human Sciences program, where human culture, biology, and behavior in response to disease are being actively studied. At Oxford, I could nurture and share a unique set of social experiences, nurture and explore my research interests, and contribute an innovative, informative, and multidisciplinary new approach to my field. Ensconcing myself in British culture, intellectual environment, and vigorous research at Oxford is the chance of a lifetime. I hope to be able to seize it. These pages were downloaded from Writing Personal Statements Online, available at https://www.e-education.psu.edu/writingpersonalstatementsonline/ Sample Rhodes Scholarship Personal Statement—Student #2 Personal Statement by Janet Lerner for the Rhodes Scholarship I have found my mentor, and I’d like to tell you who it is and how this has come about. I have not yet met him face-to-face, but he has already taught me how to begin  this essay with his words. Professor Anthony D. Nuttall, writing in his book Openings, tells us, â€Å"†¦All good openings are somehow naturally rooted, more or less remote, of an original creative act: in medias res, as against ‘In the beginning’.† Nuttall describes the importance of an opening by demonstrating the difference between the actual opening lines and the first sense of action, which will become the plot. The â€Å"original creative act† to which he refers applies as well to young scholars. I recognize now that I am in the process of becoming the scholar I will always be becoming. This process currently involves research that is the basis for my senior honors thesis: investigating two British poets’ incorporation of classical Greek and Roman mythology into their poetry. I have begun studying Geoffrey Chaucer and Alfred Lord Tennyson, both of whom make active use of myth in their works. The philosophy of intertextuality, a specific interest of Professor Nuttall’s, is apparent in his research on the influence of Roman and Greek classics on British poets, the very topic I have chosen for my honors thesis. While I am learning from reading Professor Nuttall’s books, specifically his A Common Sky: Philosophy and the Literary Imagination, the opportunity to work with him would inspire me to pursue further research in this field and enrich my understanding of literature and its critical theories. My interest in British poets and their use of classical literature evolves from a paper I presented at the 20xx Novus Et Antiquus Conference. I had the privilege of being selected as one of five undergraduates to attend this faculty conference, where I presented my work on classical mythology’s influence on the medieval author Geoffrey Chaucer’s poems The Knight’s Tale and The Parliament of Fowls. There Chaucer uses the Roman gods and goddesses to orchestrate the fates of the two female characters. Through the intervention of these deities, Chaucer shows compassion for women and grants mercy to both females. My experience as a college junior presenting a paper at a faculty conference proved gratifying on another level as well: I was pleased to receive guidance from the professors, and also to be complimented on my pronunciation of Middle English quotations. I came to Chaucer only after reading Chrà ©tien de Troyes’ Lancelot. In this  Arthurian romance, Chrà ©tien represents Lancelot as conflicted—the kind of chivalrous knight whom one expects to find only in myth, yet, in violation of the code of honor, desirous of his lord’s queen. I began thinking of the tales of the Arthurian knights as more than legendary—as potentially credible historical accounts. I wrote a paper on Gawain’s rhetoric as a means to elicit specific responses in Sir Gawain and the Green Knight. Gawain’s rhetorical strategies and their manipulations ultimately led him to a These pages were downloaded from Writing Personal Statements Online, available at https://www.e-education.psu.edu/writingpersonalstatementsonline/  deeper personal recognition and self-acceptance. This early exercise alerted me to strategies of language in the Middle Ages.  A post-graduate education at Oxford based on personal tutorials and independent research is precisely the type of program I now need to pursue. Through several independent study courses in my undergraduate curriculum, I have become even more self-motivated and have been gratified to discover that discussion between teacher and student has helped me develop my best work. Professor Nuttall is a Fellow of Oxford’s New College, the ideal place to continue my studies in medieval literature because it was built at the height of the medieval period, the era on which I plan to focus in my graduate study. I was pleased to discover that New College is also one of only four colleges that participate in the Oxford Access Scheme, a program that reaches out to inner-city students and encourages them to seek a higher education. This program provides all students with an equal opportunity to apply to a university as prestigious as Oxford. In participating in this program, New College seeks qualified students who may not have the socio-economic ability or confidence to apply to and attend Oxford. I would like to become involved in this program because I have worked with students in similar situations from the Boys and Girls Club near my hometown, and have found supporting these students to be very rewarding. My reasons for applying for a Rhodes Scholarship to work with Professor Nuttall have roots in a study I undertook in 20xx. While reading Shakespeare’s The Tempest, I found a single line in which the allegorical unicorn becomes a link between  the medieval era and the Renaissance. I became interested in the villain Sebastian’s professed disbelief in the unicorn, that imaginary animal symbolic of Jesus Christ in medieval bestiaries. My research on the historical symbolism of the unicorn in medieval literature led me to conclude that in rejecting the unicorn, Sebastian implies that he also rejects Christianity. An interesting aspect of The Tempest that I have not yet pursued is the masque, in which the Roman goddesses Iris, Ceres, and Juno descend upon the island in preparation for Miranda and Ferdinand’s wedding. My earlier interest in Shakespeare’s use of the allegorical unicorn will create a focus for study when combined with the masque of the Roman goddesses in The Tempest. Shakespeare’s integration of Christianity and classical mythology is yet another area I would like to explore with Professor Nuttall, for not only has he published on philosophy; he has also written Two Concepts of Allegory: A Study of Shakespeare’s The Tempest and the Logic of Allegorical Expression. The adventure of Sir Gawain—which leads him to a deeper understanding of self—is not unlike the journey I have undertaken, a journey I hope will lead me to Oxford University, its Bodleian Library, and study with Anthony Nuttall and other mentors. Oxford will provide me the opportunity to learn directly from authorities in my field who will help guide me in my quest to become a scholar. Like Gawain, I am striving to realize my potential through my own adventure. These pages were downloaded from Writing Personal Statements Online, available at https://www.e-education.psu.edu/writingpersonalstatementsonline/

10K Training Schedule Essay

10K Training Schedule Essay 10K Training Schedule Essay Critical Perspectives on Accounting 20 (2009) 875–883 Contents lists available at ScienceDirect Critical Perspectives on Accounting journal homepage: www.elsevier.com/locate/cpa Understanding accounting through conceptual metaphor: ACCOUNTING IS AN INSTRUMENT? Joel Amernic a,âˆâ€" , Russell Craig b a b Joseph L. Rotman School of Management, University of Toronto, Toronto, Ontario M5S 3E6, Canada Department of Accounting and Information Systems, University of Canterbury, Private Bag 4800, Christchurch 8140, New Zealand a r t i c l e i n f o Article history: Received 2 November 2008 Received in revised form 17 June 2009 Accepted 26 June 2009 Keywords: Accounting Entailments Metaphor Conceptual Instrument a b s t r a c t This paper extends the conversation about metaphors in accounting that were presented in this journal by McGoun et al. [McGoun EG, Bettner MS, Coyne MP. Pedagogic metaphors and the nature of accounting signiï ¬ cation. Critical Perspectives on Accounting 2007a;18:213–30; McGoun EG, Bettner MS, Coyne MP. Money n’ motion- born to be wild. Critical Perspectives on Accounting;2007b;18:343–61.]. Our aim is to promote further critical conversations about how metaphor is implicated in accounting. We assemble and review some of the empirical evidence we have gathered from close readings of discourse about accounting over the past decade. Based on this empirical grounding, we propose that the fundamental conceptual metaphor, ACCOUNTING IS AN INSTRUMENT, has been deployed commonly to describe the essence of accounting. We contend that such deployment has insidious, distortive and confounding outcomes because it encourages belief that accounting is incapable of reporting other than with representational faithfulness; and that it confounds the (alleged) primary qualitative characteristics of accounting information (relevance and reliability) outlined in the Financial Accounting Standards Board’s SFAC 2 Qualitative Characteristics of Accounting.  © 2009 Elsevier Ltd. All rights reserved. 1. Aims, scope, motivation We respond to a lament by Cornelissen (2005, p. 751) that â€Å"works on metaphor . . . are still falling short in offering an informed and grounded account of metaphor’s workings† [italics applied]. As with McGoun et al. (2007a), our objective is to improve understanding of the way metaphors are implicated in accounting. However, we differ from McGoun et al. (2007a) in two important ways. First, we focus on the workings of metaphor in accounting, as revealed by empirical evidence. Second, we conceive the ACCOUNTING IS A LENS metaphor as an element of a broader, more encompassing conceptual metaphor: ACCOUNTING IS AN INSTRUMENT. We adopt the view that accounting is a language-like discipline involving ï ¬ gurative expressions and other elusive and perplexing modes of communication. As such, it is ideological, and an important means of persuasion- it is a form of â€Å"writing† which yields â€Å"no access to reality other than through structures of representation† (Robson, 1992, p. 690). One such â€Å"structure of representation† is metaphor. Critical examination of accounting knowledge should involve â€Å"not only the employment of literary, rhetorical and discursive analyses, but require[s] interpretation of the . . . consequences that ï ¬â€šow from the operation of . . . metaphors† (Robson, 1992, pp. 703–4). âˆâ€" Corresponding author. E-mail address: Amernic@rotman.utoronto.ca (J. Amernic). 1045-2354/$ – see front matter  © 2009 Elsevier Ltd. All rights reserved. doi:10.1016/j.cpa.2009.06.004 876 J. Amernic, R. Craig / Critical Perspectives on Accounting 20 (2009) 875–883 We draw on a widely accepted theory of metaphor (Lakoff, 1993) and the cognitive semantics paradigm (Lakoff and Johnson, 1980, 1999; Gibbs, 1994, 1996) to contend that the â€Å"metaphors accounting lives by† are worthy of further investigation. We maintain that awareness of the metaphorical structure of

Overview of the Second Opium War

Overview of the Second Opium War In the mid-1850s, the European powers and the United States sought to renegotiate their commercial treaties with China. This effort was led by the British who sought the opening of all of China to their merchants, an ambassador in Beijing, legalization of the opium trade, and the exemption of imports from tariffs. Unwilling to make further concessions to the West, the Qing government of Emperor Xianfeng refused these requests. Tensions were further heightened on October 8, 1856, when Chinese officials boarded the Hong Kong (then British) registered ship Arrow and removed 12 Chinese crewmen. In response to the Arrow Incident, British diplomats in Canton demanded the release of the prisoners and sought redress. The Chinese refused, stating that Arrow was involved in smuggling and piracy. To aid in dealing with the Chinese, the British contacted France, Russia, and the United States about forming an alliance. The French, angered by the recent execution of missionary August Chapdelaine by the Chinese, joined while the Americans and Russians sent envoys. In Hong Kong, the situation worsened following a failed attempt by the citys Chinese bakers to poison the citys European population. Early Actions In 1857, after dealing with the Indian Mutiny, British forces arrived at Hong Kong. Led by Admiral Sir Michael Seymour and Lord Elgin, they joined with the French under Marshall Gros and then attacked the forts on the Pearl River south of Canton. The governor of Guangdong and Guangxi provinces, Ye Mingchen, ordered his soldiers not to resist and the British easily took control of the forts. Pressing north, the British and French seized Canton after a brief fight and captured Ye Mingchen. Leaving an occupying force at Canton, they sailed north and took the Taku Forts outside Tianjin in May 1858. Treaty of Tianjin With his military already dealing with the Taiping Rebellion, Xianfeng was unable to resist the advancing British and French. Seeking peace, the Chinese negotiated the Treaties of Tianjin. As part of the treaties, the British, French, Americans, and Russians were permitted to install legations in Beijing, ten additional ports would be opened to foreign trade, foreigners would be permitted to travel through the interior, and reparations would be paid to Britain and France. In addition, the Russians signed the separate Treaty of Aigun which gave them coastal land in northern China. Fighting Resumes While the treaties ended the fighting, they were immensely unpopular within Xianfengs government. Shortly after agreeing to the terms, he was persuaded to renege and dispatched Mongolian General Sengge Rinchen to defend the newly returned Taku Forts. The following June hostilities recommenced following Rinchens refusal to allow Admiral Sir James Hope to land troops to escort the new ambassadors to Beijing. While Richen was willing to allow the ambassadors to land elsewhere, he prohibited armed troops to accompany them. On the night of June 24, 1859, British forces cleared the Baihe River of obstacles and the next day Hopes squadron sailed in to bombard the Taku Forts. Meeting heavy resistance from the forts batteries, Hope was ultimately forced to withdrawal with the aid of Commodore Josiah Tattnall, whose ships violated US neutrality to assist the British. When asked why he intervened, Tattnall replied that blood is thicker than water. Stunned by this reversal, the British and French began assembling a large force at Hong Kong. By the summer of 1860, the army numbered 17,700 men (11,000 British, 6,700 French). Sailing with 173 ships, Lord Elgin and General Charles Cousin-Montauban returned to the Tianjin and landed on August 3 near Bei Tang, two miles from the Taku Forts. The forts fell on August 21. Having occupied Tianjin, the Anglo-French army began moving inland towards Beijing. As the enemy host approached, Xianfeng called for peace talks. These stalled following the arrest and torture of British envoy Harry Parkes and his party. On September 18, Rinchen attacked the invaders near Zhangjiawan but was repelled. As the British and French entered the Beijing suburbs, Rinchen made his final stand at Baliqiao. Mustering over 30,000 men, Rinchen launched several frontal assaults on the Anglo-French positions and was repulsed, destroying his army in the process. The way now open, Lord Elgin and Cousin-Montauban entered Beijing on October 6. With the army gone, Xianfeng fled the capital, leaving Prince Gong to negotiate peace. While in the city, British and French troops looted the Old Summer Palace and freed Western prisoners. Lord Elgin considered burning the Forbidden City as punishment for Chinese use of kidnapping and torture, but was talked into burning the Old Summer Palace instead by other diplomats. Aftermath In the following days, Prince Gong met with the Western diplomats and accepted the Convention of Peking. By the terms of the convention, the Chinese were forced to accept the validity of the Treaties of Tianjin, cede part of Kowloon to Britain, open Tianjin as a trade port, allow religious freedom, legalize the opium trade, and pay reparations to Britain and France. Though not a belligerent, Russia took advantage of Chinas weakness and concluded the Supplementary Treaty of Peking which ceded approximately 400,000 square miles of territory to St. Petersburg. The defeat of its military by a much smaller Western army showed the weakness of the Qing Dynasty and began a new age of imperialism in China. Domestically, this, coupled with the flight of the emperor and the burning of the Old Summer Palace, greatly damaged the Qings prestige leading many within China to begin questioning the governments effectiveness. Sources victorianweb.org/history/empire/opiumwars/opiumwars1.html state.gov/r/pa/ho/time/dwe/82012.htm

Electronic Monitoring and Employee Productivity Assignment

Electronic Monitoring and Employee Productivity - Assignment Example Most employees are subjected to monitoring that includes office and cubicle searches, video surveillance, electronic mail monitoring and health and psychological screening (Schumacher, 2011, pp 138-144). The current trends in electronic monitoring especially in the 21st century have increased at an alarming rate. The latest monitoring trends include the use of video cameras, email monitoring and telephone recordings among others. The monitoring has moved to network forensic monitoring software that is currently in use to mine emails for keywords and security breaches (Schumacher, 2011, pp 138-144). Most managers say that without monitoring employee activities it is difficult to achieve productivity especially in this era of social networking. The rise of the internet compounded by the development of the smart phones have made it difficult for employees to stick to work and therefore contributing to decreased productivity. This may not be true considering some of the theories that hav e been propagated about employees and productivity (Schumacher, 2011, pp 138-144). McGregor’s theory X and Y help us understand the positive and the negative aspects of employing electronic monitoring at the workplace.... Tailor says that employees should do what managers tell them to do and the managers tell the employees what to do in order to be paid accordingly. This theory has been used to support electronic monitoring so as to achieve productivity and pay employees what they are entitled to depending on what they have done (Bolden, Gosling, A, & Dennison, 2003, pp 6-50). Therefore employee monitoring can be seen as both positive and negative in many aspects. Implementing the electronic surveillance will mean that employees are under tight control from the management and therefore they may end up being less productivity as McGregor puts it. On the other hand the productivity might increase because when they are monitored, the time they are not productive is subtracted from the total time. This means that by the end of the day their wages will be reduced. The reduction will make them leave the activities that make them less productive so as to increase their wages (Schumacher, 2011, pp 138-144). E mployee monitoring has been criticized by a number of people because it infringes on the rights of both the customer and the employee. It is not the best form of management as it increases stress, decreases job satisfaction, cultivates a culture of mistrust and negative work relationships and therefore it is not. To some level there are key ethical considerations that encourage employee electronic monitoring and these include security as concerns a company’s information such as trade secrets or restricted places, productivity as in employees have to be at the right place at the right time and doing the right things at the right time, reputation as employers do not want company information such as logos to be found at the wrong place that may cause them

Sexual Harassment Research Paper Example | Topics and Well Written Essays - 1500 words - 3

Sexual Harassment - Research Paper Example The issue of sexual harassment affects the whole society and requires joined efforts to combat it. The starting point of handling the issue of sexual harassment is conducting research about the issue and understanding the various perspectives and contexts upon which sexual harassment takes place. This paper will start by discussing the origins, the evolution, and the global context of sexual harassment. It will also offer possible solutions of ways to decrease sexual harassment that is occurring in selected countries. Sexual harassment is an issue experienced by men and women of all ages, races, religions and nationalities, all over the world. The number of sexual harassment reports around the world continues to increase. The threat of sexual harassment affects the lives of millions, especially women, worldwide. Victims of sexual harassment often find it hard to recover from the trauma. They usually exhibit mental stress, depression, and low self-esteem. As such, the effects of sexual harassment may ultimately affect the lives of these people. â€Å"Incidences of sexual harassment are on the rise in most parts of the world particularly towards women† (Kenny, Samah and Chan 296). In Bahrain, most of the reported cases of sexual harassment are towards women, especially foreigners working in the country. In order to comprehend and know the dynamics and the importance of addressing the issue of sexual harassment, it is vital to assess the global trends of the matter in order to understand its severity. Most of the global research on sexual harassment has focused on women. Due to the increasing rates of sexual harassment in the world, there is a need for governments, organizations, and the international community, to take affirmative action towards the issue. â€Å"The world should not view incidents of sexual harassment as isolated incidences but as a construed aggression against the rights of people† (Akhtar 55). The world today is increasing