Slavery No Voice, No Justice Essay Example

Slavery No Voice, No Justice Essay Slavery has been an issue since the begining of America until it reached boiling point during the 1800’s. Most of the slaves had very little or hardly any education but knew they wanted their freedom. One of the most famous abolitionist was Frederick Douglass a former american slaves, he managed to escape slavery and got educated. William Lloyd Garrison was a also an abolitionist, journalist, and suffragist.He believed the slaves should get receive the same rights as American Citizens. Both men agreed that slavery was unjust and unconstitutional. Douglass knows America needs a voice some that can show the slave side point of view. While Garrison observes the abolitionist movement he certainly pushes for it like Douglass does Together they fought against slavery, although they have different perspectives on the subject, both very prominent abolitionist. Frederick Douglass has a very distinct point of view on slavery because he experienced it firsthand. According to the Letter from Frederick Douglass to William Garrison, Douglass states â€Å" I have been frequently counselled to leave America altogether, and make Britain my home. But this I cannot do, unless it shall be absolutely necessary for my personal freedom. I doubt not that my old master is in a state of mind quite favorable to an attempt at re-capture. Not that he wishes to make money by selling me, or by holding me himself, but to feed his revenge.†1 He tells Garrison his owner in reality wants to have power over him. Douglass is described himself as being dehumanized by his owner. We will write a custom essay sample on Slavery No Voice, No Justice specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Slavery No Voice, No Justice specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Slavery No Voice, No Justice specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Douglass willingness for change was evident and he expressed it in directly according to the speech The Meaning of July Fourth for the Negro â€Å"Fellow-citizens, pardon me, allow me to ask, why am I called upon to speak here to-day? What have I, or those I represent, to do with your national independence? Are the great principles of political freedom and of natural justice, embodied in that Declar

International Trade Essays

International Trade Essays International Trade Essay International Trade Essay Free trade is an understanding between two or more states to extinguish duties on all trade minutess that are taking topographic point between them. The recent sorts of understandings do non merely restrict the intervention of authoritiess that are responsible for imposing the assorted duties and revenue enhancements. but there are more committednesss included in the understandings such as imposts co-operation. the protection of rational belongings. foreign direct investing and other factors that will heighten commercialism between those that sign the freed trade understanding ( FTA ) ( Groomsman and Helpmate. 1995 ) . Among many advantages such understandings usher in. it had been possible to incorporate the economic systems of the participants of the free trade understandings that will avail common benefits such as increased export picks. Importing states will besides hold more picks of merchandises to import. Furthermore. the jurisprudence of co-operative advantage provinces that participants in FTAs ever attain common addition from interchanging goods and services ( Krugman. 1991 ) . When there is a free trade understanding between two or more states. what takes topographic point is the monetary value the members of the participant states are paying are the result of existent supply and demand. in their bend they would be responsible for finding what sort of resource allotment should be employed. One thing that distinguishes free trades from other sorts of trades is none of the participants are allowed to present any sort of unreal pricing because of protectionism inclination. where authoritiess can non step in to set supply and demand by presenting limitations that could raise or convey down the monetary value of goods and services. The chief purpose of free trade is to extinguish such protectionism inclinations so that what will find what should be bought and sold and at what monetary value would be demand and supply ( Landsburg. 2005 ) . When that is non the instance authoritiess can ever step in by presenting subsidies. duties. revenue enhancements. and non-tariff barriers where they can present statute law or quotas. or it is possible for two or more authoritiess to come up with bilateral or many-sided understandings that allow a discriminatory intervention for the participants merely. by forbiding others to take advantage of what such understandings entail. When there is a bilateral or many-sided understanding between states the first measure is extinguishing all revenue enhancements and duties ( Hoda. 2002 ) . However. bilateral understandings that take topographic point between two states do non use for other states where if the two states could hold among themselves about what sort of duty and revenue enhancement to present. those understandings apply merely to those two states. If the understanding is many-sided and between three or more states the agreed upon duties and revenue enhancements apply merely to those take parting states. whereas others whether it is a bilateral or many-sided understanding are non participants will ever pay the on a regular basis needed duties and revenue enhancements. The authoritiess of such states that have FTA between them are free to present any sort of trade barriers on others for any ground that serves them a intent. Therefore. it is possible to look at many bilateral and many-sided understandings around the universe where for illustration the US and Canada used to hold a bilateral understanding between them before Mexico was added and the understanding called NAFTA came into the image which was a many-sided understanding between the three states. This does non intend other bargainers that are merchandising with these three states will acquire similar sort of discriminatory intervention such as no barriers on trades and services between the three states. the execution of trade falsifying policies such as the debut of revenue enhancements. subsidies. Torahs and ordinances that will avail particular advantages for the members of one of the bargainers. These three trading spouses have free entree to each other’s market. which does non intend others will hold a similar entree. It does non intend the many-sided understandings between the three states will forestall them from making another bilateral or many-sided understandings with other states since for illustration the US has many bilateral and many-sided trade understanding with states that do non hold any geographical propinquity to it demoing that bilateral and many-sided understandings are non limited by part ( Reizeman. 1999 ) . Other comfortss such merchandising spouses have at their disposal. whether they are bilateral or many-sided. in add-on to holding free entree to each others’ markets. strictly based on demand and supply they could besides let each other to hold entree to a free market information. which is critical to doing informed determinations. Governments of trading members are non allowed to prosecute in a government-imposed monopoly or oligopoly power. although private sectors can hold a monopoly or oligopoly harmonizing to what the anti trust Torahs allow. Other development among such states is there is a free motion of labor. every bit good as capital. Therefore. when looking at the unsimilarities of bilateral and many-sided understandings there are many factors that drama functions. because most of all. what sort of discriminatory intervention the participants are leting each other is the make up ones minding factor ( Goyal and Joshi. 2006 ) . This means that two bilateral states could strip that discriminatory intervention to other states. but if they are in many-sided understanding. they can non distinguish among the member no affair how much their figure is. If a state is a member of the World Trade Organisation that requires all its members to let each other a discriminatory intervention in order to ease trade has no pick other than to let to all members similar discriminatory intervention. However. the exclusion is that for illustration based on geographical part or otherwise if there is a bilateral understanding they could give particular discriminatory intervention for the trading spouse if they found it good to make so without availing the same discriminatory intervention to their other bilateral. many-sided or WTO members spouses. This means that both bilateral and many-sided understandings based on any common benefit for the participants are allowed by WTO for its members. the lone demand being a voluntary presentment of the being such an understanding so that some sort of transparence of what is taking topographic point will predominate. Consequently. there are bilateral understandings that take topographic point between two states. many-sided understandings that normally require more than two states and the rank of WTO is besides many-sided since the obvious figure of the participants is many. This means that except that a bilateral understanding is a really simple signifier of such free trade understandings. there is nil that makes it different in complexness than similar many-sided understandings ( Friedman. 1997 ) . A good illustration to mention is monetary value where in a bilateral understanding the available demand and supply determine the monetary value of goods and services. The lone job with such an understanding is if there is another state that sells what a given state buys from a bilateral spouse much cheaper. In a state of affairs like this it is a given that the other state wants to take advantage of the inexpensive monetary value. but since there is no understanding there are duties and revenue enhancements to add on the market monetary value of the goods that will still do the bilateral spouses goods and services preferred because of the absence of duty and revenue enhancement. In order to take advantage of that inexpensive monetary value the peculiar state might desire to get down a free trade understanding with the other spouse that will be complicated and clip consuming. This shows that one state can hold a bilateral understanding with two or more states or it is possible to make a many-sided understanding among all participants and this sort of understanding is common among those that live in a given geographical part. as attested by the figure of regional free trades ( Bhagwati. 2002 ) . But that does intend free trade is limited to a certain form since it can take many signifiers. It can be bilateral based on what the two states agree. many-sided based on the participating states agree that do non needfully should hold geographical propinquity such as the US has a bilateral understanding with Israel. Jordan. Chile. Singapore. Australia and more and Australia has many bilateral trade understanding with many Asiatic states that does non impact the relation it has with other states because each participant gets certain advantage from the bilateral trade they are doing. The most common FTA used to be among states in the same part but that is altering ( Levy. 19997 ) . Looking at international many-sided understandings such as the members of the WTO reveals that there are more than 160 states that have eliminated trade barriers among themselves and are leting similar discriminatory intervention for each other. while they are allowed to travel into any sort of bilateral or many-sided trade agreement with other states and make discriminatory intervention that they do non hold to let to the other members of WTO. where what is non allowed is non to know apart among members ( Pugel. 2003 ) ( Aghion et al. 2007 ) . One other unsimilarity will be the competition will be different when many-sided states are merchandising with each other with no revenue enhancement and duty barriers based on demand and supply. where the picks of the participants will be more and can purchase from those who are offering the lowest monetary value without prosecuting in dumping ( Bagwell and Staiger. 1997 ) . Dumping ever creates troubles since it is ever the result of subsidies that largely originate from authoritiess that had signed non to step in in the market by any agencies ( Brander and Krugman. 1983 ) . World Trade Organisation ( WTO ) WTO is an international administration that promotes free trade by working with its members to enable them abolish duties and revenue enhancements so that there will be unhindered trade among states. The chief responsibilities of the administration are it polices the free trade understandings among states. and it settles whatever differences ensue among the take parting states and their authoritiess. Whenever there is a difference with two trading states that are members it is its occupation to decide the difference and is empowered by its members to implement its determinations by presenting countenances on those who have breached the agreed upon regulations. WTO had replaced another administration called the General Agreement on Tariffs and Trade ( GATT ) in 1995. GATT came into being in 1948 when 23 states agreed to convey down their duties and revenue enhancements among the trading spouses. The difference between GATT and WTO is the later has more range and oversees more trade subdivisions other than trade in goods and services entirely such as banking. telecommunications and rational belongings rights. WTO has 160 states that allow each other a discriminatory intervention or a favoured trading spouse position. The administration provides a model others can use to negociate and organize trade understandings. while at the same clip it oversees the signed understandings ratified by the parliaments of the member states are purely observed. The administration. for the most portion. focuses on trade dialogues such as the Uruguay Round ( 1986-1994 ) and presently the defunct dialogue called Doha Development Agenda known besides as Doha Round that tried in 2001 to raise the overall position of poorer states that make up the bulk of the universe population. This peculiar dialogue had been derailed by the same group that the dialogue was seeking to heighten their just representation that demanded to see in topographic point a particular safeguard step that will screen husbandmans from import implosion therapy. The peculiar administration is under the administration of ministerial conference that takes topographic point every two old ages and has a general council in charge of implementing whatever understanding the conference arrives at and for administering the twenty-four hours to twenty-four hours concern. while it is represented by a director-general. The WTO works hand-in-hand with other administrations such as the World Bank. Intentional Monitory Fund. International Trade Organisation etc. that go much further than concentrating on trade and trade in countries that are related to merchandise indirectly such as employment. investing. assorted sorts of loaning. ordinance concern practises that do non adhere to the regulations and assorted understandings covering with how to pull strings trade goods. The GATT is really of import in such a manner that if the WTO was non formed. GATT would hold been reigning still functioning the same intent the WTO started functioning. because it was the lone many-sided understanding between states get downing from 1948. There had been seven unit of ammunitions of dialogue under the GATT that were working to convey down duties among states. The Kennedy Round in the 1960ss raised the inquiry of antidumping where when states are caught in the action of selling goods well less than they are selling in their ain market. In the 1970ss. the Tokyo Round started to look at other barriers that are non tariff related where it was non easy to acquire consequences. because of the controversial nature of what were taking topographic point since some of them known as plurilateral understandings were non approved by all participants. However the Uruguay Round had amended some of them subsequently and they had become many-sided understandings. The Uruguay Round that took topographic point in 1986 had introduced new countries such as including services and rational belongingss in the understandings. The Uruguay Round besides dealt with trade reforms in the country of agribusiness and fabric that were ever sensitive countries. Finally in 1994 the Final Act concluded what the members started in the Uruguay Round and established the WTO that took topographic point at the Marrakech Agreement. This means that WTO does non hold its ain authorization boulder clay day of the month and it is still utilizing GATT as its umbrella pact. although the Final Act at Marrakech had added new 60 understandings adopted into the authorizations of the administration. Consequently. the major countries the WTO oversees among its international members are to supervise how goods and investing are traversing the boundary lines of member states. including the assorted services. rational belongings. difference colony and reexamining the trade policies the assorted member authoritiess are presenting from clip to clip. There had been several ministerial conferences since the WTO was formed that came up with assorted policies to cover with the assorted jobs at manus at the clip the assorted conferences were taking topographic point. The major rules of the WTO refering trade are non-discrimination that has two cardinal constituents. the most favoured states and national intervention. The former requires member to handle every member every bit where if they create a favorable status for a given member they have to make to all members. a demand that is possible to overrule among bilateral and many-sided understandings. The national intervention requires that goods and services imported should have similar intervention with what are locally available.

Steps on How to Write a Good Essay Quickly

Steps on How to Write a Good Essay Quickly Steps on How to Write a Good Essay Quickly Writing an essay might take longer than you have anticipated. Students are often required to write essays in a short period of time for educational purposes. Of course, as students, sometimes days can easily creep by with other deadlines and procrastination. Before you know it, you need to finish that essay tomorrow. However, you do not need to panic. Here is a guide for you to write a good essay quickly. 1. Plan Planning is the first thing you would want to do. It is an important step that can ensure your essays success. This is because if you rush into an essay, it would be counterproductive. Outline your essay. How will the structure be? How long you want it to be? An essay with structure will be a lot faster and easier to write, in addition to being comprehensive. 2. Find a Work Station and Be Focused Choosing a place where you can concentrate the best is the next thing you should do. Choose a quiet area where you wont be disturbed. Dont forget to be prepared. Make sure you bring two pens and dont forget your notes or other resources you need. Be focused. Turn your phone off or leave it somewhere else. Shut the world out for a moment so that you can finish your essay fast without procrastinating. 3. Set Goals The key to writing a good essay quickly is time management, so setting goals is the next step. Set yourself a time for completing each section before you start typing. By doing this, you will know how much time you need to complete each section, thus, you will finish them and stop slacking off. 4. Introduction, Supporting Arguments, Conclusion After setting your goals, its time to start the real thing. Start off by thinking about your arguments and get a good grasp of them. And then, start by writing an introduction. The introduction is usually about a paragraph long. Try to start your introduction with an interesting sentence. Then, go to the supporting arguments. Here, you should use evidence that supports your arguments. Be as specific as possible. Keep close to the main subject of your essay; dont discuss things that are unrelated. Avoid using vague examples because it wont make your essay better. Lastly, write the conclusion. Be sure not to introduce any new information or arguments. Sum up your basic arguments convincingly. If you can make your final sentence memorable, it will give a huge impact to the impression of your essay. 5. Re-check In the end, make sure you re-check your essay for grammatical mistakes or spelling errors. Those things will reduce your score, so make sure you keep an eye on them. Re-read your essay and make sure that it is understandable. Conclusion Writing a good essay quickly can be tricky; however, if you are trained or used to it, then you will be fine. offers services that can help you with your essays. For further information call 800-573-0840.

Challenges faced by the USA in China and the East Asian Region Essay

Challenges faced by the USA in China and the East Asian Region - Essay Example The twenty-first century is mainly about policy decisions the governments make and the counter-policies that major economy governments like the USA and China make regarding them.   They are the most influential countries regarding military endowment, economic might, and political superiors. Even as this is true, other countries fit into the jigsaw and the relationship these two countries have towards the others and between each other is important in running the global economy and stability.The rising China economy has contributed a lot to globalization and has become almost the single most important factor that is shaping the fast-changing geopolitical landscape in the 20th century. This rise has shifted the focus of the developing world towards the East Asia, something that has undermined the reputation of the USA among the developing countries. China has emerged as the world’s largest manufacturing platform and has compelled the global manufacturing networks and national e conomies. For instance, the US missile defense efforts, only the Japan is supporting it while China strongly opposes the move while the South Korea remains a bystander. Japan is strongly championing for the Asian Monetary Fund, and a seat in the United Nations is slowly complicating the United States leadership in the Asian region.  As much as Japan’s plan seems to benefit the greater East Asian region, China still finds this as a stumbling block as it is determined to cripple Japan’s regional and global influences  

Time Management Essay Example | Topics and Well Written Essays - 1250 words

Time Management - Essay Example Instead, it focuses on implementation of strategies that are involved in the process of time allocation. This paper explores issues regarding time management in nursing profession, through elaboration of strategies involved. Numerous empirical investigations have indicated that nurses should develop a habit of arriving early in their workplaces. Therefore, by arriving early, nurses get enough time to read reports, hand cover sheets, organizes their work and settle their minds (Woogara, 2012). Moreover, apart from arriving early, they can also develop a habit of making notes for their personal use. These notes are obtained from hand cover sheets and reports. In fact, they can also develop lists or grids containing patients’ names and related tasks. Besides, these notes incorporate a list of activities to be undertaken during the day, and objectives that should be achieved (Woogara, 2012). Nonetheless, nurses should estimate time required for completing each task, and this can p revent misallocation of time on some tasks, thereby neglecting others. Given that nursing is a highly challenging profession, there are chances of having numerous tasks, which cannot be completed within the working hours. Moreover, this leads to increases changes in prioritization of these tasks (Fedor, 2013). For instance, changes in prioritization of tasks occur in situations where patients need urgent attention. Nevertheless, it is wise to consider the pace of tasks in nursing practice, which can lead to burning out and stress. Therefore, time management techniques are designed in ways that facilitate achievement of objectives and preventing burning out or stress (Fedor, 2013). In this case, time management techniques are subdivided into seven strategies, which include: Planning Nursing profession has an aspect of unpredictability; thus, it calls for setting strategies and planning on ways to undertake various tasks (Tucker, 2013). The nurse is required to make necessary plans su ch as competing patients’ paperwork, establishing ways to deal with patients’ needs, making submissions of laboratory requests and attending staff meetings (Tucker, 2013). Task that are completed are noted in a â€Å"to-do-list,† thereby helping nurses to stay focused. In this case, nurses are able to ensure that time is not wasted. Nurses are urged to assess their lists in order to modify it through deletion or addition of items based on their importance and urgency (Tucker, 2013). Therefore, planning enables nurses to manage their time and reduce chances of forgetting important things. Prioritization Prioritization of tasks can facilitate management of time, thereby enabling nurses to attend to their tasks depending on level of urgency (Woogara, 2012). In this case, nurses should arrange tasks to be undertaken during the day based on their priorities in order to allow them identify tasks that can be postponed (Woogara, 2012). For instance, care of patients and their satisfaction should be highly prioritized by nurses. Therefore, they are supposed to complete tasks that are highly prioritized, thereby eliminating chances of forgetting or delaying tasks (Woogara, 2012). On the other hand, nurses are urged to revisit

Chiquita Bananas Essay Example for Free

Chiquita Bananas Essay Chiquita is blamed for the actions of two terrorist organizations that extorted money from the company. Victims and their families of the attacks performed by these two terrorist organizations are looking for compensation from Chiquita, claiming that the company is responsible for making those attacks happen. Chiquita has to make a decision whether or not to take the responsibility for the actions performed by the two organizations. Key Facts/Background FARC and AUC (two Colombian organizations currently designated by the U. S. as terrorist organizations) purportedly threatened Chiquita’s executives to hurt employees in the Colombian plant if the company failed to provide the payments for their â€Å"protection. † Chiquita continued to do so until two years after the U. S. designated AUC as a terrorist organization. The U. S. government fined Chiquita for giving â€Å"protection money† to FARC and AUC. Now the victims and families of FARC and AUC are coming forward to claim compensation for damages they incurred due to actions that were financed in part by the money provided by Chiquita. If the law that permits victims and their families to sue providers of support to the terrorist organizations passes, Chiquita may face multiple lawsuits for providing this support to FARC and AUC, which may amount to millions of dollars. The law is not yet in place but the problem that Chiquita is facing is already here. Stakeholder Analysis Based on the case one of the main stakeholders is Chiquita. Giving money to FARC and AUC in the first place was not only illegal (after 2001) but also not aligned with, what could be perceived as company’s dedication to protect its employees—giving money may have (and actually did) encourage the AUC to continue to threaten Chiquita just like FARC did. The company did not show that they are constant and coherent in their vision of corporate and social responsibility. They did not care about the communities they operated in as much as they cared about their own well being. The issue is that the payments were already made and the company admitted to it, which ended with a plea agreement with the U. S. government. Now, the challenge is whether or not to admit that Chiquita is responsible for actions of FARC and AUC because â€Å"extortion† money has been paid. This may result in either lawsuits or settlements for all the damage incurred by the two terrorist organizations, which in turn will result in definite lowering of the bottom line and losing credibility. At the same time (just like with the Tylenol case) if Chiquita acknowledges by itself the wrongdoing, it may recover its image of socially responsible company and show that it is aligned with their beliefs of protecting people (just as they protected their employees, they should protect all the people who are affected by their actions). If Chiquita will wait until law is passed and then fight over the responsibility, it will be costly, but also the company will loose all the credibility they built with the customers and shareholders over the decades. The U. S. judicial system is another main stakeholder. If the law is passed, the courts in U. S. will be tasked with making a decision of whether Chiquita is indeed liable for, what the company was believing to be, paying the extortion and â€Å"protection† money to safeguard their employees against harm from FARC or AUC. Here the court may be in a dilemma, since the illegal activity that Chiquita engaged itself in was believed to be because it was trying to protect lives of their employees. Now, with one more law in place—to compensate those who suffered from FARC and AUC—the dilemma will boil down to determining if what Chiquita believed to be the reasoning behind these payments, was indeed it. If yes, could we punish Chiquita for trying to protect their employees? The other main stakeholders are the victims (and their families) of FARC and AUC’s actions. They are trying to bring to justice people who are responsible for their suffering. Now, the challenge is that they are trying to bring to justice a company that was not directly but rather indirectly harming them. The reasoning behind this is the belief that the money Chiquita paid was indeed used in hurting those people. The victims and their families have right to demand justice. The question remains, of who actually should be brought to justice. Options Analysis Based on the current situation (company already admitted to paying the money, internal documents that the money did provide benefits exceeding the protecting of the employees were unveiled, threat of lawsuits), Chiquita has couple limited options, which are based on justice and duty. First option is to come out now and take the responsibility for the actions of FARC and AUC. The law may not be in place yet, but this decision may show that Chiquita is standing by its promise to protect people affected by its actions. This option definitely addresses the claims of victims and their families—they will get the compensation they are seeking. Chiquita will face multiple lawsuits and will be harmed financially, which affects shareholders of the company. In this case the reasoning behind the payments is brought in place—whether it was for corporate gain or protection of employees. Another option would be to refuse paying compensation to victims of FARC and AUC based on the fact that Chiquita did nothing directly to harm them. Moreover, they were protecting people by paying the terrorist. If the law holding the company responsible for these actions is not in place, the company and the U. S. justice system are â€Å"off the hook† and the victims and families can’t seek to have their claims fulfilled. If the law holding the company responsible is in place, then Chiquita is going to be brought to justice and both the justice system and the victims will have their legal claims fulfilled. Recommendation It comes down to determining whether the company benefitted in other ways than protecting their employees from paying for the â€Å"protection† from FARC and AUC. From the information provided in the internal documents it seems like it did. Even without the internal documents, Chiquita did benefit financially from being present for all those years in Colombia (Chiquita in Colombia Case, p. 4: according to AUGURA, â€Å"productivity on Latin and Central American plantations were three times greater than in the Caribbean, and costs to import were 50% lower†). The company had the direct benefit in paying the FARC and AUC for their â€Å"protection. † Doing business in Colombia was lucrative and giving it up was (at that time) more damaging than paying terrorist. That’s why my recommendation to Chiquita is to come forward and admit to their wrongdoing and pay the claimants for their damages. It will be hard to run a company with such past, but this lesson will (hopefully) help avoid such issues in the future (not only for Chiquita but also other companies who are doing business internationally in unstable political and security environments). Action Let’s say someone is threatening to kill me unless I give him or her my car. I know he or she may kill someone else with it—I wouldn’t give it up even if I paid with my own life for it. If my family is threatened—I give it up, since I am responsible for more people. If the situation repeats over many years and every month I give up the car to protect myself and my family, more and more people are being killed. Do I admit to what that someone does? Am I responsible for this? I would want to think that not. But if there is a case of repeat actions like this, I would have to take that responsibility. And that’s why Chiquita should act on their core social responsibility values they preach. Synopsis By giving money to FARC and AUC, Chiquita approved of the actions of the two organizations. The solution is to now take the responsibility for these actions.

Ethanol Fuel :: Energy Vehicle Automobile E85

Missing Figures Ethanol Abstract: As of now we drive cars almost everywhere from home to the local store or different states. According to www.wikipedia.com there is â€Å"an estimated 243,023,485 registered passenger vehicles in the United States according to a 2004 DOT study!† 1That is a lot of cars. In a year the US alone consumes around 146 billion gallons of gasoline that is a huge amount. 2 According to figure 1 about 86% of all world energy comes from oil, gasoline, and coal; this leaves a tiny 14% to be divided among the other natural resources we could harness. Of that 14% of natural resources 9% are where ethanol falls and of that 9% only 12% is from biofuel. This means almost less than 0.3% of all our natural resources come from ethanol. Ethanol is already used in car gasoline as mixture, which most cars use and it is about 10% ethanol giving the name E10.3 This is helping us conserver our oil, gas, and coal resources so if we can further study in that field we will have a better future. 3 Introduction: One of the most common sources ethanol is made from is corn. Some other sources come from â€Å"sugar cane, bagasse, miscanthus, sugar beet, sorghum, grain sorghum, switchgrass, barley, hemp, kenaf, potatoes, sweet potatoes, cassava, sunflower, fruit, molasses, corn, stover, grain, wheat, straw, cotton†3 (http://en.wikipedia.org/wiki/Ethanol_fuel) Ethanol is noticed in chemistry by an oxygen and a hydrogen bonded to almost anything (example show in figure 3). Ethanol is colorless and flammable as well as being the alcohol in alcoholic drinks.4 Ethanol can be produced as a petrochemical, a chemical product from raw materials of petroleum, by hydrating ethylene, double bonded C2H4. 4, 5, 6 The other way ethanol can be created is biologically by fermenting, an energy production processes requiring no oxygen, sugars with yeast.7 Ethanol 4 Ethanol is made up of easy to obtain resources, corn, and it is easy to make; this is showing that gasoline will be competition in the future.3 Currently in Brazil ethanol provides 18% of he country’s automobile fuel from just sugar cane. 3 About 99% of US produced ethanol is used to create E10, which is a mixture of gasoline and ethanol. In short ethanol can possibly play a more important role in the automobile industry. Advantages and Disadvantages: In figure 4 you can compare both the combustion of gasoline and ethanol gasoline consumes more oxygen and releases more carbon dioxide than ethanol. Ethanol Fuel :: Energy Vehicle Automobile E85 Missing Figures Ethanol Abstract: As of now we drive cars almost everywhere from home to the local store or different states. According to www.wikipedia.com there is â€Å"an estimated 243,023,485 registered passenger vehicles in the United States according to a 2004 DOT study!† 1That is a lot of cars. In a year the US alone consumes around 146 billion gallons of gasoline that is a huge amount. 2 According to figure 1 about 86% of all world energy comes from oil, gasoline, and coal; this leaves a tiny 14% to be divided among the other natural resources we could harness. Of that 14% of natural resources 9% are where ethanol falls and of that 9% only 12% is from biofuel. This means almost less than 0.3% of all our natural resources come from ethanol. Ethanol is already used in car gasoline as mixture, which most cars use and it is about 10% ethanol giving the name E10.3 This is helping us conserver our oil, gas, and coal resources so if we can further study in that field we will have a better future. 3 Introduction: One of the most common sources ethanol is made from is corn. Some other sources come from â€Å"sugar cane, bagasse, miscanthus, sugar beet, sorghum, grain sorghum, switchgrass, barley, hemp, kenaf, potatoes, sweet potatoes, cassava, sunflower, fruit, molasses, corn, stover, grain, wheat, straw, cotton†3 (http://en.wikipedia.org/wiki/Ethanol_fuel) Ethanol is noticed in chemistry by an oxygen and a hydrogen bonded to almost anything (example show in figure 3). Ethanol is colorless and flammable as well as being the alcohol in alcoholic drinks.4 Ethanol can be produced as a petrochemical, a chemical product from raw materials of petroleum, by hydrating ethylene, double bonded C2H4. 4, 5, 6 The other way ethanol can be created is biologically by fermenting, an energy production processes requiring no oxygen, sugars with yeast.7 Ethanol 4 Ethanol is made up of easy to obtain resources, corn, and it is easy to make; this is showing that gasoline will be competition in the future.3 Currently in Brazil ethanol provides 18% of he country’s automobile fuel from just sugar cane. 3 About 99% of US produced ethanol is used to create E10, which is a mixture of gasoline and ethanol. In short ethanol can possibly play a more important role in the automobile industry. Advantages and Disadvantages: In figure 4 you can compare both the combustion of gasoline and ethanol gasoline consumes more oxygen and releases more carbon dioxide than ethanol.

Literacy Narrative Essay

Over the years, my interest and awareness regarding reading and writing have varied from time to time. I remember my mother reading bedtime stories to me as a child and actually painting my personal pictures to what she was saying. Once I was old enough to read the stories myself, I would go back and compare my mental pictures with those that were in the book. During my elementary days, I found the novice level of reading and writing to still be interesting. Everything from transferring imaginary stories I had thought of onto a sheet of paper to tell the entire class about my church league team winning the basketball championship the previous Saturday, I thoroughly enjoyed writing and felt I had a personal connection to it. There were a stack of old books in the corner of my school library that caught my attention due to bold book cover. I picked the book up and read The Hardy Boys, The Tower Treasure. It was something about the cover that stuck with me. Before I even opened the book, the fact that the two boys on the cover seem like they were close to my age gave me some added interest in the book. I became a huge fan of the book series after I read that first book, and was the only books I really read around this time. For some reason, the articles in sports magazine kept my attention more than books that were considered appropriate for my age. Due to my Father’s excessive interest in sports, I was able to grasp on to the vocabulary associated with most sports at a younger age than most. I feel my desire and interest in writing grew dim once I reached middle school and had to write about stories and novels I did not find interesting, causing me not to actively read these books in the first place. That feeling of being distant from the material covered in my middle school classes carried over into high school and it did not help that I had the same strict English teacher for all four years of high school. Mrs. McCullough was the toughest teacher I have ever had. Not only because she was teaching the subject I found the hardest, but because she made sure she was going to get one hundred percent out of all of her students. I can remember the numerous times I turned in a paper that was simply not the best she thought I could do and she made sure that I knew that. I ended up doing pretty good in these English classes, which goes back to how Mrs. McCullough ran her class. While I may have had a struggle with literary reading and writing for some time, I have had a serious interest in math and truly  enjoyed understanding the language associated with it. Math has always been my strongest subject and throughout the years I have been able to understand the terms associated with it. There were times in my AP Statistics class where when some of my fellow classmates and I were trying to solve a problem, and the sentence would not have been comprehended by someone who was not in that class. That has always been a topic where I could fluently speak on whatever issue was a concern. At the high school I attended, every senior is required to write a senior exit paper where they state their stance regarding abortion, with an explanation of their stance. This paper was worth over forty percent of the final grade and was the first serious paper I ever had to type. All papers previous to this one I would be able to sort of breeze through them depending on the length and topic of the paper, but this one required some serious work. This paper was for the same English teacher I mentioned earlier, who made this paper an annual piece of work for seniors. Having graded many papers regarding this topic over the years, she knew what each paper must contain to receive a certain grade. I struggled for weeks and weeks trying to figure out how things were going to work out regarding this paper. Working on that paper my senior helped me make my personal work more personal. Before that paper, I would just zoom through my papers because most of the time the objective of the paper was straightforward. Having to really put forth the effort to receive a good grade helped me to express what I felt personally on paper more effectively. This process is the main thing that helps me when the constant struggle of composing college papers. There are times where I know what I want to say, just do not have the proper way of putting on the paper. I feel that struggle in itself speaks excessively about the world of literacy. There are people in this world who are experts in their specific field of work that could show you how things work using their own adaptive terminology compared to if you were to read up on it on your own. Literacy is something that has been around before it was given a name and will always be as long as there is a need for living beings to communicate on this planet.

Tense and Aspect in English and Arabic

Kingdom of Saudi Arabia Ministry of Higher Education King Abdual Al. Aziz University Faculty of art and humanities English department Tense and aspect in English and Arabic By Aziza Attia Al. Zharani . Supervised : Dr. Salha Al. Qarni . 2011 objective methodology: Title of research : Tense and aspect in English and Arabic . Need for the study : the reasons that make to interest about the tense and aspect such as explain to definition and types in a tense and aspect in English and Arabic and structure the verb phrase in sentences in English and Arabic . The research will be includes: * Verb phrase in English . *tense and aspect in English . * Verb phrase in Arabic . *tense and aspect in Arabic . *conclusion . * bibliography. statement of the problem : tense and aspect in English and Arabic and some suggestion to solve the problem . disguise the difference in Arabic and explain the similar between two language . efinition of terms : tense :a morphological category so aorist tense means a particular form of the verb . aspect: a category used in describing how the action of a verb is marked. Verb phrase: Verb phrase consists of a verb and all the words and words groups that belong the verb and cluster around it. Hypothesis : -the research gives the students a brief glimpse of the theory and practice . -to explain the mistakes that most people felt in it ,a particular in tense and aspect and generally in much grammar. In the research try to solve some common mistakes. to study the difference structure in English and Arabic also tense and aspect . -the problem in a grammar make a problem in pronunciation and spelling so we need to treatment this point. Review of the related literature : -Abdullah ,a . Breaking The Arabic Code (verbs). The middle east . Palmwe, F . Apelican Original Grammer . 1971 . England . -Stageberg , n . An Introduction English Grammar. 1977. United states of American. -Tipping, L. (1927). A higher English grammar. Machillan & Co : London. -Tregi dgo, P. S. (1974). English Tense Usage: A Bull's-Eye View. ELT, 28, 97-107. -WWW. Vegasociety.Com/Arabicpast-Future Html Research methodology : Theoretical methods. Outline I. INTRODUTION . A . What is grammar . B. why to study grammar. II. Tense and aspect in English . 1- Verb phrase in English . 2-defination and examples tense and aspect in English . 3- types and examples tense and aspect in English. III. Tense and aspect in Arabic 1- Verb phrase in Arabic. 2-Definition and examples tense and aspect in Arabic . 3-Types and examples tense and aspect in Arabic . IV. A. Conclusion . B. references. Dedication Personally, I'd like to thank all those who have helped with their advice and efforts †¦I'd like also to thank all the English staff, especially my instructor, Dr. Salhah Al . Qarni . for her valuable advice. For my parents, friends and everyone, I dedicate my research. 1. Introduction 1. 1 What is Grammar? Grammar is the system of a language. People sometimes describe gramm ar as the â€Å"rules† of a language; but in fact no language has rules. If we use the word â€Å"rules†, we suggest that somebody created the rules first and then spoke the language, like a new game. But languages did not start like that. Languages started by people making sounds which evolved into words, phrases and sentences.No commonly-spoken language is fixed. All languages change over time . What we call â€Å"grammar† is simply a reflection of a language at a particular time. we don’t need to study grammar became many people in the world speak their own, native language without having studied its grammar. Children as well start to speak before they even know the word â€Å"grammar† . grammar can be thought of as something that can help you, like a friend. When you understand the grammar (or system) of a language, you can understand many things yourself, without having to ask a teacher or look in a book . 1. 2 Why study grammar?If we learn ou r native language in the toddler years, then what's the point of learning about parts of speech and grammar in general? The answer to this question is simple . Firstly, it can help us in writing if we know how our language is correctly used. Conversation tends to be casual, but when we write letters, or job applications, or articles, it's important to know correct grammar if we are not to appear ignorant . Secondly, if you learn a foreign language when you're a teenager or adult, the grammar is likely to work differently. If you learn as a small child, you will understand this intuitively, as with a first language.But by the time we get to eight or nine, our brains have become somewhat hard-wired as far as language goes, and it's much more difficult to learn a new one. So it becomes important to see how the grammatical structure works – and unless we understand English grammar first, that's almost impossible. Thirdly, it's interesting to study grammar . 2. The Verb phrase in English : In linguistics, a verb phrase or VP is a syntactic structure composed of the predicative elements of a sentence and its function is to provide information about the subject of the sentence. stageberg1977 ) As with all phrases, a verb phrase consists of more than one word. In English, most verb phrases are phrasal verbs. Phrasal verbs consist of a verb plus one or two particles (a verb or adverb) which combine to form a meaning greater than the two words individually. They are divided into adverbial verbs (He is looking up') where the meanings are always literal and the expression could be replaced with the simple verb (to look) without losing any real meaning; prepositional verbs (he is picking on his friend) where there must always be an object and the particle cannot be separated from the verb (i. . *he is always picking him on, is not grammatically correct); true phrasal verbs (he is going out tonight with his friends) which may or may not have an object and where the o bject may go intbetween or after the preposition though object pronouns can only go before the pronoun) and prepositional phrasal verbs (I hope he doesn't run out of gas before he gets here) where the three elements cannot be separated and there is always an object. Most phrasal verbs are idiomatic . ( stageberg1977 ) Other verb phrases are phrases which do not behave like phrasal erbs and they Can consist of much more that two or three elements. Any verbal phrase is where the combined words take on a greater meaning than the implied significance of each individual word (idiomatic), though all elements behave as one verb would in a sentence. My friend's work is â€Å"crossing the line†. While crossing a line may have a literal sense in some contexts, such as an athlete crossing a line to win a race, in other contexts, â€Å"crossing the line† signifies â€Å"to do something which most people would not consider proper†. As with most such verbal phrases their mean ings are almost always idiomatic.In English as in other languages, verbal phrases can be colloquial and regional. Other examples of such verbal phrases (non phrasal verbs) are: * You are driving me bananas. * He always takes the high road. * Your friend is going to get whats coming to him. * It was shattered to pieces. Most such verbal phrases are the combination of a verb plus adverbial phrase, though not always. The Verb phrase in English also shows consist of tense and aspect . 3. Tense and Aspect 3. 1 definitions : In English, verbs have different forms to indicate continuousness, completeness, and time.Time can be expressed by tense whether present, past or future. On the other hand, continuousness can be expressed by the progressive aspect of the verb whereas completeness can be expressed by the perfective aspect of the verb. Tipping (1927) points out that the word tense is derived from the Latin word tempus which means time. The word tense is used in grammar books to indicate certain â€Å"inflections† of the verb (125). According to Tregidgo tense refers to the â€Å"correspondence† between the form of the verb and time. Aspect is related to ‘the manner' in which the verb is considered â€Å"complete† or â€Å"in progress. (130) According to his, English has two simple tenses: the present and the past, and two â€Å"marked† aspects: the progressive and the perfective (305, 306). Pullum define tense as † a system where the basic or characteristic meaning of the terms is to locate the situation, or part of it, at some point or period of time. † On the other hand, he define aspect as † a system where the basic meanings have to do with the internal temporal constituency of the situation. † In fact, the features of tense and aspect are interrelated. Sometimes, we cannot separate the present and past tenses from the progressive and perfective aspects.As we have noticed, many grammarians exclude the f uture from their analysis of tense because it is usually indicated by the modals shall and will. Palmer indicates that the present and past are † comparable within the analysis, in that they exemplify the formal category of tense as established in the primary pattern† (36). However, the forms I shall and I will belong to â€Å"the secondary patterns. † . 3. 2 makers of tense and aspect : There are two tenses in English: past and present. There is no obvious future tense corresponding to the time/tense relation for  Ã‚  present and past. The future is  denoted y  means of modal auxiliaries as in (a), by simple present forms as in (b) or  Ã‚  progressive forms as in (c) and (d): a. I  will  go  to  school. (madal  auxiliary) b. He  leaves  for  London  tomorrow . (simple  present  ) c. c. It  is  going  to  rain. d. d. The  train  is  leaving  tonight. English has the following aspects: progressive, and pefective. Aspect is shown by the use of suffixes {-ing} and {-ed} and/or  auxiliary words be and have as in: a. are  running. b. has  played. English tense and aspect are summarized below. 3. 2 . 1The Present In the Simple Present, only the third person singular is marked for tense by the  suffix – S3}, e. g. :  I play, we play,  you play,  they  play, he plays, she plays, it plays. The morpheme {-S3} has the same allomorphs in the same distribution as the plural suffix {-S1} and  possessive suffix -{S2} of the noun. (Tregidgo 1974) /-s/, /-z/, /-iz/,as in sleeps,  brushes, changes, raises. The majority of modal auxiliaries are said to have tense. The auxiliaries Can ,may, shall, will , must  are used  in the  present tense. They precede the main verb and give it special shades of meaning like futurity, volition,  possibility, probability, permission, and necessity.The auxiliaries can, may, shall, will ,and must   are not inflected for tense, e. g. I can, we can ; you can; they can, he can, she can, it can. The three quasi auxiliaries be, do, have often function as auxiliaries. The  present  form  of   Have and do are only inflected for  third person singular nouns, and words for which the third person singular pronouns will substitute and word groups. I have, we have,  you have, they have, he has, she has, it has; I do, we do, you do, they do, he  does, she does,  it does. Be has three suppletive forms in the  present tense as follows:I am, we are, you are, they are ,he is, she is, it is. Quasi auxiliaries may precede the verb stem, the present  participle, and the past participle, e. g. I do insist; They are playing;  He has eaten. The quasi auxiliary do is used in questions, negative sentences, and emphatic affirmations. Do you know the  answer? She didn't do it. I did see him. 3. 2. 2 The Past The Simple Past form takes on two forms: regular and irregular. The regular form ends  with the suffix {-ed}  as in  played, walked, closed. The past  tense suffix  -ed is pronounced [t]  after a voiceless consonant as in stopped, possessed, marked; it s  pronounced [d] after a voiced consonant as in believed, closed,  played, and it is pronounced 4676 after another /t/, /d/ as in started, landed. The irregular past tense  takes on numerous forms:  some verb sremain the same, some form their past by a suppletive form, somere place their entire stem by a wholly different stem as in go, went, e. g. , went, ran, taught, wrote, smelt, took, made, said,  left, sent, spoke, met, drew, began, set. The past tense form of the verb is not inflected(marked) for the  first, second or third  person nouns or pronouns. (Tregidgo 1974)The past tense form of the modal auxiliaries can, may, shall, will, must are could, might, should, would, ought. Must  and ought (to) do not have  parallel forms, like the others. To express  the past tense of  must  , in the the sense of necessity, o ne says had to, e. g. : You ought to take the medicine. You ought to /should have  taken the medicine. The past tense form of the quasi auxiliaries be, do and have are: had; was, were; did  . These  past forms  may precede the  verb stem , the present participle, and the past Participle . The quasi auxiliary Do is used in questions, negative sentences, and emphatic ffirmations. Did you know the  answer ? She didn't do it. I did see him. These past tense forms are not marked in accordance with the subject. 3. 2. 3 The Progressive The present and past progressive consist of   be + present   participle   the   {ing}   form . Seven   suppletive   forms   of be – am, is, are, was , were, be , been are used as the first member of the verb phrases. e. only the first member of the verbal phrase is inflected in accordance with the subject. The second member being does not change . the present participle suffix {-ing} does not change as well.When auxiliaries are employed in groups of two or three, the following obligatory sequence is followed: be + present participle. 3. 2. 4 perpective The past and the present perfect consist of   Have+ past  participle. The past participle is the {-ed} form of the verb. Three forms of have -have, has, had- serve as the first member of the verb  phrase. The first member  has changes  in accordance with  the subject; the second member which consists of the past participle of the main verb does not. When auxiliaries are used in groups of two or three, the following obligatory sequence is ollowed : have + past participle. ————— 4. The verb phrase in Arabic Learning the  Arabic Verbs  is very important, because their structure is used in every day conversation. The more you master it the more you get closer to mastering the Arabic language . But first we need to know what's the role of verbs in the structure of the grammar in Arabic. Arabic verbs are word s that convey action (bring, read, walk, run), or a state of being (exist, stand). In most languages a verb may agree with the person, gender, and/or number of some of its arguments, such as its subject, or objectArabic to has only 2 times, the perfect and the imperfect, but there is a difference, in the west people look at the points in time in where an action takes place, the Arabs however look at the aspect of a verb meaning they ask: Is the action finished or not (They don’t ask themselves when did it finish or not). Of course a finished action corresponds with the past as does a unfinished action with the present, but not necessarily so. Here are some examples: English Verbs| Arabic Verbs| Verbs | – alaaf'aal| Past| – almaatheee| I spoke| – tahadatht|Arabic verb conjugation is a bit complex, although very regular the so called semivowels alif, waw and ya and the glottal stop hamza cause irregularity in Arabic verb conjugation . The simplest Arabic verb consists out of three consonants like KaTaBa meaning hewrote or he has written. The past tense is conjugated by suffixes, the present tense by prefixes. The Arabs use the verb fa3ala (to do) to represent all possible forms a verb may have. The problem lies in the fact that any of those root consonants might be an hamza, the glottal stop or an alif, a waw or a ya, the so called semi-consonants.They might be retained or disappear according to certain rules. Arabic verbs have ten (even more) forms. To give you an example,third rule allama means to know, The second form allama with the second consonant doubled means to let know meaning to teach, the fifth form ta3allama means to let your self know meaning to study! The tenth form istaf3ala means in general to think to act out an action described by the verb, so istahhasana to think to be beatifull from hhasana to be beautiful . (Abdullah ) List of Verbs in ArabicBelow is a list of the conjugated verbs in the present , past and future in Arabic placed in table. English Verbs| Arabic Verbs| I can accept that| /iomkin an aqbalah| she added it| /waadaafat anah| we admit it| /nahn na'tarif bithalik| they advised him| /waashaarowa ‘alaih| he will go / sawfa yathhabu Verbs in the present past and future tense have a very important role in Arabic, therefore they need very special attention. 5. Tense and aspect in Arabic : . 1 Verb conjugation : In Arabic verbs take their infinitive form by using the past form of that verb and conjugate it to the third person singular â€Å"he†, to make it simple here is an example: to draw = rasama = (he drew), to write = kataba (he wrote) = . daraba (to hit)†¦ Most verbs in Arabic have a three letters root or stem, there are also verbs containing more than three letters in their root (stem) but we will start with verbs consisting of a three consonant stem, also called trilateral verbs, since the trilateral verbs (containing three consonant ) are the most common.In Arabic we use a â€Å"masdar† â€Å"source† to show how a verb is conjugated and what forms it takes, normally for a three letters verb we use: fa’ala = = to do (literally in Arabic it means â€Å"he did†), This verb is used as an example or model to help us know how to conjugate other verbs having the same characteristics. We take for instance the verb: to draw = rasama = as you can see it in Arabic it has only three consonant (R ? , S ? , M ? ), this verb sounds exactly like our model verbs (fa’ala when it comes to its vowels, and that’s all we care about, ignore the similarity or difference in the consonants, what matters is the similarity in the vowels and the number of letters, because you will replace the consonant in our examples and put your own there, to make it more simple we will take a random word phonetically similar to our verb â€Å"fa’ala† â€Å"lalala† sounds like â€Å"rasama† if you compare its vowels and the number of consonants, other examples are: dahaba (to go), haraba (to run away), kataba (to write), nasaha (to advise), daraba to hit), in fact most Arabic verbs are formed this way. They all seem to have the same tune. Now to form the present tense with this kind of verbs, we first take our stem from the verb, in other words, extract all vowels from the verb, for example the verb to draw = rasama, once weextract all vowels we will end up having â€Å"rsm† , now this stem is ready to be modeled. Look at the table below: 5. 2 Arabic Present tense: To form the present tense in Arabic you need to extract the stem from the verb in the infinitive first, for example: To draw = rasama Stem is rsm, now let’s look at the table below to see how this verb is conjugated in this tense: ———————————– Present Tense in Arabic| Singular| Dual| Plural| I draw = ar sumu you draw (singular masculine) = tarsumuyou draw (singular feminine) = tarsumeenahe draws = yarsumushe draws = tarsumu| you draw (dual male or female) = tarsumanithey draw (dual male or female) = yarsumani| we draw = narsumuyou draw (plural masculine) = tarsumunayour draw (plural feminine) = tarsumnathey draw (plural masculine) = yarsumunathey draw (plural feminine) = yarsumna| Each form of the verb rasama above contains:Blue font (that’s what you need to keep, the blue font shouldn’t be modified or removed from verb, it stays the same) Red font (that’s what you need to delete and add your own consonant of the verb you chose to conjugate: kataba ? ktb, haraba ? hrb†¦) Green font (you can keep that one too, but not all the time, sometimes it becomes â€Å"a† or â€Å"i† instead of â€Å"u† depending on the verb) We noticed that the â€Å"rs† of the stem â€Å"rsm† are always together, that’s the case with all tri lateral verbs (verbs with three consonants, which are the most frequently used verbs in Arabic) he first and second consonant go together, so you can use this table with other verbs as well by replacing the letters in red (the stem we used before) and put your own verb stem instead. The vowel in green may change to â€Å"a† or â€Å"i† depending on the verb, like for example for the verb nasaha (to advise) instead of using the â€Å"u† in green we have to change it to â€Å"a† I advise = ansahu, you advise = tansahu†¦(and not ansuhu .. tansuhu) and so on†¦ (Note that the stem here is â€Å"n. s. h† as we mentioned earlier), for the verb daraba (to hit) we use â€Å"i† instead, I hit = adribu, he hits = yadribu. and not adrubu)†¦ In case you think that this is too complicated, I will tell you that it’s not something unusual, and if you’re a native or learned Spanish, French, German or even English before, you will notice that the vowel in the middle of some verbs sometimes don’t really follow the rule . English: simply take the verb â€Å"to go† I go, you go, he gos? Of course not, the right form is he goes as you know. All these examples are not considered irregularities but semi irregularities, which means that they’re modified only for phonetic and synthetic reasons).If you don’t know how to extract the stem from a verb (even though it’s very easy) we will go through it now: by omitting all vowels from these verbs we will have: dhb = dahaba (to go), hrb = haraba (to run away), ktb = kataba (to write), nsh = nasaha (to advise), drb = daraba (to hit). Easy! The second person singular masculine â€Å"you† is conjugated the same way the third person singular feminine â€Å"she† does. Tarsumu = you draw (singular masculine) and also means she draws. 5. 3 The past Tense in Arabic: To form the past tense in Arabic you need to extract the stem from the verb in the infinitive first, for example:To write = kataba ? stem is ktb, now let’s look at the table below to see how this verb is Conjugated in this tense: (vegasociety. com/arabicpast-futurehtml) Past Tense in Arabic| Singular| Dual| Plural| I wrote = katabtuyou wrote (singular masculine) = katabtayou wrote (singular feminine) = katabtihe wrote = katabashe wrote = katabat| you wrote (dual male or female) = katabtumaathey wrote (dual male or female) = katabaa| we wrote = katabnayou wrote (plural masculine) = katabtumyour wrote (plural feminine) = katabtunnathey wrote (plural masculine) = katabouthey wrote (plural feminine) = katabna| This is very easy and simple!You can put almost all trilateral Arabic verbs in this table. First take the verb you want to conjugate, extract all its 3 consonants, put them in place of the 3 red consonant on the table above. As you may have noticed, look at how the three consonants are spread in the word katabtu, consonant+ vowel+ co nsonant+ vowel+ consonant†¦ I will make the same note I made before in the present tense, you will have to change the vowel n the green font into â€Å"i†, the only difference this time is that you won’t have to do it that often as the case with the present tense, because the â€Å"a† is more used. Do you remember the two verbs (to advise = nasaha, and to hit = daraba) that we conjugated differently in the present tense, in the past tense they can be conjugated the same way as rasama & kataba , like I said before many verbs will follow the general rules of the table above when it comes to the past tense unlike the present tense.To conjugate your own trilateral verb into the past tense go to the table and have your verb stem ready (don’t tell me you forgot how to make a stem from a trilateral verb)It should contain three consonant and no vowels, if you want to conjugate it in the paste tense then replace the first consonant on the table above in red à ¢â‚¬Å"k† with the first consonant of the stem you have of your own verb, then replace â€Å"t† with the second consonant you have, finally replace â€Å"b† with the last consonant you have, and that’s it!Example: I wrote = katabtu , if you want to use â€Å"I went† (1 step is to find the verb to go in the Arabic infinitive: the verb is dahaba = to go, 2: the stem is dhb, 3: omit the (k, t, b) stem in the table above and put yours, you will easily get ? dahabtu!! ) Note: in case you’re confused whether to replace the â€Å"a† in the green font with â€Å"i† or not, I would just tell you that if you’re a beginner just leave the â€Å"a†, because â€Å"a† is the most common, but I would also suggest to read more about the forms that most of verbs take so that you will easily decide whether to put â€Å"a† or â€Å"i† when conjugating verbs into the past tense in Arabic. . 4 Future Tense in Arabic: To form the Arabic future tense simply use: sa or sawfa + (the verb in present tense). Examples: sa aktubu (I will write), sa adhabu (I will go), or if you want to use sawfa: sawfa aktubu (I will go), sawfa adhabu (I will go). Isn’t that a piece of cake! There is no difference between sa and sawfa, to make it easy you can choose to use sa most of the time so that you won’t get confused. conclusion:At the end of this clarifying research paper, I can conclude that the tense and aspect in English and Arabic is different and similar in something . It is very important to notice differences between two language . Other conclusions are the following: -the research gives the students a brief glimpse of the theory and practice . -to explain the mistakes that most people felt in it ,a particular in tense and aspect and generally in much grammar. In the research try to solve some common mistakes. -to study the difference structure in English and Arabic. the problem in a grammar make a problem in pronunciation and spelling so we need to treatment this point. References -Abdullah ,a . Breaking The Arabic Code (verbs). The middle east . Palmwe, F . Apelican Original Grammer . 1971 . England . -Stageberg , n . An Introduction English Grammar. 1977. United states of American. -Tipping, L. (1927). A higher English grammar. Machillan & Co : London. -Tregidgo, P. S. (1974). English Tense Usage: A Bull's-Eye View. ELT, 28, 97-107. -WWW. Vegasociety. Com/Arabicpast-Future Html

Analysis of Robert Creelys Poem Oh No Essays

Analysis of Robert Creelys Poem Oh No Essays Analysis of Robert Creelys Poem Oh No Paper Analysis of Robert Creelys Poem Oh No Paper What comes to mind Is a humans experience of life after death. Creel describes a wonderful place that people want to end up once their lives come to an end. Through Creels explanation about this final destination, we are able to Infer that he Is writing about heaven. The first two lines are If you wander far enough you will come to it. In these lines he author tells the audience that if you go through life, you will one day die and be accepted into heaven. The wandering refers to living your life. If you wander far enough you will end up dying someday. Then when you die, you will live your afterlife in heaven. Heaven is what the it stands for. The next two lines are and when you get there they will give you a place to sit. These two lines are describing the arrival to heaven. When the author says they he is talking about God and the angels. He is telling us that we are given somewhere to it to relax. Heaven as we know it is a peaceful place. We are able to sit down after a long Journey through life to relieve stress and pain. After that he writes for yourself only, In a nice chair, which shows that everyone gets their own chair to sit. Everyone receives a nice chair for themselves because everyone is treated equally in heaven. God sees everyone the same. No one human is better than another in Gods eyes. All the people in heaven deserve their own chair. It is not because we are selfish, but because we are all created equal. We should all be awarded with a place to sit and enjoy heaven after going through our difficult lives. The following line states and all your friends will be there. This means that all friends and family, that have passed away earlier, will also be there. People are reunited with all of their loved ones. The afterlife in heaven is supposedly a wonderful place where people live eternally. It would be an exciting experience to be able to be with your loved ones again after the pain you felt when they passed away during your life. Then the author writes with smiles on their faces. This line shows how happy your friends are to see you when you arrive. Smiling is one of the easiest ways to show ones happiness. It also shows us that they enjoy living there. Since they are all smiling, it makes you feel like it is a warm, loving environment. Creel wants the audience to know that heaven is the best place to be. Everyone is happy in heaven because there is nothing to worry about like there is during life on earth. You do not have to worry about school, a Job, money, and other things that cause stress and anxiety. Finally the last line states and they will likewise all have places. This shows that everyone Is treated the same way in heaven and nobody Is left out. They all have places to sit because God will provide to those who deserve to be in heaven. Its trying to tell us that whoever Is accepted Into heaven will live happily ever after. This Is a good way to end the poem. Creel Is showing us that everyone has a place reserved for them in heaven and God is willing to accept all humans. 0 represents ten Tear AT cleat . I could mean Tanat people are tartar because they have Just died and they do not want their lives to be over. It could refer to a state between life and the afterlife in which people do not know if they will end up in heaven or hell. Most people want be accepted into heaven, so they might be nervous that God will send them to hell. Either way, the author shows us that there is no need to worry because God will accept us into his kingdom. We go through life everyday trying to p lease God in order to enter into heaven hen our lives are over. Religion plays a major role in most peoples lives. The fear of not being accepted into heaven can cause people to fear death. If we try to please God and make the best that we can out of our lives then there is no need to worry about death. The afterlife is supposedly much better than life on earth and we are able to live forever in heaven once we have passed away. Creel is supporting the beliefs that one enters into heaven after death and lives happily forever with their loved ones.

A Look at the Changes Women Go through as Depicted in Willy Russell’s Movie, Educating Rita

A Look at the Changes Women Go through as Depicted in Willy Russell’s Movie, Educating Rita Belonging is the term used to the individual and to involve something new who gets the feeling of the security where the members may feel included, accepted, related, fit in, conformed and subscribed, which enhance their wellbeing with the feeling of getting education in the part of the beauty of all literatures. You discover that your longings are universal longings, that youre not lonely and isolated from anyone. You belong to Substantial experiences which people lives to have the opportunities for growth and development of getting education to change the demarche in their life and starts to sit on the swivel chair as the upper class family as most of other peoples. Going ‘into the world’ means moving from familiar experiences to new horizons or vanishing points. When going from familiar experiences to new ones, obstructions are usually overcome before being totally successful. Individuals might be given advice and/or guided through the transformation to reaching be ne w horizons and a Great rewards of opportunities also come about while going through the process of growth and development as the script of Educating Rita written by Willy Russell on 1970, about the transformation of a woman going into the world. The great proof for the persuasion of the statement, as well as a visual text of a movie called, Rabbit proof fence in Australia, These two texts are the express aspect of belonging to new place, family, Culture regulation and commandment. Although Rita knows that intellectual enlightenment is important to her education which provides much more to her, Rita’s education is not restricted to scholastic learning alone and her transformation from the uneducated low person to the educated Susan and all encompassing. She sees and understands the importance of being well educated, but for her to get education helps she to overcome her background and break away from the traditional role expected of a woman in the 1970s. Rita has set herself on a course of self-discovery, she has a determination to control her own life and make her own choices and believes it’s the education that will give her these choices and the value of education that goes far beyond simple intellectual enlightenment. Education entirely changes Rita which, though she is prepared for a change, affects her life enormously. Rita’s background has held her back and put her at a disadvantage. There was a great deal of research done in the 1970s to show that middle class children were far more likely to do well at school and to go on to university than working-class children like Rita. Rita’s schooling disadvantage is shown in her recollection of school life: â€Å"As a proven sentence in the book† â€Å"†¦borin’, ripped-up books, broken glass everywhere, knives an’ fights. An’ that was just in the staffroom. Nah, they tried their best I suppose, always tellin’ us we stood more of a chance if we studied. But studyin’ was just for the whimps, wasn’t it? See, if I’d started takin’ school seriously I would have had to become different from me mates, an’ that’s not allowed.† Rita always uses an Informal Slang language consisting of words and expressions that are not considered appropriate for formal occasions. Rita felt the need to conform to the way everyone around her lived their lives until she realized that there was a way out. The class antagonism that pressures Rita can be seen through language misunderstandings between Frank and Rita: Frank: You are? Rita: What am I? Frank: Pardon? Rita: What? Frank: Now you are? Rita: I’m a what? Education is the only way Rita can fulfil her desire to overcome the working class background she has been born into so she feels that through education she can break away from the traditional expectations placed on a working class woman in the 70s. Pressures and influences on Rita and mostly from her family, in particular her husband. â€Å"I told him I’d only have a baby when I had choice. But he doesn’t understand.† Another influence on Rita to become educated and resist conforming to the stereotypical working class woman is Rita’s mother: â€Å"†¦when I looked round me mother had stopped singin’, an’ she was cryin’†¦I said , ‘Why are y’ cryin’, Mother?’ She said, ‘Because- because we could sing better songs than those.’†¦And that’s why I came back. And that’s why I’m staying.† (P46) Rita came to believe that she wasn’t just doing this for herself, she was doing it for all the women like her mother who never had the chance to make something of themselves, who were forced to fill the traditional ‘house-wife role’. Education is Rita’s ‘journey of self-discovery’ to fill the void in her life. This path of self-discovery is central to the play, through education Rita searches for the answers to life: â€Å"I’ve begun to find me-an’ it’s great y’ know†¦Ã¢â‚¬  (P33) Rita has a strong determination to control her own life by making her own choices and this is what she believes education will provide her with. Rita feels the need for confidence and the ability to gain independence to make her own choices so By the end of the play Rita knows that education has given her the freedom of choice: â€Å"†¦I had a choice. I chose me. Because of what you’d given me I had a choice.† (P72) As the result, there were many different difficulties which she had to handle throughout the choice of choosing herself, and the main of was discovering the strong symbolic message when she find her difficulties of opening the door into Professor â€Å"Frank† Office and the image of struggling in the road of knowledge. The power of choice is very important to Rita, as it is the basis to all her motives for becoming educated. Rita feels that education is valuable as it extends her range of choices and would lead to her ability to make informed decisions. Rita sought to change herself entirely and she felt she could use education to do this: â€Å"†¦these womens, you see, they come to the hairdresser’s cos they wanna be changed. But if you want to change y’ have to do it from the inside, don’t y? Know like I’m doin’.† (P11) Rita’s transformation can be seen in the original story of Pygmalion. For example the statue in Pygmalion transforms from ivory to flesh and in a metaphorical sense Rita transforms from flesh to ivory. ‘Flesh’ referring to her uniqueness and down to earth nature and ‘ivory’ referring to her character being sculptured to society’s mold. Although Rita feels that the change within her, brought by education is for the best, Frank feels responsible for Rita’s loss of individuality. Frank sees Rita’s change as the creation of a monster: â€Å"You know, Rita, I think- I think that like you I shall change my name; from now on I shall insist upon being known as Mary, Mary Shelley- do you understand that allusion, Rita?† (P68) Through education Rita acquired an entire change. To Rita, education is more than intellectual enlightenment. Rita sought to change herself, to provide herself with options and she used education to do this. Rita felt that she understood the true value of a formal education and what it can gain for its recipient. Though Frank was disappointed with the results, Rita obtained what she desired. Education filled a void in Rita’s life, which set her on her way to discover herself. Rita seeked to improve herself from the working class, and the question we are asked at the end of the play is both whether Rita succeeded, and whether it is even possible.

Information Management Essay Example | Topics and Well Written Essays - 2250 words

Information Management - Essay Example Evolution of Information Systems Over the decades, technology has evolved manifolds. The major enhancements pertaining to the technological developments involve the communication media. Transfer of information amongst the users has always been a critical issue embedded in the communication strategies. Business environments have imbibed the technology trends up to a great extent in order to enhance their functionality as a complete unit that integrated diverse areas of work (Govindaraj, 2001). The necessity to manage all the data and information related to the vendors, consumers, employees, work processes, business transactions, stakeholders and so on had to be addressed to the minutest details. This issue demanded for an evolution of a system that could store all the information generated at diverse fields of work and support the handling of information in a limpid manner. The system that provides the infrastructure to manage and maintain such task is known as â€Å"Information Systems Provision†. Implementation of Information Systems Information Systems is implemented on the type of the information, whose analysis is required to understand the processes and parameters linked to the data. This data may be acquired from various fields of the concerned business environment (Warboys, Kawalek, Robertson and Greenwood, 1999). Following are the requirements to implement an Information System for a marketing division. To model the dynamics of the processes those effect the production.