The Difference Between Avere and Tenere

The Difference Between Avere and Tenere Learning a new language is not only tough because there are thousands of new words to learn, but even tougher because those words often overlap in meaning. This is definitely the case with the two verbs in Italian - â€Å"tenere - to hold, to keep† and â€Å"avere - to have, to obtain, to hold†. What are the main differences? First, tenere is often understood as to keep or to hold, like to keep a window open, keep a secret or hold a baby. Avere is to understood as meaning, to have, in the sense of possession, like age, fear, or an iPhone. Second, tenere is used, more often in the south, particularly in Naples, in the place of avere, but grammatically, its incorrect. Meaning, even if you hear Tengo 27 anni or Tengo fame, its not grammatically correct. Here are some situations where choosing between avere and tenere might be tricky. Physical Possession 1.) To have/keep an item Ho una mela, ma voglio mangiare un’arancia. - I have an apple, but I want to eat an orange.Non ho una borsa che si abbina a/con questo vestito. - I don’t have a purse that matches this dress.Ho il nuovo iPhone. - I have a new iPhone. In the situation above, you couldnt use tenere as a substitute for avere. Tengo questo iPhone fino alluscita di quello nuovo. - Im keeping this iPhone until the new one comes out. 2.) To not have any money Non ho una lira. - I dont have any money. Here, you can use tenere, but avere is still preferred. Non tengo una lira. - I dont have any money. Non avere/tenere una lira is an expression that literally means, I dont have one lira. To Maintain a Situation 1.) Keep/have a secret È un segreto che tengo per Silvia, quindi non posso dirtelo. - Its a secret that Im keeping for Silvia, so I cant tell it to you. However, if you have a secret and youre not keeping a secret for anybody, you can just use avere. Ho un segreto. Ho un amante! - I have a secret. I have a lover! 2.) Have/keep in pockets Ha le mani in tasca. - He has his hands in his pockets. In this situation, both avere and tenere can be used. Tiene le mani in tasca. - He has (keeps) his hands in his pockets. 3.) Have/keep In mind Ti spiegherà ² quello che ho in mente. - Ill explain to you what I have in mind. In this context, avere and tenere can both be used although the sentence structure will change. Tieni in mente quello che ti ho detto ieri. – Keep in mind what I told you yesterday. To Hold Something 1.) Hold/have a baby in your arms Tiene in braccio un bimbo. Il bebà © ha sei mesi. - She is holding a baby in her arm. The baby is six months. In this situation, you can use avere interchangeably. Ha in braccio un bimbo. Il bebà © ha sei mesi. - She is holding a baby in her arm. The baby is six months. 2.) Have a bouquet of flowers Perchà © hai un mazzo di fiori? Hai molti spasimanti? - Why do you have a bouquet of flowers? Do you have a lot of admirers?Non posso rispondere perchà ¨ ho un mazzo di fiori in mano. - I can’t answer the phone because I’m holding a bouquet of flowers. Then, the person youre talking to might respond to you using the verb tenere. Rispondi, che te lo tengo io. - Answer, and I’ll hold it for you. 3.) Hold a bouquet with style La sposa tiene il bouquet con classe. - The bride holds the bouquet in her hands with style. In the example above, tenere is used to stress the way she holds the bouquet. To help make this easier, use tenere whenever you have something that youre physically holding in mano - in your hands or in braccio - in your arms. It can also be used in figurative expressions, as you saw tenere in mente, but since we would be likely to translate that as keep in mind, its easier to distinguish from avere. Avere, on the other hand, is used to talk about something you possess, either literally or figuratively. If you find yourself in conversation, and you cant think of which one is right to use, its best to ask yourself what the simplest meaning is.  For example, instead of saying, He had a change of heart, you can say, He changed his mind or â€Å"Ha cambiato idea†.

English as a Foreign Language (EFL) - Definitions

English as a Foreign Language (EFL) - Definitions Definition A traditional term for the use or study of the English language by non-native speakers in countries where English is generally not a local medium of communication. English as a Foreign Language (EFL) corresponds roughly to the Expanding Circle described by linguist Braj Kachru in Standards, Codification and Sociolinguistic Realism: The English Language in the Outer Circle (1985). See examples and observations below. Also see: English as a Second LanguageTop Four ESL WebsitesCommunicative CompetenceContrastive RhetoricEnglish as an Additional LanguageEnglish as a Lingua FrancaEnglish as a Native LanguageEnglish as a Second LanguageGlobal EnglishInner Circle, Outer Circle, Expanding CircleInterlanguageNative SpeakerismNew EnglishesNotes on English as a Global LanguageSecond Language (L2)World English Example and Observations: ESL and EFL instructional approaches differ in significant ways. ESL is based on the premise that English is the language of the community and the school and that students have access to English models. EFL is usually learned in environments where the language of the community and the school is not English. EFL teachers have the difficult task of finding access to and providing English models for their students. . . . As the number of ESL students has increased in schools across North America, more classrooms and school have become more like EFL than ESL environments.(Lee Gunderson, ESL (ELL) Literacy Instruction: A Guidebook to Theory and Practice, 2nd ed. Routledge, 2009)Distinctions Between ESL and EFLAlthough ESL (English as Second Language) and EFL (English as Foreign Language) are often used interchangeably, there are unique differences between the two. . . .ESL countries are nations where the medium of instruction in education and government is in English, although English may not be the native language.On the other hand, EFL countries do not use English as a medium of instruction but English is taught in schools. Malaysia was once considered an ESL country but now leans more towards EFL.The methods and approaches of teaching English as a second language and foreign language do differ greatly.(Christopher Fernandez, Of English Teachers Then and Now. The Star [Malaysia], November 11, 2012)The distinction between second language and foreign language is not, however, a sharp one, and there are cases, like Indonesia, where classification is disputable. Moreover, there is a considerable amount of variation in the roles played by second languages, for example in education, in the fields of discourse used, and in the giving of prestige or power. In India, the medium of instruction in schools was changed from English to the regional languages after Independence, and subsequently there has been a gradual process of Indianization of the universities, which at one time were all English-medium.(Charles Barber, The English Language: A Historical Introduction. Cambridge Univ. Press, 2000)Indonesia, a former Dutch colony, used to emphasize the teaching of Dutch . . .. The movement towards English as a foreign language began at independence, and English is now the main foreign language being learned in Indonesia. English is taught for eight or nine years from primary school (from Grade 4 or 5) through high school (Renandya, 2000). The main objective is to provide reading skills to enable Indonesians to read science-related materials in English.(Maria Lourdes S. Bautista and Andrew B. Gonzalez, Southeast Asian Englishes. The Handbook of World Englishes, ed. by Braj B. Kachru, Yamuna Kachru, and Cecil L. Nelson. Blackwell, 2006)

Non-strategic games Case Study Example | Topics and Well Written Essays - 3250 words

Non-strategic games - Case Study Example Games are normally based on certain strategic principles (Condon 498-410). In non-strategic games, little skills are involved. In fact, there are no predetermined solutions and results and hence none of the players can determine how the outcome of the game would be. Experience in non-strategic games is not of essence. The crucial factor that separates this type of game and business models from the rest is that there exists relatively little chance involved. All players, or business partners in a business scenario, have equal degree of knowledge of the elements of the game or business market constraints. Little or no physical skills are required in this game. Examples of strategic games include the Mastermind, English Draughts, Chess, Go, and the Nine Men's Morris. Non-strategic games are also different from the strategic ones which involve strategic decision making. Non-strategic games do not focus on important issues of the game, they do not consider long term horizons nor do they bother with the need to be accountable. There is very little or no accounts for uncertainty. Businesses and business managers heavily employ the concept of non-strategic games in their decision making processes. A strategy or tactics in general are usually contrasted with luck. ... Wishful behaviors are not associated to strategic games. Games exist on a continuum from pure skill to pure chance, with strategic games usually towards the skill end of the spectrum (462). There exist so many non-strategic games in Europe and in other parts of the world. Some of these games are chess and other chase related games, paper and pencil games such as dot and boxes and the sprouts game, the n-in-a-row games among others. A game of skills is not a strategic game. This is precisely because the the outcome is determined mainly by mental and sometimes by the physical skills and not purely ones chance. Non-strategic games, unlike other games of skill, are not a means of exploring one's own capabilities. They also do not encourage the players to understand, look into and even experience what is happening. Technological advancement has for quite a long time encouraged the use and development of non-strategic games. Even though most games involve a degree of chance, randomization devices are used mainly to ensure that the chances of an instance repeating itself are minimal. Some of the commonly used randomization devices and games include the coin flip, the dice, playing cards and the random number generator. There is always a legal importance in the distinction between chance and the use of skills in accomplishing a given task. Chance games and even chance business management strategies and decision making models are differentiated from the ones where skills are employed. However, the legal distinction between the two terms is often vague and it varies widely from one set up to anoth er. Unlike non-strategic games, abstract strategy games are only loosely tied to a real-world theme, if at all. A small category of non-perfect and abstract strategy

Organizational Communcation Unit 7 Essay Example | Topics and Well Written Essays - 500 words

Organizational Communcation Unit 7 - Essay Example The major advantages of team work are; the team members can learn from each other and also assist others in their mission; more flexibility in work; new ideas and suggestion can be implemented; communication and cooperation among the employees can be improved; Greater autonomy and more freedom in work which will improve the productivity of the employees etc. The major disadvantages are; all the members of the team may not be compatible with the team functions; only specific workers can be included in the team; some members may get less motivating jobs which can increase the conflicts within the team; team functioning may take longer time because of the lack of coordination at the initial stages; Rewards and punishment may be less effective; less flexibility in transferring the workers from one place/ division to another etc. (Medsker, G.J.,& Campion, M.A) Group think is the process of decision making inside a group or a team. It occurs only when the group was highly cohesive and functions in a healthy manner. Group think has certain negative impacts on the team performances since it will not spend much time for finding out the exact solutions of a problem. Because of the strong cohesion group members will not analyse the ideas of others in a critical manner which will prevent them from identifying the real, future consequences of the decision. Expert opinions will never sought by a team functioning under groupthink. (Allyn & Bacon) I believe in democratic style of leadership. Autocratic approaches will never bring the desired results when we compare the long term goals of an organization. Democratic approach always helps the employees to feel more closeness towards the organization. They will consider the problems and the achievements of the organization as their own if we implement a democratic approach in management. But at the same time we must

Humanism and the Renaissance + Protestant Reformation Essay Example for Free

Humanism and the Renaissance + Protestant Reformation Essay The later Middle Ages is characterized as a time of great transition and advancement, especially pertaining to areas of politics, economics, art and intellect. A new trend towards the pursuit of new knowledge and ideas first emerged in fifteenth century Renaissance Italy. This new area of intellect marks the emergence of humanism, which essentially came to be the defining characteristic leading up to the Scientific Revolution in the eighteenth century. The Protestant Reformation can be seen as the second catalyst to the Scientific Revolution, which occurred around the turn of the fifteenth century. It was the combination of the expansion of humanism first witnessed during the Renaissance creating the desire for knowledge, greater meaning and ultimate truths, with the power gained on part of the individual during the Protestant Reformation allowing for the pursuit of these new questions and ideas which, at the time, opposed existing knowledge that was universally accepted to be true; this combination ultimately culminated in the methods, principles, knowledge and foundations realized during the Scientific Revolution. The Renaissance is a seen a distinct period of time emerging in the beginning of the fifteenth century, immediately following what is now termed the Middle Ages. First manifesting itself in Italy, it is considered â€Å"a period which witnessed transition from the medieval to the modern age, that is to say, the latter part of the fifteenth and the beginning of the sixteenth century† (Bishop, 130).[i] Renaissance literally means â€Å"rebirth,† referring to the rebirth of antiquity, or Greco-Roman civilization. Prior to this, â€Å"the advanced knowledge of the natural world possessed by the ancient Greeks meant little to the Romans, and for a long time that knowledge went into decline,† – this is, until now (Henry, 557).[ii] Many aspects of life were greatly impacted, including areas of politics, economics, art and intellect. This new outlook sparked the initiation of a movement toward greater education. Education was seen as the key to living a prosperous and fulfilled life. In particular, the importance of liberal studies was widely agreed upon. Several key events during this time allowed for the spread of knowledge, creating the â€Å"beckoning toward wider horizons† (Buttimer, 11).[iii] For example, the invention of the printing press encouraged the printing of books, which culminated in scholarly research. Additionally, there was a greater availability to the lay people than ever before; previously, there was simply no access to such information. A historian describes this occurrence: â€Å"alien tongues and races have been drawn together, and have learned once again to understand each other’s speech, and to enter into each other’s thought† (Bishop, 131).[iv] Intellect and education began bringing people together who otherwise would not have ever circulated his or her new ideas and thoughts. Some individuals in particular are credited with the fact that â€Å"the reforms enacted were substantial. At an increasing number of Northern universities, Greek became a regular subject and specialists were hired to teach it. Old Textbooks †¦ were abandoned after having been used for centuries and were replaced with products of humanism† (Nauert, 429).[v] Among the individuals most recognized for their impact on this time in history exists Desiderius Erasmus. Inarguably, Erasmus can be seen as a perfect demonstration of a humanist. â€Å"Erasmus was before all else a scholar and a humanist. He was filled with a genuine enthusiasm for learning† (Bishop, 137).[vi] It was this motivated spirit that drove the culmination of the humanistic movement. Intellect and scholarly research was greatly dedicated to religion. Erasmus â€Å"insisted that the dialectic method of the academic theologians had produced a theological science that concentrated on trivial, abstruse questions of little or no real value to the needs of the church† (Nauert, 431).[vii] This argument became the basis for much of Erasmus’ highly esteemed, accredited work; he was â€Å"determined to defend [his] status as orthodox Catholic† (Nauert, 431).[viii] Soon, modern humanists greatest opposition was the church. Many criticized Erasmus, believing that he â€Å"lacked theological training and hence had neither a legal nor an intellectual right to speak and publish on questions involving theology and the Bible† (Nauert, 431).[ix] Until this point in my discussion thus far, not much opposition has been mentioned. It is very important and essential to note that this new topic of new knowledge created extreme amounts of tension, ultimately culminating in the Protestant Reformation. At the same as scholars such as Erasmus, Bacon and Galileo emerged, â€Å"scholastic theologians arrogantly sat back and issued condemnations,† which greatly hindered the advancement of intellect (Nauert, 431).[x] Clearly established thus far was the recently renewed desire for new knowledge; in response, many new education establishments received great support and ideas began to circulate. In order for the continuing and pursuit of the ever evolving goals of humanists, there needed to be some change that would allow for this. This is one contributing factor to Erasmus’ dedication to reforming the church. Conflicts among humanists and scholars â€Å"reflect[ed] a disharmony that is fundamental,† and furthermore came to define â€Å"the dispute over academic competency and ‘exacerbation of the debate during the Reformation’ as the two forces† behind the matter (Nauert, 432).[xi] By this point in time it was seen as a necessity that religion be transformed. Among several attempts throughout history, â€Å"the Protestant Reformation is the only attempt that was successfully institutionalized† (Bellah, 369).[xii] So much work thus far had been the foundational truth: â€Å"scholastic philosophers and theologians spent long years acquiring the skills of dialectical argumentation and familiarity with the opinions of the past authorities, both ancient and medieval† (Nauert, 433).[xiii] It would take great influence to override these criticisms, but Erasmus laid the foundation for Martin Luther. â€Å"Erasmus’ pains were those of a delicate body and a sensitive and intellectual mind, amid surrounds which were uncongenial and indeed fatal to any humane culture† (Bishop, 135).[xiv] Whereas this was so, â€Å"Luther’s misery arose from the pains and travail of his moral nature in his endeavor to find peace with God† (Bishop, 135).[xv] For, it was â€Å"out of these throes of conscience a great religious movement was to be born† (Bishop, 135).[xvi] It was the combination of the significant influence witnessed having been imparted by Erasmus and Martin Luther that finally instigated the long time coming Protestant Reformation. The Protestant Reformation was the main event occurring during the Renaissance that allowed for the institutionalizing of knowledge and new ways of obtaining and exploring it. The defining characteristic concerning the Protestant Reformation is â€Å"the collapse of the hierarchical structuring of both this and the other world† (Bellah, 368).[xvii] It was the leadership of modern intellectuals, or humanists, such as Erasmus and Luther that proved to be a catalyst to the movement: â€Å"Luther by a spiritual declaration of independence in which he boldly cast off, once and forever the ecclesiastical authority of Rome† (Bellah, 370).[xviii] It was the consistency marked by the motivation of the ever evolving humanists, with the newly found sense of confidence toward the ability to influence society that culminated in the beginnings of the Scientific Revolution. â€Å"During the late Middle Ages ,the application of natural philosophy logic to theology transformed it into an analytic discipline. The extraordinary nature of this transformation is manifested when we see the kinds of questions that were routinely discussed in the average theological treatise.†[xix] The humanists’ demands for answers and unceasing attitudes at the time finally paid off. Prior to the Protestant Revolution, the many attempts of humanists to voice their opinion and freely explore their new interests without having to fear the authorities. Historians have â€Å"emphasized human attitudes and values† in this fight for intellectual freedom† (Buttimer, 5).[xx] The Protestant Reformation as a continuation of the beginnings of the humanism movement paved the way for the Scientific Revolution. â€Å"Before science could have reached the stage it did in the seventeenth century, there had to be a widespread use of reason and reasoned analysis. The medieval universities supplied the intellectual context for all of Western Europe. They developed a new approach to nature† (Grant, 420).[xxi] The new religious organization allowed for intellectuals and humanists of the time to truly pursue their ideas that were in opposition to previously existing knowledge that had been universally accepted as being true. Overall this culmination of the split between Church and State, the power granted to the individual due to the Protestant Reformation, and the defining characteristics of humanism during the Renaissance were the leading factors in the birth of the Scientific Revolution. Intellectuals in the seventeenth century soon came to view the world and universe as never before. For example, it was now known that rather than existing in an earth-centered universe, they were in fact living in a sun-centered universe. Famous figures in history existing at this time continued the already established tradition, and were able to impart great influence. These figures include, but are not limited to, Galileo, Francis Bacon, Rene Descartes, and Isaac Newton. There emerged a shift from thinking the abstract, such subjects that previous philosophers had once been dedicated to, to pondering and experimenting the physical world around them. Prior to this time, Aristotle, Galen and Ptolemy were relied on for foundations concerning the fields of physics, medicine, and astronomy. Just as there were certain individuals and movements that laid the foundations previously, there are also those researchers who were responsible for the carrying on of life into the Scientific Revolution. â€Å"It remained for Galileo, however, to apply the mean speed theorem to the motion of real falling bodies and to devise and experiment to determine if bodies really fall with uniform acceleration. Thus began the new science of mechanics and the beginnings of modern physics† (Grant, 421).[xxii] Before Galileo was even able to begin his investigations concerning the previous, it was essential that the events and transformations during the fifteenth to sixteenth centuries occurred. More modern discoveries attributed to the seventeenth century and furthermore during the Enlightenment, would have been seriously delayed had this transformation not occurred. People were finally granted the power, and discovered a new found sense of confidence when it came to the pursuit of new kn owledge and ideas. If it had not been for this fight, individuals like Galileo would have had this job to do themselves. It is important to note that the culmination of the Scientific Revolution did â€Å"originate with the great scientific minds of the sixteenth and seventeenth centuries, from the likes of Copernicus, Galileo, Kepler, and Newton† (Grant, 421).[xxiii] Furthermore, this historian in particular states that â€Å"although it is possible to insist that the full-blown concept of intertia did not appear before Newton, there can be no denying that Galileo, Pierre Gassendi, and Descartes played a role in opposing the Aristotelian concept that everything that moves must be continuously moved by something else and in suggesting instead that once something was moving perhaps it might simply carry on moving until something else stopped it† (Henry, 554).[xxiv] Several important foundations for the study of nature, and in general life at its core, were products of the Renaissance, Protestant Reformation, and ultimately the Scientific Revolution. If it were not for the perseverance of humanists, and their sense of devotion, the advancements included in the Scientific Revolution may have not come for some time down the road. One of the most important outcomes that is still used as a basis today for scientific experimentation is the scientific method. â€Å"The scientific method is such that, whatever the weaknesses of human endeavor, scientific truths will steadily emerge and will come to be recognized and established as a matter of inevitability† (Henry, 555).[xxv] In a way, Henry’s definition of the scientific method can be seen as already applying to the transformation that created it. ENDNOTES: [i] Bishop, W. S. B. (1906). The sewanee review. Erasmus,14(2), 129-148. Retrieved from http://www.jstor.org/stable/27530759 [ii] Henry, J. H. (2008). Isis. Ideology, Inevitability, and the Scientific Revolution, 99(3), 552-559. Retrieved from http://www.jstor.org/stable/10.1086/591713 [iii] â€Å"Geography, Humanism, and Global Concern.† Anne Buttimer. Annals of the Association of American Geographers , Vol. 80, No. 1 (Mar., 1990), pp. 1-33. [iv] Bishop, W. S. B. (1906). The Sewanee review. Erasmus,14(2), 129-148. Retrieved from http://www.jstor.org/stable/27530759 [v] Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method: Roots of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http://www.jstor.org/stable/2544524 . [vi] Bishop, W. S. B. (1906). The Sewanee review. Erasmus,14(2), 129-148. Retrieved from http://www.jstor.org/stable/27530759 [vii] Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method: Roots of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http://www.jstor.org/stable/2544524 . [viii] Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method: Roots of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http://www.jstor.org/stable/2544524 [ix] Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method: Roots of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http://www.jstor.org/stable/2544524 [x] Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method: Roots of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http://www.jstor.org/stable/2544524 [xi] Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method: Roots of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http://www.jstor.org/stable/2544524 [xii] Bellah, R. N. B. (1964). American sociological review.Religious Evolution, 29(3), 358-374. Retrieved from http://www.jstor.org/stable/2091480 [xiii] Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method: Roots of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http://www.jstor.org/stable/2544524 [xiv] â€Å"Bishop, W. S. B. (1906). The sewanee review. Erasmus,14(2), 129-148. Retrieved from http://www.jstor.org/stable/27530759 [xv] Bishop, W. S. B. (1906). The sewanee review. Erasmus,14(2), 129-148. Retrieved from http://www.jstor.org/stable/27530759 [xvi] Bishop, W. S. B. (1906). The sewanee review. Erasmus,14(2), 129-148. Retrieved from http://www.jstor.org/stable/27530759 [xvii] Bellah, R. N. B. (1964). American sociological review.Religious Evolution, 29(3), 358-374. Retrieved from http://www.jstor.org/stable/2091480 [xviii] Bellah, R. N. B. (1964). American sociological review.Religious Evolution, 29(3), 358-374. Retrieved from http://www.jstor.org/stable/2091480 [xix] Grant, E. G. (2004). Scientific Imagination in the Middle Ages.

Henrik Ibsens A Dolls House Essay -- Henrik Ibsen Dolls House Essay

Henrik Ibsen's A Doll's House Plot and Sub-plots The play begins on Christmas Eve of the late 19th century, in the living room of a middle class family, the Helmers. Nora is the female lead role in this play who is treated very child-like by her husband, Torvald. He appears to have taken over her father’s role which in turn allows their marriage to be built on unstable foundations and although both parties have each other’s best interests in mind, it is clear to the audience from the start that the relationship has elements of deception that could possibly be destructive. As the play opens Nora enters with a contented disposition, setting down parcels after a constructive days shopping. A porter brings in a Christmas tree so the audience immediately registers that the play takes part in the festive season which becomes more significant as the play continues as the tree will be symbolic of the relation between Helmer and his wife. Ibsen allows the audience to see already that Nora can be quite frivolous with money due to her many parcels and her generous tipping of the porter. The stage directions describe her as tiptoeing across to her husband’s door which shows her childish temperament as she does not want to be heard, and her eating the macaroons becomes more significant as the scene progresses when Torvald interrogates her about doing so and she outright denies it giving the audience an insight on her deception which obviously develops as the play continues. When Torvald enters the room she quickly hides the macaroons and the audience learn of his promotion as bank manager so they speak of how they can be slightly more extravagant, this gives Helmer the opportunity to condescend her using phr... ...gstad containing the I.O.U. of Nora. Torvald sees this as them both being saved from the humiliation he would have suffered had it have leaked out but Nora can see past this and knows that enough is enough. Regardless of being forgiven by Torvald he still treats her like child, â€Å"Just lean on me, I shall counsel you. I shall guide you.† It is here that Nora can see fully how she is treated and expresses her discontent for being fathered by her own father then being passed on and treated identically by her own husband. She realises that it is necessary for her to go out into the world without his ‘molly-coddling’, mature and become a woman in the true sense of the word. She leaves him as sadly the ‘miracle of miracles’ did not happen for her, he did not change the way he needed to and with that the last occurrence of the play is the door slamming behind her.

Fahrenheit 451- The Journey to a New Montag Essay

Sometimes, people don’t realize how big of an effect someone can have on a life. What someone says can rub off, and if they are a positive person, it can make a person follow in their ways. Fahrenheit 451 is a science fiction novel written by Ray Bradbury, the main character Guy Montag undergoes many changes within himself. Throughout the book, Montag encounters many different people that make him face his real self. Although Montag might not know it, maybe others know a little bit more about himself than he even does. The old lady teaches Montag about sacrifice and sticking to your beliefs no matter what. Then Faber teaches him that books maybe do mean more than just the words on the page. Last, Clarisse McClellan teaches Montag to slow down and appreciate the little things in life that are equally important as the big ones. Montag changes so suddenly when the old lady shows him who he really wants to be. On his normal night of work Montag will encounter someone who changes his life forever. The old lady teaches Montag to take risks and make sacrifices for what you believe in. She wasn’t going to give up, even if that meant her dying for it. The old lady would really rather die than let her books go. â€Å"You can’t ever have my books,† she said (Bradbury 38). This made Montag want to act in the same way and not let society bring him down. He is now not scared to learn books and is interested in to learn more, the old lady knew she had to make someone agree with her before she died, so somebody would carry on in her ways. â€Å"Play the man master Ridley; we shall this day light such a candle by God’s grace in England, as I trust shall never be put out† (Bradbury 36). Thankfully, this works for Montag and it changes his whole perspective on books. Montag later thinks about what he has done. It makes him physically sick with guilt and sympathy to think of what the old lady did for books. He now realizes that books must mean something more than what he had thought if an old woman was willing to die for them. Deep inside of Montag, he knows that this interaction happened for a reason. If it wasn’t for the old lady, Montag would not have had this important change. Next, Faber has Montag look at books in a whole new way. He knows that without understanding the real meaning of literature, the words have no meaning. Faber a former English professor has the knowledge, and skills to help Montag realize how important books are. Faber is convinced that he will teach where the quality in books  from. He gives him the three necessary things for good literature, â€Å"number one: quality of information†¦, number two: leisure to digest it, and number three: the right to carry out actions based on what we learn†¦Ã¢â‚¬  (Bradbury 84-85). This helps Montag know that literature is very important to this world. Montag needs Faber to teach him how to read and find the meaning of books. â€Å"I need you to teach me† he said, (Bradbury 88). As Montag rips pages out of the bible one by one, Faber agrees to teach him what he wants to learn. Montag is starting to change; he is starting to feel that books are a very good thing and it is all because of Faber. This is the second internal change within Montag. Clarisse McClellan is responsible for Montag’s biggest, most drastic change within himself. She shows him that there is much more to life than the big moments. Clarisse’s slows Montag down and points out the small things. But she also makes him face the truth about himself. Clarisse asks Montag a very interesting question that he was not expecting. â€Å"Are you happy?† she said, (Bradbury 10). Montag had never thought of such a simple question. In the moment, the first thing that came to his mind was yes. But after some thought, he realizes he is not. That was not Clarisse’s last question, she was still curious about Montag. She explained to him that if you rub a dandelion under your chin, and its yellow, that means you are in love. Montag’s chin did not change yellow. â€Å"I am, very much in love!† he tried to conjure a face to fir the words, but there was no face. (Bradbury 22). Right then Montag realizes that he was never really in love with his wife Mildred. As Clarisse and Montag are walking, she begins pointing out small things that Montag had never paid any attention to. â€Å"Have you ever smelt old leaves? Don’t they smell like cinnamon?† she asked, (Bradbury 29). Just this one simple thing represents all the moments in life that Montag doesn’t appreciate. At this time, he realizes he has been missing so much in life so far. In closing, Clarisse made Montag look at his life in a whole new way. As Montag continued on his journey to a new him, different people changed him in very different ways. Without the help of those three individuals who knows where Montag would have ended up. Montag is now aware of who he really is and what he is supposed to do through this series of internal changes. First, the old lady gives Montag sympathy, compassion, and guilt. Then Faber helps him find the true meaning in books. Last, Clarisse makes Montag find his true self and  lets that person come through. Reflecting on what Montag has now become, people can have a big effect on someone else’s life. In conclusion, like Montag, anybody can change for the better with the guidance of others.

Evolving Nursing Roles Essay

The Institute of Medicine released a report in October 2010 that set out to answer the question, â€Å"what roles can nursing assume to address the increasing demand for safe, high-quality, and effective health care services?† . Three ways that the report suggests to do this are to utilize nurses to their full extent of education and training, a higher level of education for nurses and a stronger leadership role. . Nurses make up the largest segment of the health care workforce and have the capacity to positively impact healthcare in the future, especially with the changes coming from the Affordable Care Act. Nursing is one of the few professions that has several educational pathways to licensure. In order to qualify to take the NCLEX-RN exam, one can obtain an associate’s degree in nursing (ADN), a bachelor’s of science in nursing (BSN) or can complete a diploma program. â€Å"The primary goals of nursing education remain the same: nurses must be prepared to meet diverse patients’ needs; function as leaders; and advance science that benefits patients and the capacity of health professionals to deliver safe, quality patient care†. . While these goals are ideal, the educational road to get there can be streamlined to be less confusing and â€Å"to prepare nursing graduates to work collaboratively and effectively with other health professionals in a complex and evolving health care system in a variety of settings†. . New RNs are not always prepared for the job and there is a high turnover rate for â€Å"new grads†. Hospitals can help the transition by offering â€Å"new grad† or residency programs and longer orientation periods. RNs not only have to become efficient at the tasks of the job, but also be able to critically think a situation, delegate tasks to CNAs and LVNs, effectively manage time and become comfortable with communicating with doctors and other healthcare team members. The key is to better educate nurses both before and after licensure. . The Institute of Medicine’s report states that nurses are being underutilized. The changing healthcare system in the United States requires that â€Å"the system undergo a fundamental shift to provide patient-centered care; deliver more primary as opposed to specialty care; deliver more care in the community rather than  the acute care setting; provide seamless care†.. Gone are the days of just treating a patient in a hospital once he or she has become ill. Patients are being educated about disease prevention and health promotion in their communities, there is improved access to care for the poor and those in rural areas and there is hospice care available. Nurses are at the core of this shift and help to provide a high quality of care more safely and with fewer errors. With the shortage of healthcare providers, advanced practice registered nurses should be given more responsibilities and a broader scope of practice. Some hospitals and healthcare facilities are already making changes and are seeing positive results. The impact of employing nurses in a substantial way will continue to improve patient care and promote health and wellness; however there are some issues that will need to be addressed. It is true that nurses are capable of doing more with their experience, skills and education, but nurse to patient ratios is a major factor in why nurses aren’t doing more. It would be ideal if the nurse could provide care to a patient in the hospital, provide thorough education about the disease process and prevention, address any spiritual and social services needs and coordinate any home health or therapy requirements. However, with a nurse to patient ratio of 1:4 or 1:5 and several discharges and new admits every day, this is unlikely in the acute care setting. I strive to provide seamless care for my patients and give as much of myself and my time as I can, but I also have no choice but to rely on other sources, such as social services and case management. Unfortunately, many patients who need these services and who could benefit from more education do not get it because of time constraints. It is my hope that as this shift occurs, there will be fewer patients who need to be admitted to the hospital and there will be more time to provide patients with the care and information that they need. â€Å"Strong leadership is critical if the vision of a transformed health care system is to be realized†. . Nurses may not have originally thought they would be leaders when they entered the profession. Most likely they just wanted to help people. However, now more than ever, nurses have to become partners with other healthcare team members and help lead the way to reformed healthcare in the country. According to the IOM report, â€Å"being a full partner involves taking responsibility for identifying problems and areas of waste, devising and implementing a plan for improvement, tracking  improvement over time, and making necessary adjustments to realize established goals.† Nurses must use their leadership skills to work with others and advocate for their patients to make these improvements. Obtaining a higher level of education will assist students or RNs to develop leadership competencies and help them gain the confidence needed to work on these projects. References Creasia, J. L., & Friberg, E. (2011). Conceptual Foundations: The Bridge to Professional Nursing Practice (5th ed). St. Louis, MO: Elsevier. The Institute of Medicine. (2010). The Future of Nursing: Leading Change, Advancing Health. Washington, DC: The National Academies Press.

Free Essays on Lewis And Clark

Lewis And Clark â€Å"1774 was the birth year of Meriwether Lewis, of Albemarle County, Virginia- Meriwether Lewis, who was to become a captain in the United States Army, secretary to President Thomas Jefferson, leader of the Lewis and Clark Expedition to the pacific, Governor of Louisiana Territory and helmsman extraordinary of the American frontier.† (pg6) Meriwether Lewis was born to a prestigious family. Some of his family members include: great uncle who was a part of the King’s Council before the Revolution and â€Å"Fielding Lewis who married a sister of General Washington.† (pg7) Thomas Jefferson’s father and Meriwether Lewis’ grandfathers founded Albemarle. Lewis’ father died when he was four, and his family’s land was to be auctioned off. Jefferson, a young lawyer in Albemarle County, â€Å"warded ruin from the Lewis plantation.† (pg10) As a young boy Lewis had only one good friend by the name of Billy (William) Clark. The boys dreame d of being soldiers. When Lewis was ten and Clark 14, the Clarks moved to Kentucky and Lewis was separated from his only friend. Clark wound later join the militia and fight the Indians in Ohio. Jefferson became United States Minister to France and Lewis went off to a Latin school. On July 1, 1792, Lewis graduated. He then decided to go back home to Albemarle to farm on the family’s plantation. Lewis didn’t farm for long he joined the Virginia State militia to fight for the government in the Whiskey Rebellion. During this time General Washington and Alexander Hamilton accompanied Lewis’ company. Lewis didn’t get to see mush action with the state militia so when the uprising was over he joined the regular Army hoping to see some action. In 1795 Lewis and Clark meet again. Clark is a rifleman for â€Å"Gen. Mad Anthony Wayne.† (pg30) Both Lewis and Clark were able to see a little action against the federated Indian’s but that was all of the ac tion they were able participate ... Free Essays on Lewis And Clark Free Essays on Lewis And Clark Lewis And Clark â€Å"1774 was the birth year of Meriwether Lewis, of Albemarle County, Virginia- Meriwether Lewis, who was to become a captain in the United States Army, secretary to President Thomas Jefferson, leader of the Lewis and Clark Expedition to the pacific, Governor of Louisiana Territory and helmsman extraordinary of the American frontier.† (pg6) Meriwether Lewis was born to a prestigious family. Some of his family members include: great uncle who was a part of the King’s Council before the Revolution and â€Å"Fielding Lewis who married a sister of General Washington.† (pg7) Thomas Jefferson’s father and Meriwether Lewis’ grandfathers founded Albemarle. Lewis’ father died when he was four, and his family’s land was to be auctioned off. Jefferson, a young lawyer in Albemarle County, â€Å"warded ruin from the Lewis plantation.† (pg10) As a young boy Lewis had only one good friend by the name of Billy (William) Clark. The boys dreame d of being soldiers. When Lewis was ten and Clark 14, the Clarks moved to Kentucky and Lewis was separated from his only friend. Clark wound later join the militia and fight the Indians in Ohio. Jefferson became United States Minister to France and Lewis went off to a Latin school. On July 1, 1792, Lewis graduated. He then decided to go back home to Albemarle to farm on the family’s plantation. Lewis didn’t farm for long he joined the Virginia State militia to fight for the government in the Whiskey Rebellion. During this time General Washington and Alexander Hamilton accompanied Lewis’ company. Lewis didn’t get to see mush action with the state militia so when the uprising was over he joined the regular Army hoping to see some action. In 1795 Lewis and Clark meet again. Clark is a rifleman for â€Å"Gen. Mad Anthony Wayne.† (pg30) Both Lewis and Clark were able to see a little action against the federated Indian’s but that was all of the ac tion they were able participate ...

English as a Second Language (ESL) Definition

English as a Second Language (ESL) Definition English as a Second Language (ESL or TESL) is a traditional term for the use or study of the English language by non-native speakers in an English-speaking environment (it is also known as  English for speakers of other languages.) That environment may be a country in which English is the mother tongue (e.g., Australia, the U.S.) or one in which English has an established role (e.g., India, Nigeria). Also known as  English for speakers of other languages. English as a Second Language also refers to specialized approaches to language teaching designed for those whose primary language is not English. English as a Second Language corresponds roughly to the Outer Circle described by linguist Braj Kachru in Standards, Codification and Sociolinguistic Realism: The English Language in the Outer Circle (1985). Observations Basically, we can divide up countries according to whether they have English as a native language, English as a second language, or English as a foreign language. The first category is self-explanatory. The difference between English as a foreign language and English as a second language is that in the latter instance only, English has actual assigned communicative status within the country. All told, there is a total of 75 territories where English has a special place in society. [Braj] Kachru has divided the English-speaking countries of the world into three broad types, which he symbolizes by placing them in three concentric rings:The inner circle: these countries are the traditional bases of English, where it is the primary language, that is Great Britain and Ireland, the United States, Canada, Australia, and New Zealand.The outer or extended circle: these countries represent the earlier spread of English in non-native contexts, where the language is part of the countrys leading institutions, where it plays a second-language role in a multilingual society. e.g. Singapore, India, Malawi, and 50 other territories. The expanding circle: this includes countries that represent the importance of English as an international language though they have no history of colonization and English has no special administrative status in these countries, e.g. China, Japan, Poland and a growing number of other states. This is English as a foreign language.It is clear that the expanding circle is the one that is most sensitive to the global status of English. It is here that English is used primarily as an international language, especially in the business, scientific, legal, political and academic communities.The terms (T)EFL, (T)ESL and TESOL [Teaching English to Speakers of Other Languages] emerged after the Second World War, and in Britain no distinction was seriously made between ESL and EFL, both being subsumed under ELT (English Language Teaching), until well into the 1960s. As regards ESL in particular, the term has been applied to two types of teaching that overlap but are essentially distinct: ESL in the home country of the learner (mainly a UK concept and concern) and ESL for immigrants to ENL countries (mainly a US concept and concern). The term English as Second Language (ESL) has traditionally referred to students who come to school speaking languages other than English at home. The term in many cases is incorrect, because some who come to school have English as their third, fourth, fifth, and so on, language. Some individuals and groups have opted for the term Teaching English to Speakers of Other Languages (TESOL) to represent better the underlying language realities. In some jurisdictions, the term English as an Additional Language (EAL) is used. The term English Language Learner (ELL) has gained acceptance, primarily in the United States. The difficulty with the term ELL is that in most classrooms, everyone, regardless of their linguistic backgrounds, is learning English. Sources Fennell,  Barbara A. A History of English: A Sociolinguistic Approach. Blackwell, 2001.McArthur, Tom.  The Oxford Guide to World English. Oxford University Press, 2002.Gunderson, Lee.  ESL (ELL) Literacy Instruction: A Guidebook to Theory and Practice, 2nd ed. Routledge, 2009.

Monophysite vs. Monophysitism Assignment Example | Topics and Well Written Essays - 250 words

Monophysite vs. Monophysitism - Assignment Example Monophysitism was a reaction against the earlier Nestorian heresy, which viewed Christ as being two distinct persons with two distinct natures. Monophysitism is the viewpoint that Christ was a single, composite person with a single, composite nature that was neither God nor man, but a unique combination of both. Monophysites are the people and groups that embrace that viewpoint (Gregory, 2005). Orthodox Christians observe various fasts, including each Wednesday and each Friday. Wednesday is considered to be the day that the Jews conspired against Jesus, while Friday is considered to be the day of His crucifixion (Belwal & Tafesse, January, 2010). However, the Bible instructs Christians to be joyful, not dismal, in fasting, as it is for God and not for man that they fast (Matt. 6:16-17). Fasting should not be done out of guilt or self-hatred (Deville, 2005). Fasting, for Middle Eastern Orthodox Christians, is not done out of survival guilt, following famine, nor even done in memory of the more than 100,000 Orthodox Christians massacred by the Turks, nor for the millions starved and killed in the ongoing Orthodox Christian Holocaust around the world (Moore, 1999). It is done in obedience to Christ and in