Boundaries Issues Essays - Interpersonal Relationships, Free Essays

Boundaries Issues Essays - Interpersonal Relationships, Free Essays Boundaries Issues Will Darden, Susan Scott, Sarah Pherigo, Joan Lesley Laura Rubio BSHS/335 April 6, 2015 Stephanie Chupein Boundaries Issues A caseworker and client should have boundaries. And these boundaries can be crossed by them in different situations. The relationship is not only about counseling, the boundary can occur when the professionals assume two or more roles at the same time with the client. This may involve the counselor assuming more than one professional role (such as instructor and therapists) or blending a professional and a nonprofessional relationship (such as counselor and friend or counselor and business partner (Corey, G., Corey, Schneider, M., Callanan, P. (2011). There are positives and negatives to every situation. Dual relationships are one of these situations that could have a good or bad outcome. It would depend on the people involved and their values and beliefs. Some examples of this would be if you were to have a sexual relationship with a client or even a former client. Also if you were to become close with a client outside of a professional relationship, for example if you were calling the client and going out to the movies with them. When working in the human service profession you must understand the importance of setting boundaries. One of the most important aspects that a counselor should instill into their work ethics is to build a strong, healthy line of communication and trust in themselves and with their clients. This line of trust will determine if you will have a good working relationship with your client, and that will also determine if the sessions will succeed or will have to be terminated. The professional must understand that mixing a personal and professional relationship with the client could end up in a negative outcome. The purpose of the Code of Ethics is to provide professionals, clients, and others involved with guidelines for making ethical choices in their work. There are ways that a professional can protect themselves in these situations, which would be if they feel that they are getting to close to a client they should talk to someone about it, and ask what steps should be taken to help distance yourself from the client. As a professional we must set boundaries for ourselves, that way we can safeguard ourselves from something like this happening to us.

Fish Weir - Ancient Fishing Tool of Hunter-Gatherers

Fish Weir - Ancient Fishing Tool of Hunter-Gatherers A fish weir or fish trap is a human-made structure built of stone, reeds, or wooden posts placed within the channel of a stream or at the edge of a tidal lagoon intended to capture fish as they swim along with the current. Fish traps are part of many small-scale fisheries around the world today, supporting subsistence farmers and sustaining people during difficult periods. When they are built and maintained following traditional ecological methodologies, they are secure ways for people to support their families. However, local management ethics have been undermined by colonial governments. For example, in the 19th century, British Columbias government passed laws to prohibit fisheries established by First Nations people. A revitalization effort is underway. Some evidence of their ancient and continuing use is found in the wide variety of names still used for fish weirs: fish impoundment, tidal weir, fishtrap or fish-trap, weir, yair, coret, gorad, kiddle, visvywer, fyshe herdes, and passive trapping. Types of Fish Weirs Regional differences are apparent in construction techniques or materials used, species harvested, and of course terminology, but the basic format and theory is the same world-wide. Fish weirs vary in size from a small temporary brush frameworks to extensive complexes of stone walls and channels. Fish traps on rivers or streams are circular, wedge-shaped, or ovoid rings of posts or reeds, with an upstream opening. The posts are often connected by basketry netting or wattle fences: the fish swim in and are trapped within the circle or upstream of the current. Tidal fish traps are typically solid low walls of boulders or blocks built across gullies: the fish swim across the top of the wall at spring high tides, and as the water recedes with the tide, they are trapped behind it. These types of fish weirs are often considered a form of fish farming (sometimes called aquaculture), since the fish can live in the trap for a period until they are harvested. Often, according to ethnographic research, the fish weir is regularly dismantled at the beginning of the spawning season, so fish may freely find mates. Invention and Innovation The earliest fish weirs known were made by complex hunter-gatherers all over the world during the Mesolithic of Europe, the Archaic period in North America, the Jomon in Asia, and other similarly dated hunter-gatherer cultures around the world. Fish traps were used well into the historic period by many groups of hunter-gatherers, and in fact still are, and ethnographic information about historic fish weir use has been gathered from North America, Australia, and South Africa. Historical data has also been collected from medieval period fish weir use in the UK and Ireland. What weve learned from these studies gives us information about the methods of fish trapping, but also about the importance of fish to hunter-gatherer societies and at least a glimmer of light into traditional ways of life. Dating Fishtraps Fish weirs are difficult to date, in part some of them were used for decades or centuries and were dismantled and rebuilt in the same locations. The best dates come from radiocarbon assays on wooden stakes or basketry which were used to construct the trap, which only dates the latest rebuild. If a fish trap was completely dismantled, the likelihood that it left evidence is very slim. Fishbone assemblages from adjacent middens have been used as a proxy for the use of a fish weir. Organic sediments such as pollen or charcoal in the bottoms of traps have also been used. Other methods used by scholars include identifying local environmental changes such as changing sea level or the formation of sandbars that would impact the weirs use. Recent Studies The earliest known fish traps to date are from Mesolithic sites in marine and freshwater locations in the Netherlands and Denmark, dated to between 8,000 and 7,000 years ago. In 2012, scholars reported new dates on the Zamostje 2 weirs near Moscow, Russia, of more than 7,500 years ago. Neolithic and Bronze Age wooden structures are known at Wooton-Quarr on the Isle of Wight and along the shores of the Severn estuary in Wales. The Band e-Dukhtar irrigation works of the Achaemenid dynasty of the Persian Empire, which includes a stone weir, dates between 500–330 BCE. Muldoons Trap Complex, a stone-walled fish trap at Lake Condah in western Victoria, Australia, was constructed 6600 calendar years ago (cal BP) by removing basalt bedrock to create a bifurcated channel. Excavated by Monash University and the local Gundijmara Aboriginal community, Muldoons is an eel-trapping facility, one of many located near Lake Condah. It has a complex of at least 350 meters of constructed channels running alongside an ancient lava flow corridor. It was used as recently as the 19th century to trap fish and eels, but excavations reported in 2012 included AMS radiocarbon dates of 6570–6620 cal BP. The earliest weirs in Japan are currently associated with the transition from hunting and gathering to farming, generally at the end of the Jomon period (ca. 2000–1000 BC). In southern Africa, stone-walled fishtraps (called visvywers) are known but not direct-dated as of yet. Rock art paintings and fish bone assemblages from marine sites there suggest dates between 6000 and 1700 BP. Fish weirs have also been recorded in several locations in North America. The oldest appears to be the Sebasticook Fish Weir in central Maine, where a stake returned a radiocarbon date of 5080 RCYPB (5770 cal BP). Glenrose Cannery at the mouth of the Fraser River in British Columbia dates to about 4000–4500 RCYBP (4500-5280 cal BP). Fish weirs in southeastern Alaska date to ca. 3,000 years ago. A Few Archaeological Fish Weirs Asia:  Asahi (Japan), Kajiko (Japan)Australia:  Muldoons Trap Complex (Victoria), Ngarrindjeri (South Australia)Middle East/West Asia:  Hibabiya  (Jordan),  Band-e Dukhtar  (Turkey)North America:  Sebasticook (Maine),  Boylston Street Fish Weir  (Massachusetts), Glenrose Cannery (British Columbia), Big Bear (Washington), Fair Lawn-Paterson Fish Weir (New Jersey)UK:  Gorad-y-Gyt (Wales), Wooton-Quarry (Isle of Wight), Blackwater estuary weirs (Essex), Ashlett Creek (Hampshire)dRussia:  Zamostje 2 The Future of Fish Trapping Some government-sponsored programs have been funded to blend traditional fish weir knowledge from indigenous peoples with scientific research. The purpose of these efforts is to make fish weir construction safe and productive while maintaining ecological balances and keeping the costs and materials within the range of families and communities, especially in the face of climate change. One such recent study is described by Atlas and colleagues, on weir construction for the exploitation of sockeye salmon in British Columbia. That combined work by members of the Heiltsuk Nation and Simon Fraser University to rebuild weirs on the Koeye River, and establish fish population monitoring. A STEM (science, technology, engineering, and mathematics) education program has been developed (Kern and colleagues) to engage students in the construction of fish weirs, the Fish Weir Engineering Challenge. Sources Atlas, William I., et al. Ancient Fish Weir Technology for Modern Stewardship: Lessons from Community-Based Salmon Monitoring. Ecosystem Health and Sustainability 3.6 (2017): 1341284. Print.Cooper, John P., et al. A Saxon Fish Weir and Undated Fish Trap Frames near Ashlett Creek, Hampshire, Uk: Static Structures on a Dynamic Foreshore. Journal of Maritime Archaeology 12.1 (2017): 33–69. Print.Jeffery, Bill. Reviving Community Spirit: Furthering the Sustainable, Historical and Economic Role of Fish Weirs and Traps. Journal of Maritime Archaeology 8.1 (2013): 29–57. Print.Kennedy, David. Recovering the Past from above Hibabiya - an Early Islamic Village in the Jordanian Desert? Arabian Archaeology and Epigraphy 22.2 (2011): 253–60. Print.Kern, Anne, et al. The Fish Weir: A Culturally Relevant Stem Activity. Science Scope 30.9 (2015): 45–52. Print.Langouà «t, Loà ¯c, and Marie-Yvane Daire. Ancient Maritime Fish-Traps of Brittany (France): A Reappraisal of the Relationship between Human and Coastal Environment During the Holocene. Journal of Maritime Archaeology 4.2 (2009): 131–48. Print. Losey, Robert. Animism as a Means of Exploring Archaeological Fishing Structures on Willapa Bay, Washington, USA. Cambridge Archaeological Journal 20.01 (2010): 17–32. Print.McNiven, Ian J., et al. Dating Aboriginal Stone-Walled Fishtraps at Lake Condah, Southeast Australia. Journal of Archaeological Science 39.2 (2012): 268–86. Print.OSullivan, Aidan. Place, Memory and Identity among Estuarine Fishing Communities: Interpreting the Archaeology of Early Medieval Fish Weirs. World Archaeology 35.3 (2003): 449–68. Print.Ross, Peter J. Ngarrindjeri Fish Traps of the Lower Murray Lakes and Northern Coorong Estuary, South Australia. MSc, Maritime Archaeology. Flinders University of South Australia, 2009. Print.Saha, Ratan K., and Dilip Nath. Indigenous Technical Knowledge (Itk) of Fish Farmers at Dhalai District of Tripura, Ne India. Indian Journal of Traditional Knowledge 12.1 (2013): 80–84. Print.Takahashi, Ryuzaburou. Symbiotic Relations between Paddy-Field R ice Cultivators and Hunter-Gatherer-Fishers in Japanese Prehistory: Archaeological Considerations of the Transition from the Jomon Age to the Yayoi Age. Senri Ethnological Studies. Eds. Ikeya, K., H. Ogawa and P. Mitchell. Vol. 732009. 71–98. Print.

Transformational Leadership Style as a Contributor to Motivation and Research Paper

Transformational Leadership Style as a Contributor to Motivation and Organizational Productivity - Research Paper Example The study involved 21 participants from the Hospital who represented both the directors and employees. The participants were picked at random using a stratified random sampling technique to ensure that each category of the target populations was represented. Quantitative data was collected from the 21 participants using questionnaires. The questionnaires had statements relevant to the relationships under investigation. The participants were supposed to agree or disagree with the statements. The quantitative data collected were analyzed using the SPSS software. The analysis provided descriptive and empirical descriptions of the responses. The findings of the study indicate that there is a strong and positive relationship between independent and dependent variables. In addition, the findings indicate that there is a strong relationship between employee motivation and organizational productivity. ... Improving employee motivation through transformational leadership and other strategies will help an organization to increase its productivity to higher levels. Organizations should equip their leaders with the necessary skills and knowledge in transformational leadership to enjoy its benefits. Despite the effects of transformational leadership on employee motivation and productivity, organizations should consider the internal context and the most likely response from employees to avoid negative effects in some parts of an organization. Employees react differently to changes in an organization especially in leadership and thus an abrupt introduction of transformational leadership may lower the level of motivation in some departments. Introduction Many past researchers have explored transformational leadership and thus, several definitions of transformational leadership exist. Hacker and Robert (2003, p. 3) define transformational leadership as â€Å"the comprehensive and integrated leadership capacities required of individuals, groups, or organizations to produce tran sformation as evidenced by the step-functional improvement.† Leadership is an exchange relationship between the leaders and followers and transformational leadership allows leaders to make their followers develop their sense of self-worth. Hacker and Robert (2003, p. 3) define transformational leaders as those who bring about a positive change in their followers and motivate them to do more than they had intended. Transformational leaders will cause their followers to exceed their traditional level of performance. This kind of leadership allows followers to revise their expectations and perform better than what they thought possible (Bass & Riggio, 2006, p. 4).

The Role of Race to the Caribbean People's Sense of Identity Essay

The Role of Race to the Caribbean People's Sense of Identity - Essay Example 64) are all mixed up, making it almost impossible to give it a single description. And third, as the fight against racial discrimination positively gains ground worldwide, most especially in the land of the whites and as this so-called ‘race ideology’ is increasingly negated by the requirements of globalization. These considerations make ‘race’ an issue to ponder in the Caribbean people’s identity, compelling one to define it in different ways. One way to understand the role of race in the Caribbean peoples’ sense of identity is to group the people based on the main language most people used, as what Safa (1987) did in her article: â€Å"Popular culture, national identity, and race in the Caribbean,† thus the distinction between the Anglophone Caribbean, referring to its English-speaking nations and the Hispanophone Caribbean, referring to its Spanish-speaking nations. ... rly predominant Eurocentric orientation; in the Hispanophone Caribbean, the people’s national identity has remained grounded more on language, religion and other aspects of Spanish culture than on race (Safa, 1987). According to Brodber (1987), this shift in the Anglophone Caribbean’s thinking is greatly influenced by the positive changes in the Euro-American attitudes towards black people during the 1950’s and ‘60s, resulting from the black’s violent struggle against apartheid. This increasing recognition and acceptance of an Afro-orientation by the Afro-Jamaican middle class (the literate class), which traditionally has identified itself only with its European lineage, and the popularization of Afro-orientation primarily through music (e.g. Bob Marley) further broadened the acceptance of the Afro-orientation in the Anglophone Caribbean (pp. 147-149, 156-157). Furthermore, Safa (1987) explains that after achieving their political independence, polit ical expediency left no recourse to the mulatto Creole elite – who identified themselves with European white against their African heritage – but to accept the predominantly black masses of its population as its political constituents. The governing on the basis of white superiority, as how the former colonial society was ruled, will never gain the trust and cooperation of the black masses. Thus, there is the need to favor racial solidarity and to recognize black pride. Given this long waited opportunity, the Afro-orientation, which has long been held and survived in the oral tradition of the black population (the illiterate lower class), unstoppably surges. Today, a greater part of the Anglophone Caribbean regards ‘blackness’ as the symbolism of its nationhood. However, this consensus does not hold true

Jane Eyre as a bildungsroman novel Essay Example for Free

Jane Eyre as a bildungsroman novel Essay Bildungsroman is a novel genre that narrates a hero or heroines process of psychological maturation and focuses on experiences and changes that accompanies the growth of the character from youth to adulthood. The term Bildungsroman was introduced to the critical vocabulary by the German philosopher and sociologist Wilhelm Dilthey (1833-1941), who first employed it in an 1870 biography of Friedrich Schleiermacher and then popularized it with the success of his 1906 study Poetry and Experience (Boes 231). To be a Bildungsroman, the hero or heroine in a novel will experience certain forms of pain or loss that pulls him or her away from either family or home and into the journey of desiring self-identity. At the end of the story the hero or heroine finally succeeds in the society. The plot of Jane Eyre, written by Charlotte Brontà «, generally follows this form. The growth of the main character, Jane Eyre, is distinctively divided into phases by places that she stayed at, starting from her tragic childhood to her final destination as Mr. Rochesters mistress. The changes of emotions and maturation of identities as Jane Eyre goes through her life provide evidence of a Bildungsroman. Through the novel, Jane Eyre grows up, moving from a radical stage to a more pragmatic consciousness (Mickelsen 418). Psychological maturation is a typical trait of Bildungsroman genre. At the beginning, Jane uses the knowledge she learns from the books to defend herself when she is angry: you are like a murderer you are like a slave-driver you are like the Roman emperors!' (Brontà « 8). Her angry and chaotic emotions have built up since she lost her parents and was adopted unwillingly by Mrs. Reed. Jane cannot find her place in this family. Her anger and desperation becomes more intense each time Mrs. Reeds family treats her not as a family member but more like a servant. Janes burst of emotions against her cousin, John, resulted in her being locked ino the red-room and eventually sent to the Lowood School, where she spends the rest of her childhood and the beginning of her adolescence. When Jane is again treated unfairly and libelled by Mr. Brocklehurst, through the support of her patient friend Helen Burns, and kind-hearted Miss Temple, she is able to release her indignation. Jane Eyre experiences a huge emotional transition when she no longer feels like a wanderer but gains a sense of belonging through the care of Miss Temple and  the support of Helen. After Jane finishes her education at Lowood, she applies and becomes the governess of Adele where she will work at Thornfield. At Thornfield, Jane meets Mr. Rochester and experiences the most powerful emotion love. Love makes Jane brave and mature. Her relationship with Mr. Rochester makes her fell confused but respected. She feels psychologically equal with Mr. Rochester when he admits how much he loves her. However, Jane still feels insignificant that she has to depend on Mr. Rochester. The strong emotional conflict between love and shame makes Jane run away from Thornfield and go to Marsh End where she meets St. John. The final emotionally transitional state for Jane Eyre happened when St. John asked her to marry him and go to India to serve as a missionary. Jane strongly refused St. Johns proposal and decided to follow her heart and marry her lover, Mr. Rochester. The story concludes when, Jane Eyre, who is a successful Bildungsroman character, finishes her emotional maturation process. Another significant feature of Bildungsroman is that the character will go through a series of challenges and changes in order to finally achieve complete self-actualization. Jane Eyre undergoes a period which she was called a mad cat, or titled less than a servant in Mrs. Reeds house (Brontà « 9). Deep in her mind, Janestrongly refuses these names; therefore she often hides and reads books in order to educate herself [rep] in order and build up her inner-self. In constructing a sense of inner self, Jane is able to differentiate her identity from the rest of Mrs. Reeds family members. Jane has similar experience at Lowood School where she is incorrectly labelled an interloper and an alien and also harshly, a liar (Brontà « 56). However, Miss Temple and Helen trust Jane which allows Jane to rebuild her point of view and establish new identity. In Janes life, they were the first to acknowledge Janes unique identity. Under Miss Temples protection and guidance, Jane completes her educa tion at Lowood; however, Jane lives more like a shadow of Miss Temple. Jane then later became the governess of Adele in order to break away the image of Miss Temple and create her own. There in Thornfield, she continues to educate herself by painting and reading to build up the real Jane Eyre identity. When Mr. Rochester asks Jane to marry him and gives e her the title of Mrs.  Rochester, [p_voice] it stunned Jane that she will no longer be Jane Eyre but under the name of Rochester. Losing her self-identity frightened Jane and the shadow of class differences and unfairness from her childhood experience affected her and made her leave Mr. Rochester. Later in the story, Jane finds her relatives in Marsh End and sheinherits a considerable amount of money, which makes herreconnect to family. Moreover, her newfound wealth makes her economically independent; these conditions eliminate Janes self-contempt and complete her desired image as an independent woman in society. At the end of the story, she choses to give up her independence and reunite with Mr. Rochester. Indeed, Bildungsromane typically conclude with the protagonist making some choice, thereby confirming that the protagonist has achieved a coherent self The story of Jane Eyre starts from her helpless childhood until the last step of [her] maturity when [she] finally finds self-knowledge (she in the original source is he for it was referring to hero) (Kern 6). After all Jane has experienced, from an adopted orphan to a gentlemens mistress, she finally comes to a successful and independent state which she can make her own decision and will not be restricted by anything. The various challenges during Janes growing process that educate and change her emotions and identities align with the basic definition of a Bildungsroman genre. Although the story of Jane Eyre falls into a fairy tale ending, the novel Jane Eyre functions as a Bildungsroman.

Nietzsche Essay -- Philosophy, On Truth and Lies in a Nonmoral Sense

An Analysis of Nietzsche’s On Truth and Lies in a Nonmoral Sense Friedrich Nietzsche’s On Truth and Lies in a Nonmoral Sense represents a deconstruction of the modern epistemological project. Instead of seeking for truth, he suggests that the ultimate truth is that we have to live without such truth, and without a sense of longing for that truth. This revolutionary work of his is divided into two main sections. The first part deals with the question on what is truth? Here he discusses the implication of language to our acquisition of knowledge. The second part deals with the dual nature of man, i.e. the rational and the intuitive. He establishes that neither rational nor intuitive man is ever successful in their pursuit of knowledge due to our illusion of truth. Therefore, Nietzsche concludes that all we can claim to know are interpretations of truth and not truth itself. Analysis In the first part of his work, Nietzsche asserts that: â€Å"The pride connected with knowing and sensing lies like a blinding fog over the eyes and senses of men, thus deceiving them concerning the value of existence† (Nietzsche 451-452). Here, it seems that Nietzsche is trying to reject any empirical sense of gaining knowledge. For example, I know that I am sitting on a wooden chair because I can see the chair, feel the texture of the wood, touch it, and even smell the aroma of it. But Nietzsche argues that we only perceive the surface of things, and our â€Å"senses nowhere lead to the truth" (Nietzsche 452). This is what Nietzsche meant by using the analogy of our senses being like a â€Å"blinding fog over the eyes† and thus deceiving us on our knowledge about things. But how do we know what is true from what is false? What is truth as opposed to lies? Her... ... something when it fact, we never ask ourselves why we know it. We tend to take for granted what counts the most in this world, that is, knowing ourselves. Human beings think that knowledge of things will lead them to enlightenment. But in reality, it is nothing but an illusion made by man himself to create a kind of path towards success. Those who follow this path will get nowhere close to success, rather, they bring upon suffering along the way, pulling us farther from ourselves. Thus, if only we were aware of this deceptive nature of language and metaphor to that of knowledge, we would come to understand that truth indeed is nothing but a man-made word and is therefore a mere figment of our imagination. The facts do not count, only our interpretations of them. So it seems that Reality then isn’t so far from our dreams, perhaps it’s really the other way around.

Energy Drinks Case Study Essay

Competition in Energy Drinks, sports Drinks, and Vitamin-Enhanced Beverages Case Study There are new coming items in beverage industry during the mid-2000s, which are energy drinks, sports drinks and Vitamin-Enhanced beverages. These items focus on different flavors, specified consumers, efficient distribution systems, and products innovation in the beverage market. They compete with water, soft drinks, juices, tea, and other common drinks, which are in low prices, good and long history of brand reputation, easy to accept the taste. From 2005 until now, alternative beverages grow fast and take more and more market share in the whole world beverage market. The main alternative beverages companies are Coca Cola, PepsiCo, Red Bull and Hansen Natural Corporation. Energy drinks, spots drinks, and vitamin-enhanced beverages use many strategies to find a good position in the beverage industry in the Global market, which also give us some ideas about how to operate beverage companies. Firstly, alternative beverages take the action via wider product selection, better product quality, good delivery system to gain sales and market share. For example, PepsiCo develops 12 flavors of Amp Energy drinks and 28 varieties of SoBe vitamin-enhanced drinks (Gamble, 2010, p. C-83). Again, PepsiCo, Coca-Cola through their own soft drinks distribution channels to deliver energy drinks at the same time, which reduce much time and cost. Secondly, energy drinks take big actions to enter emerging market opportunities, like most Asia countries and South America. For example, alternative beverages take 31. 5% market share in Asia-Pacific in 2009 (Gamble, 2010, p. C77). Thirdly, Energy drinks, spots drinks, and vitamin-enhanced beverages try to acquire or merge with other small companies to strengthen market standing and competitiveness. For instance, PepsiCo has a multiyear distribution agreement with Rockstar to distribute Rockstar energy drinks in the United States and Canada (Gamble, 2010, p. C-83). Coca-Cola also has a multiyear distribution agreement with Hansen Natural Corporation to distribute Hansen’s Monster energy drink in some areas of the United States, Canada, and six European countries (Gamble, 2010, p.C-84). SWOT Analysis Strengths| Weaknesses| * Healthier than traditional soda. * Global brands * New product development * Strong manufacturing and distribution capabilities * Strong support of parent company| * High price * Consumer limitation| Opportunities| Threats| * Growing demand for healthy drinks * High growth developing markets * Cost reduction measures| * Traditional drinks competition which includes price and taste * Regulations and law * Health risks * Environment problem * New entrents|. To solve weaknesses and threats, alternative beverages industry companies set up business models to match the customer value and gain profit. Firstly, Energy drinks, sports drinks, and vitamin-enhanced beverages companies develop many different flavors to match different customers’ taste. Second, these companies also focus on different customers’ demands. Third, they sell products in many different locations, not only supermarkets, but also convenience stores and vending machines around every corner, which give convenient service to customers. Fourth, alternative beverage companies always try to follow the state law and regulations. Try to avoid risk ingredients. Fifth, to pretend the health risk, some companies placed warnings on their products labels. Sixth, because many people and organizations are focus on environment issues, alternative beverages’ plastic bottles and cans are really concern by these people. To solve this problem, beverage companies recycle plastic bottles and cans to keep pollution away. I also have some recommendations to alternative beverage companies to grow bigger and faster in the global market. First, try to make innovation on the local taste in different countries. Do research on people’s taste in various countries. McDonald’s is a good example in promoting global market. McDonald’s knows Indian people don’t eat beef and pork and love spicy food, so McDonald’s over there never have any product with beef or pork but with more spicy taste. Again, don’t put sensitive ingredients in the drinks. People are more curious about health and drink ingredients. Many organizations are strict with it, too. Try to produce healthier and more nutritious drinks to the market. Moreover, drinks’ function attempts to everyone, but not only for a small group of people. Nowadays, teenage boys always buy energy drinks, people who do sports, fitness, or other strenuous activities bought sports drinks; adult consumers are interested in buying vitamin-enhanced beverages (Gamble, 2010, p. C-77). What I recommend is alternative beverage companies should develop beverages suitable for most people. White collar can drink energy drinks; sports people also suitable to buy some kinds of vitamin-enhanced beverages. Additionally, don’t publicize the function too powerful. Some alternative drinks have some special effects, but not like what the advertisement said. If the company wants to operate for a long time running, it should be honest and act in good faith. Last but not least, incumbents of alternative drinks use strong brand preferences, high degrees of customer loyalty, significant cost advantages to keep new entrants out of the market. References: Gamble, John E. (2010). Competition in Energy Drinks, sports Drinks, and Vitamin-Enhanced Beverages. Crafting & Executing Strategy. p. C-77. Gamble, John E. (2010). Competition in Energy Drinks, sports Drinks, and Vitamin-Enhanced Beverages. Crafting & Executing Strategy. p. C-79. Gamble, John E. (2010). Competition in Energy Drinks, sports Drinks, and Vitamin-Enhanced Beverages. Crafting & Executing Strategy. p. C-83. Gamble, John E. (2010). Competition in Energy Drinks, sports Drinks, and Vitamin-Enhanced Beverages. Crafting & Executing Strategy. p. C-84.

Night World : Dark Angel Chapter 14

She got David's room number from a receptionist at the front desk. She didn't ask if she was allowed to visit. All Gillian could think as she walked down the hall was, Please. Please, if David was only all right, there was a chance that everything could work out. At the door she stopped and held her breath. Her mind was showing her all sorts of pictures. David in a coma, hooked up to so many tubes and wires that he was unrecognizable. Worse, David alive and awake and smiling†¦ and looking at her with violet eyes. She knew what Angel's plan had been. At least, she thought she knew. The only question was, had he succeeded? Still holding her breath, she looked around the door. David was sitting up in bed. The only thing he was hooked up to was an IV of clear fluid. There was another bed in the room, empty. He looked toward the door and saw her. Gillian walked toward him slowly. She kept her face absolutely expressionless, her eyes on him. Dark hair. A lean face that still had traces of a summer tan. Cheekbones to die for and eyes to drown in. But no half-quizzical, half-friendly smile. He was looking back at her as soberly as she was looking at him, a book slipping unnoticed from his lap. Gillian reached the foot of the hospital bed. They stared at each other. What do I say? David, is it really you? I can't. It's too stupid, and what's he going to say back? No, dragonfly, it's not him, it's me? The silence stretched on. At last, very quietly, the guy on the bed said, â€Å"Are you okay?† â€Å"Yeah.† The word came out clipped and dispassionate. â€Å"Are you okay?† â€Å"Yeah, pretty much. I was lucky.† He was watching her. â€Å"You look-kind of different.† â€Å"And you're kind of quiet.† Something like puzzlement flashed in his eyes. Then something like hurt. â€Å"I was†¦ well, you walked in here looking so deadpan, and you sound so †¦ cold†¦Ã¢â‚¬  He shook his head slightly, his eyes fixed on hers. â€Å"Gillian-did I do something to make you want to hit that pole?† â€Å"I didn't do it on purpose!† She found herself lunging forward, reaching for his hands. He looked startled. â€Å"Okay†¦Ã¢â‚¬  â€Å"David, I didn't. I was doing everything I could not to. I would never want to hurt you. Don't you know that?† His face cleared. His eyes were very dark but very calm. â€Å"Yes, I do/' he said simply. â€Å"I believe you.† Strangely, she knew he did. hi spite of all the evidence to the contrary, he believed her. Gillian's hands tightened on his. Their eyes were locked together. It was as if they were getting closer, although neither of them moved physically. And then it was all happening, what had started to happen at least twice before. Feelings so sweet and strong she could hardly bear it. Strange recognition, unexpected belonging†¦ impossible knowing†¦ Gillian's eyes seemed to shut of their own accord. And then somehow they were kissing. She felt the warmth of David's lips. And everything was warm and wonderful†¦ but there was more. It was as if the normal veil that separated two people had melted. Gillian felt a shock of revelation. This was what it meant, what Angel had spoken to her about. She knew it intuitively even though she'd never spoken the word before. Soulmates. She'd found hers. The one love for her on this earth. The person she was meant to be with, that no one could keep her from. And it wasn't Angel. It was David. That was the other thing she knew, and knew with a bedrock certainty that nothing could touch. This was David, the true David. He was holding her in his arms, kissing her. Her, the ordinary Gillian, who was wearing an old gray sweatshirt and no makeup. It was absurd that she'd ever believed things like makeup mattered. David was alive, that was what mattered. Gillian didn't have his death on her conscience. And if they could somehow live through the rest of what had to be done, they just might be happier than she had ever imagined. How weird that she could still think. But they didn't seem to be kissing anymore; they were just holding each other now. And that was almost as good, just feeling his body against hers. Gillian pulled away. â€Å"David-â€Å" His eyes were full of wonder. â€Å"You know what? I love you.† â€Å"I know.† Gillian realized she was being less than romantic. She couldn't help it. This was the time for action. â€Å"David, I have to tell you some things, and I don't know if you can believe me. But you've got to try.† â€Å"Gillian, I said I love you. I mean that. We-â€Å" Then he stopped and searched her face. He seemed to see something that changed his mind. â€Å"I love you,† he said in a different tone. â€Å"So I'll believe you.† â€Å"The first thing is that I'm not anything like what you think. I'm not brave, or noble, or witty in the face of danger or-or anything like that. It's all been-a sort of set-up. And here's how it happened.† And then she told him. Everything. From the beginning, from the afternoon when she'd heard the crying in the woods and followed it and died and found an angel. She told him the whole story, about how Angel had appeared in her room that night and how he'd changed her whole life. About the whispering that had guided her ever since. And about the very bad things. Her witch heritage. The spell she'd put on Tanya. The Night World. All the way up to the accident last night. When she was done, she sat back and looked at him. â€Å"Well?† â€Å"Well, I probably ought to think you're crazy. But I don't. Maybe I'm crazy, too. Or maybe it's because I died once, myself. †¦Ã¢â‚¬  â€Å"You started to tell me that, that first night- and then the car skidded. What happened?† â€Å"When I was seven my appendix burst. I died on the operating table-and I went to a place like that meadow. I'll tell you the funny thing, though. I felt that rushing thing come at me, too-that huge thing you said came at you hi the end. Only it actually reached me. And it wasn't dark or scary. It was white-beautiful light-and it had wonderful wings.† Gillian was staring. â€Å"Then what?† â€Å"It sent me back. I didn't have any choice. It loved me, but I had to go back anyway. So- zoom-back down the tunnel, and pop, back into the body. I've never forgotten it. And, it's hard to explain, but I know it was real. I guess that's why I believe you.† â€Å"Then maybe you understand what I've got to do. I don't know what Angel really is. †¦ I think he may be some kind of demon. But I've got to stop him. Exorcize him or whatever.† David took her by the arms. â€Å"You can't. You don't know how.† â€Å"But maybe Melusine does. It's either her or that guy Ash at the club. He seemed all right. The only down side is that I think he was a vampire.† David had stiffened. â€Å"I vote for the witch-â€Å" â€Å"Me, too.† â€Å"-but I want you to wait for me. They'll let me out later this afternoon.† â€Å"I can't. David, it's for Tanya and Kim, too. Melusine might know how to cure them. Anyway, I'm certainly going to ask her. And I can't let any more time go by.† David pulled at his hair with the hand that wasn't hooked to the IV. â€Å"Okay. All right, give me five minutes, and we'll go together now.† â€Å"No.† He was looking at the IV as if figuring out how to undo it. â€Å"Yes. Just wait for me-â€Å" Gillian blew him a kiss from the door and ran before he looked up. He couldn't help her. You couldn't fight Angel in ordinary ways. All David would be was leverage in Angel's hands-a hostage-something to threaten to harm. Gillian jogged out of the hospital and through the parking lot. She found the Geo. Okay, now if Melusine would just be at the store†¦ {You don't really want to do this, you know.) Gillian slammed the car door closed. She sat up very straight, looking at nothing, as she fastened her seatbelt and started the car. (Listen, kid. You ain't never had a friend like me.) Gillian pulled out of the parking lot. (Come on, give me a break. We can at least talk about this, can't we? There are some things you don't understand.) She couldn't listen to him. She didn't dare answer him. The last time, he'd hypnotized her somehow, made her relax and give up control to him. That couldn't happen again. But she couldn't shut his voice out. She couldn't get away from it. (And you can't love him. There are rules against it. I'm serious. You belong to the Night World now-you're not allowed to love a human. If they find out, they'll kill you both.) (And what were you trying to do to us?) Damn, she'd answered him back. She wouldn't do that again. (Not hurt you. It was only him I wanted. I could have slipped in as he slipped out†¦) Don't listen, Gillian told herself. There must be some way of blocking him, of keeping him out of her mind†¦ She began to sing. â€Å"DECK the halls with boughs of HOL-ly Fa la la lala†¦Ã¢â‚¬  He hadn't been able to hear her thoughts when she hummed before. It seemed to work, now, as long as she kept her mind on the lyrics. She sang Christmas carols. Loudly. The fast ones, like â€Å"God Rest Ye Merry, Gentlemen† and â€Å"Joy to the World,† were best. â€Å"The Twelve Days of Christmas† got her the last few miles to Woodbridge. Please be there†¦ â€Å"FIVE golden rings,† she caroled, hurrying into the Woodbridge Five and Ten with the shoe box under her arm. She didn't care who thought she was crazy. â€Å"FOUR calling birds, THREE French hens †¦Ã¢â‚¬  She was at the door to the back room. â€Å"TWO turtle doves †¦Ã¢â‚¬  A very startled Melusine looked up from behind the counter. â€Å"And a†¦ please, you've got to help me! I've got this Angel who's trying to kill people!† She broke off the song and rushed to Melusine. â€Å"You've†¦ what?† â€Å"I've got this-angel thing. And I can't stop him from talking to me†¦.† Gillian suddenly realized that Angel had stopped talking. â€Å"Maybe he got scared when I came in here. But I still need your help. Please.† Suddenly her eyes were stinging with tears again. Melusine leaned both elbows on the counter and rested her chin on her hands. She looked surprised, but willing. â€Å"Why don't you tell me about it?† For the second time that day, Gillian told her story. All of it. She hoped that by telling everything, she could make Melusine understand her urgency. And her lack of experience. â€Å"So I'm not even a real witch,† she said at the end. â€Å"Oh, you're a witch, all right,† Melusine said. There was color in her cheeks and a look of fascination in her dark eyes. â€Å"He told you the truth about that. Everybody knows about the lost Harman babies. Little Elspeth-the records say that she died in England. But obviously she didn't. And you're her descendant.† â€Å"Which means it's okay for me to do spells?† Melusine laughed. â€Å"It's okay for anyone to do spells who can do spells. In my opinion. Some people don't feel the same way-â€Å" â€Å"But can you help me take the spells off?† Gillian opened the shoe box. She felt ashamed to show the dolls to Melusine-even though she'd bought them here. â€Å"I wouldn't have done it if I'd known,† she murmured feebly, as Melusine looked at the dolls. â€Å"I know.† Melusine gestured at her to be quiet. Gillian watched tensely and waited for the verdict. â€Å"Okay, it looks as if you've started the process already. But I think†¦ maybe some healing salve†¦ and blessed thistle†¦Ã¢â‚¬  She bustled around, almost flying in her chair. She applied things to the dolls. She asked Gillian to concentrate with her, and she said words Gillian didn't recognize. Finally, she wrapped the wax dolls in what looked like white silk, and put them back in the box. â€Å"Is that all? It's done?† â€Å"Well, I think it's a good idea to keep the dolls, just in case we need to do more healing. Then, after that, we can unname them and get rid of them.† â€Å"But now Tanya and Kim will be okay?† Gillian was anxious for reassurance, and she couldn't help the quick glance of doubt she cast-at Melusine's missing leg. Melusine was direct. â€Å"If they've had anything amputated, it won't cure them. We can't grow new limbs.† She touched her leg. â€Å"This happened in a boating accident. But otherwise, yes, they should get better.† Gillian let out a breath she seemed to have been holding for hours. She shut her eyes. â€Å"Thanks. Thank you, Melusine. You don't know how good it feels to not feel like you're maiming somebody.† Then she opened her eyes. â€Å"But the hard part's still to come.† † ‘Angel.'† â€Å"Yes.† â€Å"Well, I think you're right about it being hard.† She looked Gillian straight in the eye. â€Å"And dangerous.† â€Å"I know that already.† Gillian turned and took a quick pace around the room. â€Å"He can get into my mind and make me do things-â€Å" â€Å"Not just your mind. Anyone's.† â€Å"And I'm pretty sure he can move objects by himself. Make cars skid. And he sees everything.† She came back to the counter. â€Å"Melusine-what is he? And why's he doing all this? And why to me?† â€Å"Well, the last question's the easiest. Because you died.† Melusine wheeled quickly to a bookshelf at the end of the counter. She pulled down a volume. â€Å"He must have caught you in the between-place, the place between earth and the Other Side. The place where he was,† she said, wheeling back. â€Å"He pretended to be the welcomer, the one who guides you to the Other Side. That thing rushing at you at the end-that was probably the real welcomer. But this ‘Angel' got you out of the between-place before it could reach you.† Gillian spoke flatly. â€Å"He's not a real angel, is he?† â€Å"No.† Gillian braced herself. â€Å"Is he a devil?† â€Å"I don't think so.† Melusine's voice was gentle. She opened the book, flipping pages. â€Å"From the way you brought him back with you, I think he must be a spirit. There are two ways of getting spirits from the between-place: you can summon them or you can go fetch them yourself. You did it the hard way.† â€Å"Wait a minute. You're saying I brought him?† â€Å"Well, not consciously. I'm sure you didn't mean to. It sounds like he just sort of grabbed on and whooshed down the tunnel-what we call the narrow path-right along with you. Spirits in the between-place can watch us, sometimes talk to us, but they can't really interact with us. When you brought him to earth, you set him free to interact.† â€Å"Oh, wonderful,† Gillian whispered. â€Å"So on top of everything, it's my fault from the beginning.† She looked around dazedly, then back at Melusine. â€Å"But what is a spirit, really? A dead person?† â€Å"An unhappy dead person.† Melusine turned pages. † ‘An earthbound spirit is a damaged soul†¦' † She shut the book. â€Å"Look, it's actually simple. When a spirit is really unhappy-when they've done something awful, or they've died with unfinished business-then they don't go on to the Other Side. They get stuck in-well, the book calls it ‘the astral planes near earth.' We call it the between-place.† â€Å"Stuck.† â€Å"They won't go on. They're too angry and hopeless to even want to be healed. And they can do awful things to living people if they get down here, just out of general miserableness.† â€Å"But how do you get rid of them?† Melusine drew a breath. â€Å"Well, that's the hard part. You can send them back to the between-place-if you have some blood and hair from their physical body. And if you have all sorts of special ingredients, which I can't get. And if you have the right spell, which I don't know.† â€Å"I see.† â€Å"And in any case, that only traps him in the between-place again. It doesn't heal him. But, Gillian, there's something I've got to tell you.† Melusine's face was very serious, and she spoke almost formally. â€Å"You may not need to rely on me.† â€Å"What do you mean?† â€Å"Gillian †¦ I don't think you really understand who you are. Did he-this spirit-explain to you just how important the Harmans are?† â€Å"He said Elspeth's sister was some big witch leader.† â€Å"The biggest. She's the Crone, the leader of all the witches. And the Harmans are-well, they're sort of like the royal family to us.† Gillian smiled bleakly. â€Å"So I'm a witch princess?† â€Å"You told me that Elspeth is your mother's mother's mother. You're descended entirely through the female line from her. But that's-extraordinary. There are almost no Harman girls left. There were only two in the world-and now there's you. Don't you see, if you let the Night World know about this, they'll flock to help you. They'll take care of Angel.† Gillian was unimpressed. â€Å"And how long will that take?† â€Å"For them to gather and everything†¦ check out your family, make all the preparations †¦ I don't know. It could probably be done in a matter of weeks.† â€Å"Too long. Way too long. You don't know what Angel can do in a few weeks.† â€Å"Then you can try to do it yourself.† â€Å"But how?† â€Å"Well, you'd have to find out who he was as a person and what business he left unfinished. Then you'd have to finish it. And finally, you'd have to convince him to go on. To be willing to leave the between-place for the Other Side.† She glanced wryly at Gillian. â€Å"I told you it would be hard.† â€Å"And I don't think he'd be very cooperative. He wouldn't like it.† â€Å"No. He could hurt you, Gillian.† Gillian nodded. â€Å"It doesn't matter. It's what I've got to do.†

Aaron Douglas, Harlem Renaissance Painter

Aaron Douglas, Harlem Renaissance Painter Aaron Douglas (1899-1979) was one of the pioneers of the development of African American art. He was a significant member of the Harlem Renaissance movement of the 1920s and 1930s. Later in his life, he promoted the development of arts education in African American communities from his position as the first head of the art department at Fisk University in Nashville, Tennessee. Fast Facts: Aaron Douglas Occupation: Painter, illustrator, educatorStyle: ModernistBorn: May 26, 1899 in Topeka, KansasDied: February 2, 1979 in Nashville, TennesseeEducation: University of NebraskaSpouse: Alta SawyerSelected Works: Cover images for The Crisis (1926), Illustrations for James Weldon Johnsons Gods Trombones: Seven Negro Sermons in Verse (1939), Mural series Aspects of Negro Life (1934)Notable Quote: We can go to African life and get a certain amount of form and color, understanding and using this knowledge in development of an expression that interprets our life. Early Life and Education Born in Topeka, Kansas, Aaron Douglas grew up in a politically active African American community. His father was a baker and highly valued education despite his low income. Douglas mother was an amateur artist, and her interest in drawing inspired her son, Aaron. Following high school graduation, Aaron Douglas wanted to attend college, but he couldnt afford the tuition. He traveled to Detroit, Michigan, with a friend and worked in a Cadillac plant while attending art classes in the evening at the Detroit Museum of Art. Douglas later reported being a victim of racial discrimination at the Cadillac plant. In 1918, Douglas was finally able to enroll at the University of Nebraska. While World War I raged in Europe, he attempted to join the Student Army Training Corps (SATC), but they dismissed him. Historians speculate it was due to racial segregation in the military. He transferred to the University of Minnesota where he rose to the rank of corporal in the SATC before the end of the war in 1919. Returning to Nebraska, Aaron Douglas earned a Bachelor of Fine Arts degree in 1922. Invincible Music: The Spirit of Africa for The Crisis (1926). New York Public Library / Public Domain Aaron Douglas fulfilled a dream of moving to New York City in 1925. There he studied with artist Winold Reiss, who encouraged him to use his African heritage for artistic inspiration. Reiss drew on the legacy of German folk paper-cuts for his work, and that influence is seen in Douglas illustration work. Soon, Aaron Douglas found his reputation as an illustrator rising quickly. He earned commissions for the National Urban Leagues magazine The Crisis and the NAACPs magazine Opportunity. That work also led to work for nationally popular magazines Harpers and Vanity Fair. Harlem Renaissance Modernist Painter By the final years of the 1920s, writers such as Langston Hughes, Countee Cullen, and James Weldon Johnson considered Aaron Douglas part of the movement known as the Harlem Renaissance. Early in the following decade, Douglas began painting mural commissions that brought him national fame. Aspects of Negro Life: The Negro in an African Setting (1934). New York Public Library / Public Domain In 1934, with funding from the Public Works Administration, Aaron Douglas painted his best-known set of murals, Aspects of Negro Life, for the Countee Cullen branch of the New York Public Library. For subject matter, Douglas drew on the history of the African American experience from slavery through the Reconstruction to twentieth-century lynching and segregation. The panel The Negro in an African Setting shows Douglas at the peak of his powers. It depicts life in Africa before slavery as joyous, proud, and firmly rooted in the community. Aaron Douglas became the first president of the Harlem Artists Guild in 1935. The organization promoted young African American artists and lobbied the Works Progress Administration to provide more opportunities for them. Arts Educator In 1938, Aaron Douglas earned a fellowship from the Rosenwald Foundation, a generous provider of stipends to hundreds of African American artists and writers. The funds allowed him to travel to Haiti, the Dominican Republic, and the Virgin Islands and create watercolor paintings of life there. Aspects of Negro Life: Song of the Towers (1934). New York Public Library / Public Domain Upon returning to the U.S., Charles S. Johnson, the first African American president of Fisk University in Nashville, Tennessee, invited Douglas to create the universitys new art department. Aaron Douglas served as head of the art department until his retirement in 1966. President John F. Kennedy invited Aaron Douglas to the White House to participate in ceremonies honoring the 100th anniversary of the Emancipation Proclamation in 1963. Douglas continued to appear as a guest lecturer after retirement until his death in 1979. Legacy Aspects of Negro Life: From Slavery to Reconstruction (1934). New York Public Library / Public Domain Some consider Aaron Douglas to be the father of black American art. His modernist style laid a framework for the development of art in African American communities. The bold, graphical style of his work is echoed in the work of many artists. Contemporary artist Kara Walker exhibits the influence of Douglass use of silhouettes and paper cut-outs. Source Ater, Renee. Aaron Douglas: African-American Modernist. Yale University Press, 2007.

Learn More About Conjugations for the Italian Verb Sedersi

Learn More About Conjugations for the Italian Verb Sedersi sedersi: to sit (down), to take a seat​ Irregular second-conjugation Italian verbReflexive verb  (requires a  reflexive pronoun) INDICATIVE/INDICATIVO Presente io mi siedo/seggo tu ti siedi lui, lei, Lei si siede noi ci sediamo voi vi sedete loro, Loro si siedono/seggono Imperfetto io mi sedevo tu ti sedevi lui, lei, Lei si sedeva noi ci sedevamo voi vi sedevate loro, Loro si sedevano Passato remoto io mi sedei/sedetti tu ti sedesti lui, lei, Lei si sed/sedette noi ci sedemmo voi vi sedeste loro, Loro si sederono/sedettero Futuro semplice io mi seder tu ti sederai lui, lei, Lei si seder noi ci sederemo voi vi sederete loro, Loro si sederanno Passato prossimo io mi sono seduto/a tu ti sei seduto/a lui, lei, Lei si seduto/a noi ci siamo seduti/e voi vi siete seduti/e loro, Loro si sono seduti/e Trapassato prossimo io mi ero seduto/a tu ti eri seduto/a lui, lei, Lei si era seduto/a noi ci eravamo seduti/e voi vi eravate seduti/e loro, Loro si erano seduti/e Trapassato remoto io mi fui seduto/a tu ti fosti seduto/a lui, lei, Lei si fu seduto/a noi ci fummo seduti/e voi vi foste seduti/e loro, Loro si furono seduti/e Future anteriore io mi sar seduto/a tu ti sarai seduto/a lui, lei, Lei si sar seduto/a noi ci saremo seduti/e voi vi sarete seduti/e loro, Loro si saranno seduti/e SUBJUNCTIVE/CONGIUNTIVO Presente io mi sieda/segga tu ti sieda/segga lui, lei, Lei si sieda/segga noi ci sediamo voi vi sediate loro, Loro si siedano/seggano Imperfetto io mi sedessi tu ti sedessi lui, lei, Lei si sedesse noi ci sedessimo voi vi sedeste loro, Loro si sedessero Passato io mi sia seduto/a tu ti sia seduto/a lui, lei, Lei si sia seduto/a noi ci siamo seduti/e voi vi siate seduti/e loro, Loro si siano seduti/e Trapassato io mi fossi seduto/a tu ti fossi seduto/a lui, lei, Lei si fosse seduto/a noi ci fossimo seduti/e voi vi foste seduti/e loro, Loro si fossero seduti/e CONDITIONAL/CONDIZIONALE Presente io mi sederei tu ti sederesti lui, lei, Lei si sederebbe noi ci sederemmo voi vi sedereste loro, Loro si sederebbero Passato io mi sarei seduto/a tu ti saresti seduto/a lui, lei, Lei si sarebbe seduto/a noi ci saremmo seduti/e voi vi sareste seduti/e loro, Loro si sarebbero seduti/e IMPERATIVE/IMPERATIVO Presente - siediti si sieda/segga, sediamoci sedetevi, si siedano/seggano INFINITIVE/INFINITO Presente  - sedersi Passato - essersi seduto PARTICIPLE/PARTICIPIO Presente - sedentesi ​ Passato  - sedutosi GERUND/GERUNDIO Presente ​- sedendosi Passato - essendosi seduto 1001 Italian Verbs:  A  |  B  |  C  |  D  |  E  |  F  |  G  | H |  I  | JK |  L  |  M  |  N  |  O  |  P  |  Q  |  R  |  S  |  T  |  U  |  V  | W | X | Y |  Z

Theme Paper Research Example | Topics and Well Written Essays - 1250 words

Theme - Research Paper Example roles in the society that ultimately leads to the destruction of relationships within marriage and character’s personalities, who are not willing to accept what they have. Mathilde Loisel and Louise Mallard represent two characters that appear in similar conditions of dependence and inability to take control over their lives, although each in its specific way. Mathilde Loisel is miserable due to being stuck in a middle class, but being confident that she is worth more. â€Å"She suffered ceaselessly, feeling herself born for all the delicacies and all luxuries.† (de Maupassant ) This feeling of disappointment took all her thoughts and aspirations and she could not think of anything but that of being rich and know that other people envy her. â€Å"She thought of the long salons; of men - famous and sought after, whom all women envy and whose attention they all desire.† (de Maupassant ) However, in the reality, she could not expect that a man from the higher social class would marry her and, obviously, could not expect to improve her social status by personal efforts. Therefore, she became the wife of clerk and continued feeling pity for h er destiny. In general, her condition can be best characterized as being unhappy as a result of being stuck in a middle class. At the same time, Louise Mallard from â€Å"The Story of an Hour† also feels stuck and lives in restricted conditions, however, not due to her social status but due to the very fact of being married. For Louise, marriage became all her space in which she can function while the opportunities for being active outside of marriage are absent. Subsequently, she is oppressed by marriage that granted her limited set of roles and possibilities. â€Å"She was young, with a fair, calm face, whose lines bespoke repression.† (Chopin ) Therefore, the author explicitly explains that conditions in which Louise lives are not perceived as beneficial by the main character. Similarly to Mathilde, Louise is deprived of the

Human rights Essay Example | Topics and Well Written Essays - 1500 words

Human rights - Essay Example However, despite the urgency that terror attacks require of the legal attention, human rights are to be put into perspective as the legislations are crafted. Critics of majority of the recently crafted legislations concerning terrorism activities argue that the legislations fail to acknowledge the provisions of human rights as ought to be. In particular, the article five of the European convention of Human rights has clear provisions as regards the universal human rights ascribed to detainees, or arrests on suspension. Terror attack suspects usually face arrests and detention before prosecution in a court of law locally or even across borders through deportation. During the arrests, detentions as well as the transfer from one country to another, the suspects or the culprits are normally subjected to extreme torture, physically as well as psychologically which according to human rights provisions are not warranted for. As the project describes, the legislation on terror activities hav e greatly revolutionized especially since the 2001 great attack in New York city in America. However, the human rights activists have on the other hand designed and imposed the provisions of human rights that when evaluated against the terror legislations, the laws are all violations to the rights as provided for within the human rights statutes. The fifth chapter of the ‘Convention for the Protection of Human Rights and Fundamental Freedoms’1 stipulates that every individual has a right to safety and freedom. It outlines the provisions that govern human liberty and outlines the only times when personal liberty may be deprived especially in the event of procedures that are prescribed by law. It provides that people have the right to know through being told reasons to their arrest. This implies that prior to the arrest and being to custody for any case of violation to a country’s law, a person is entitled to full information. Detained persons and/or persons arrest ed on suspicion should be taken through trial within a reasonable time. It also provides for releases on conditions of appearing for trial. Detainees or persons in custody and whose rights to liberty are denied through slow trial have equal rights to quickened legal proceedings through which the lawfulness of their detention would be determined. The article also stipulates that under clear confirmation that any of the provisions under the article are deprived to any person under arrest or in detention, then he/she has legal and enforceable provision to compensation. However, the article also provides exceptional circumstances under which the human rights provision to personal liberty may be legally deprived in accordance to defined legislations. Therefore, in summary of the articles provision, all persons have the provisions by law to personal liberty and under the conditions provided for under which the liberty to a person may be infringed, then the deprivation must runs as per the law, continue for a reasonable period of time and must equally be proportionate. However, a critical analysis of the current legislations on terror, the suspects does suffer prolonged pre-charge detention even as compared to other suspects. The controls orders as well as the TPIM (Terrorism Prevention and Investigation