In Flanders Fields by John McCrae Essays

In Flanders Fields by John McCrae Essays In Flanders Fields by John McCrae Paper In Flanders Fields by John McCrae Paper Essay Topic: Poetry In Flanders Fields by John McCrae is a poem that has helped me to appreciate the unpleasant side of life. It is a poem that deals with the reality that soldiers sacrificed their lives for the living, telling them to finish what they started. It also contains a message from the poet John McCrae that we have a responsibility not to replicate the mistakes of the past. The poet uses exceptionally vivid imagery and skilful symbolism, rhyming, steady pace, well-placed punctuation and other poetic techniques to help me understand this side of life. The imagery used in this poem creates an exceptionally clear picture in the minds eye of what actually happened In Flanders fields. In Flanders fields the poppies blow Between the crosses, row on row, This quotation gives the reader the picture of red poppies, symbolising blood, leaking out of the ground between the white unnamed crosses showing just how many innocent people lost their lives. There is a stark contrast between bright, living flowers and the plain, dead, tombstones. It is very effective because if poppies are left alone, they will keep on growing until there are thousands of them, just like there are thousands of soldiers buried In Flanders fields. Also McCrae uses very vivid imagery in the first paragraph. There is a feeling of hope because there is a continuation of nature in spite of what man is doing on the ground underneath the singing, flying birds. Then at this very moment of hope the singing is drowned out by the noises of man at war. The larks, still bravely singing, fly Scarce heard amid the guns below. This quotation gives the reader a strong and vibrant image of what was happening In Flanders fields. The soldiers could see the birds flying above but could not hear them singing beautifully over the sound of their machine guns and mortar shells exploding all around them. Furthermore, in the second paragraph the speaker speaks to the reader as if he was one of the dead soldiers. To the reader it is influential, showing the dead were real living people at one time in history. They enjoyed life and saw things they liked, just as we do, but all of their hopes and dreams were shattered by war. We lived, felt dawn, saw sunset glow, This quotation uses imagery to show the reader what the soldiers were thinking about in the days before the war when they saw beautiful sunrises and sunsets. This suggests to the reader what the soldiers saw while fighting; they did not see saw a nice sunrise or sunset, just a blood stained sky. We are the Dead. The poet adds emphasis to the fact that dead people can speak out from the grave by adding a capital d to Dead. Another reason is that they have no real name any more and the Dead is now their proper name. It also makes the reader realise just how many people died In Flanders fields by not giving an accurate number and using we. One of the best uses of symbolism is in the last verse when the dead soldiers are telling the next generation to finish what they started, to finish their fight against evil. To you from failing hands we throw The torch; be yours to hold it high. This quotation shows that the dead men thought that they were losing and could not complete their objective of wining the war. It also means that they were throwing on the torch of life as they died. The torch symbolises guidance, hope, victory and life, which must someday burn out or in the case of the soldiers, be extinguished. It is effective as again it reminds the reader of death, as the soldiers threw away their lives for the ones they loved. Probably the best use of symbolism in the poem is in the last line: We shall not sleep, though poppies grow In Flanders fields. In this quotation the dead people tell the reader that if they do not fight evil, there will be no peace in the world and more blood will be shed as the poppies grow. It is very effective as all the poppies in the poem symbolise blood. This tells the reader that even more will be spent, and that the dead will have died in vein, knowing that they did not bring peace to the world. These final lines might also point to the fact that some kink of poppies can be use to derive opium from, from which morphine can be made. Morphine is one of the strongest painkillers and may have been used to put severely wounded soldiers to sleep and put them out of their misery. The word sleep is symbolic here as they are really not sleeping but are fading into death. The rhyming in this poem makes the poem flow, just like the blood flowing from the wounded. The rhyming is quite regular as the endings of lines one, two, and five all rhyme in each separate stanza: blow, ago, foe The exception is in the middle, stanza two where only lines one and two rhyme because there is only four lines instead of the usual five. Also lines three and four rhyme in each of the stanzas: high, die The exception is also in verse two where only line three rhymes with the others. This is significant as it very cleverly shows that the soldiers never spent long on the battlefield before they died. The poet does this by making stanza two shorter than the others. The poem has a slow, miserable pace to it, symbolising first the slow pace at which the war was fought, the soldiers inching their way forward towards the enemy. Secondly the sadness felt by both the soldiers as their friends died around them, and the by the reader who learns of this terrible tragedy from them. The poet has achieved this by using punctuation extremely skilfully. There are several well placed commas, colons and semi-colons all used specifically to slow down the pace of the poem. That mark our place; and in the sky Take up our quarrel with the foe: These quotations show just how colons and semi-colons can dramatically slow down the pace of a poem. This is effective because it gives the reader the impression of the sluggish pace at which the war was fought. In the last verse the poet speaks of an unending quarrel with the foe. This is a really good example of irony because if one thing became clear during the War it was that there was no quarrel between ordinary soldiers, except maybe in the heat of a fight. The real quarrel existed only in the minds of some stupid politicians and high-ranking officers, who mostly never experienced the horrors of the battlefields. The message from John McCrae, is that we have a responsibility not to replicate the mistakes of the past. I think that the message comes across extremely strongly and makes the reader feel sad and sorry for the dead and their loved ones. The First and Second World Wars taught the world an example not to fight to such a large extent that millions of people die at some point in a battle. In conclusion I found In Flanders Fields by John McCrae a very interesting and intriguing poem. It helped me to see the unpleasant side of life and it dealt with the reality that soldiers sacrificed their lives for the living. By using exceptionally vivid imagery and skilful symbolism, amongst other poetic techniques to help me appreciate this side of life.

The Best IB Physics Study Guide and Notes for SL

The Best IB Physics Study Guide and Notes for SL/HL SAT / ACT Prep Online Guides and Tips IB Physics HL and SL are difficult courses. Even with the best teacher, you will likely need to spend some time studying on your own to understand the most difficult concepts covered in the course. I remember I did when I took IB Physics HL. In this study guide, I've compiled links to all of the best free IB Physics study guides so you can easily find notes on the topic you're interested in. I organized this guide using the IB Physics syllabus. How to Use This IB Physics Study Guide If there is one topic that you need to review, use the Command + F function on your keyboard to search this guide for that topic. For instance, if you want to study Relativity, use Command + F to bring up the search function. Type â€Å"Relativity† and it will bring you to all of the material for Relativity. If you are looking for overall study material for the IB Physics Exam, skip to the end of this guide to the Overall Reviews section for great overall study resources. First, I give you resources by IB Physics Topic. I label the resources as: Quick Reference: a one-page summary of the material if you just need a quick refresher. Longer Notes: notes (generally 3-10 pages) if you are looking for a more in-depth explanation. Slideshow: PowerPoint presentation on the material. Video: video reviews of topics and demonstrations of how to solve problems related to that topic. Topic 1: Measurements and Uncertainties Longer Overall Topic Notes Slideshows for Measurements and Uncertainties 1.1 Measurements in Physics Quick Reference 1.2 Uncertainties and Errors Quick Reference 1.3 Vectors and Scalars Quick Reference Topic 2: Mechanics Longer Overall Topic Notes Slideshows for Mechanics 2.1 Motion Quick Reference 2.2 Forces Quick Reference 2.3 Work, Energy, Power Quick Reference: Work, Energy Power 2.4 Momentum and Impulse Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Topic 3: Thermal Physics Longer Overall Topic Notes Slideshows for Thermal Physics Videos for Thermal Physics 3.1 Thermal Concepts 3.2 Modelling a Gas Topic 4: Waves Longer Overall Topic Notes Slideshows for Waves Videos for Waves 4.1 Oscillations Quick Reference: Forced Oscillations and Resonance Quick Reference: Simple Harmonic Motion Quick Reference: Energy Changes during Simple Harmonic Motion 4.2 Travelling Waves 4.3 Wave Characteristics Quick Reference 4.4 Wave Behaviour Quick Reference: Wave Properties 4.5 Standing Waves Topic 5: Electricity and Magnetism Longer Overall Topic Notes Slideshows for Electricity and Magnetism 5.1 Electric Fields Video: Electric Force and Field 5.2 Heating Effects of Electric Currents 5.3 Electric Cells 5.4 Magnetic Effects of Electric Currents Topic 6: Circular Motion and Gravitation Slideshows 6.1 Circular motion Quick Reference: Uniform Circular Motion 6.2 Newton’s law of gravitation Video: Gravitation and even more on Gravitation Topic 7: Atomic, Nuclear and Particle Physics Longer Overall Topic Notes Slideshows 7.1 Discrete Energy and Radioactivity Video: Atoms and Electrons 7.2 Nuclear Reactions Video: Energy Levels, Photons, Bohr’s Model 7.3 The Structure of Matter Topic 8: Energy Production Longer Overall Topic Notes 8.1 Energy sources 8.2 Thermal energy transfer Additional HL Topics Topic 9: Wave Phenomena Longer Overall Topic Notes Slideshows 9.1 Simple Harmonic Motion 9.2 Single-Slit Diffraction 9.3 Interference 9.4 Resolution 9.5 Doppler Effect Topic 10: Fields Longer Overall Topic Notes Slideshows 10.1 Describing Fields 10.2 Fields at Work Topic 11: Electromagnetic Induction Longer Overall Topic Notes Slideshows 11.1 Electromagnetic Induction 11.2 Power Generation and Transmission 11.3 Capacitance Topic 12: Quantum and Nuclear Physics Longer Overall Topic Notes Slideshows 12.1 The Interaction of Matter with Radiation 12.2 Nuclear Physics Options Option A: Relativity Longer Overall Topic Notes A.1 The Beginnings of Relativity A.2 Lorentz Transformations A.3 Spacetime Diagrams Additional Higher Level Concepts A.4 Relativistic Mechanics A.5 General Relativity Option B: Engineering Physics B.1 Rigid Bodies and Rotational Dynamics B.2 Thermodynamics H3: Additional Higher Level Concepts B.3 Fluids and Fluid Dynamics B.4 Forced Vibrations and Resonance Option C: Imaging C.1 Introduction to Imaging C.2 Imaging Instrumentation C.3 Fibre Optics Additional Higher Level Concepts C.4 Medical Imaging Option D: Astrophysics Longer Overall Topic Notes D.1 Stellar Quantities D.2 Stellar Characteristics and Stellar Evolution D.3 Cosmology Additional Higher Level Concepts D.4 Stellar Processes D.5 Further Cosmology Overall Reviews These are notes, practice, questions, and videos covering all of the IB Physics topics mentioned above. These are great resources to use when reviewing for the IB Physics exam. Practice questions for every topic Core topics 1-4 notes Core topics 5-6 notes More physics videos Tips for Using These IB Physics Notes Now that you know where to find IB Physics notes, what's the best way to use them? Follow these three tips to get the most out of your notes. #1: Don't Ignore a Topic That You Don't Understand If you learn about a new topic in class and don't quite understand it, it can be be tempting to just forget about it and move onto the next lesson. Don't do this! The longer you wait to go over the topic, the harder it will be to actually understand it because you will have forgotten more of what you learned about it in class. If you're not sure of a certain concept or equation, use these notes to learn more, read the corresponding chapter in your textbook, and/or ask your teacher for more explanation. #2: Review Material Throughout the Year There are so many topics you cover in IB Physics that if you do not keep up with the material during the school year, you will find it nearly impossible to catch up. Don't wait until the last minute to begin your review. You will not be able to master it all in a few days or even a few weeks (which is why the class is taught over 1 to 2 years). Make sure you conquer the topics when your teacher covers it in class. Use this study guide for additional help. #3: Don't Forget About Practice Tests Practice tests are also a key part of studying. Once you feel you're pretty confident with your knowledge of the material, take a few practice exams to get a feel for what to expect on test day. Check out our guide on IB Physics past papers for free resources you can use. What’s Next? Want more IB Physics study resources? Access more IB physics study tools by looking at past IB Physics papers. We also have a few articles on the PrepScholar blog that you might find helpful for physics studying. Read up on the law of conservation of mass, the specific heat of water, and the formulas you need to calculate acceleration. Not sure which other IB classes to take? Learn more about the other IB classes offered and which IB classes are offered online. Almost finished with your IB courses? Check out our guide to learn when your IB exam scores will be available. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The role of legal systems in corporate governance Essay

The role of legal systems in corporate governance - Essay Example A Legal system is composed of a constitution, the different types of legislative bodies and legislation that is done by subsidiary law-making bodies like county authorities that carry out legislative duties such as the creation of by-laws (Brealy et al, 2007). Most legal systems in the world have two different branches that include civil law that deals with the law of torts, divorce law and the common law branch that deals with the commission of crimes and felonies. The judiciary is used for the determination of cases that fall in both civil and criminal law. The laws that deal with the collection of taxes and the administration of the tax laws fall under tax laws. Corporate governance has the stewardship approach where management is viewed as the stewards of the organization in terms of the asset management and employment as well as deployment of such assets in a manner that is consistent with the overall strategy of the organization (Enneking, 2012). It also sets out the accountability of the company towards the relevant authorities. Most companies are required to have a document setting out the corporate governance structure and policy. Corporate governance also entails the management of challenges that arise from separation of an entity’s ownership and its control. This discussion will focus on various issues; to begin with it will provide elaborate information in regard to the impacts of legal systems on corporate governance. Moreover, it will attempt to describe the effects of these systems on monitory unions and MNE firms. Background information shall also be provided that delve with legal systems as well as corporate governance. Legal systems affect almost every aspect of the society; one of the societal aspects that is affected by these systems is corporate governance. It is therefore crucial to research and determine the effects of legal systems on corporate governance

All medical care should be free in our society Essay

All medical care should be free in our society - Essay Example The word professional is the key here. In the dictionary it is defined as a person "engaged in a profession or engaging in as a profession or means of livelihood". Since profession is an occupation from where the professionals earn their livelihood, this expense has to be paid out of somewhere. Expecting the medical center to pay for the services of doctors, nurses and other staff would be a heaven at earth. Furthermore expecting the professionals to not get paid for their services would be implausible as they have to feed and live themselves. So therefore this cost has to come from somewhere, be it the patients, charities or the government. Charities exist for the welfare for the people. They collect from the willing donors and distribute the income to take care of the needy. If a person is in need of an operation, a local hospital may conduct the operation free of cost for the patient, but pay for the surgeon and the resources used in the operation through the charities received. Interestingly, this process is not at all free since somebody in the society is paying for it. Even if that person is not the patient himself/herself, a member or members of the society are paying for the medical bills of that patient. This sort of 'free' medical aid provision is also seen in some of the European countries and in the US.

On Theory of Brief History of Translation Essay Example for Free

On Theory of Brief History of Translation Essay Abstract In general, since mankind started translation activities, the study of translation has never ceased. Discussions about translation have become so frequent that various translation theories have been formed gradually in Chinese. In this paper, Habermas’s theory of communicative action reinterpreting the concept of the understanding of translation studies, and Translation to indicate this special form of cross-cultural communication in how to effectively interpret metaphor. Keywords: theory of communicative action; metaphor comprehension; translation 1. Introduction Translation is a metaphor of language as the carrier of the cross-cultural communication activities, but also a language that will carry the message to another language to the inter subjectivity of communicative action. Inter subjectivity of communicative action for the research, after Germany modern philosopher Habermass theory of communicative action (Theory of Communication Action) opened the door for people new window. The theory is  swelling in different philosophical ideas and views to choose based on the creation of a complex, multifaceted rational alliance system, it understood as the core language, based on critical theory of the financial community, general pragmatics, social evolution theory as a unified framework. 2. Under the theory of communicative action the concept of translation studies to understand 2. 1 Translation studies in the new way AC Zhu act theory. Translation Studies from the traditional structural linguistics semantic stage to stage, the development of transmission 90 to the 20th century deconstruction of the stage, after a lengthy process. Semantic translation of the traditional paradigm by the impact of the classical theory of knowledge, that man is the soul, the understanding of the object is totally dependent on the translators subjective feelings, emphasizing the translators understanding and inspiration, emphasis on spirit and Transformation, had gained the so-called flash in the pan. Because it is too much emphasis on the translators initiative to make this cross-cultural communication activities translate into a mystical practice. 80 years of the 20th century, structural linguistics in China set off a new upsurge in Translation Studies. People started to pay attention the text, try to use linguistic analysis methods instead of intuitive feeling that in the complicated hidden behind the words of a universal and regularities, as long as it can control the expression of all, making the translation into a simple mechanical operation, that is, the semantics of a target language are stored in the source language and regulations put a rule in the semantic content of thought into the preparation of. Obviously, such a tool and went to the other extreme too much emphasis on language as the object of the role of law, then followed by the fierce criticism of the ideological trend. Deconstruction gives people a new way of thinking. It broke structure, deconstruction of the system so that the provisions of one dollar to diversify the situation, the logical name translation from the language of Sri Lanka fetters doctrine, but still it will be translated once again into the irrational, too much publicity consciousness, so that interpretation becomes an infinite delay activity, the understanding and exchanges between people seems to have become impossible. How to overcome this ideology of intolerance, effective language as medium of intercultural communication activities? I believe that the use of Habermass theory of communicative action, for the translation of research to find a new way of reason. 2. 2 Translation understands the concept of re-interpretation. A French translator said: The translation is to understand and make people understand. Building understanding is the cornerstone of translation is the first step in the process of translation, not a good understanding of the translation step. When we think the theory of communicative action has opened a new translation of the windows, it is necessary to understand the concept of re-interpretation. Habermas believes that the language as a medium of social interaction, verbal communication to understand each other, or far from effective communication. Communicative action in the language, that language, the analysis can be regulated. Each speech acts and statements have the effect the dual structure. Purposes of section as the main statement, in the communication layer between the main body; and vice statement as part of statement, in the main contents of the table between the layers. Part of the implementation of speech acts in a decisive role, because it limits the relationship between language and the listener, but also the meaning of the Statute of the contents of the statement. The two structures in the speech act are interdependent. Sometimes words that are a part of which may be stressed, but it does not mean denying other part, but it only temporarily relegated to a secondary position. For example, my phone battery died, the phrase, seemed to be merely stating the fact that mobile phone battery is dead, but in fact it implies a variety of behavioral significance; ? because the battery died, so I just did not pick up the phone; ? I must go recharge; ? I will not carry a cell phone and with PHS, the PHS something please call me. This is the hidden part of the implementation of, According to the specific situation; it would serve the purposes of this or that effect. Searle that the idea of the original speaker, or intrinsic intentionality is converted to words, statements, signs, symbols, etc. , these words, statements, signs, symbols meaningful to speak out if they have a From the speakers thoughts in the derived intentionality. They not only have the traditional linguistic sense, but also with the intention of the speakers meaning. This is undoubtedly the words of Habermas and similar to the dual structure theory. Accordingly on the significance of understanding is also necessary to double the corresponding division. Understand a word should be divided into two to look at the presentation layer is the known what on the issue, and in the communication layer is the know-how of the problem. Know -what is the statement that those who understand how to reach such a clear knowledge and understanding that it can acquire the knowledge; from the perspective of those who understand, to ask him to be able to understand semantics, syntax, rules, line up the words, statements, mark the symbol what constitutes the meaning. know how is the statement that those who have the ability to construct or implement the ability of this speech act is an implicit awareness of the rules; from the perspective of those who understand, to ask him who can understand the speech of this implicit awareness of the rules. In this dual understanding, understanding of the content of verbal expression is an understanding (know-what), but to those who truly grasp the inner speech must enter double intentionality level understanding (know-how), that is part of the implementation of the understanding. Therefore, understanding can not be stuck in the form of a priori judgments must be reached in the communication process. to understand the goal is to guide a recognition that the sharing of knowledge, trust each other, the two international interdependence consistent with the subjective. It not only includes the traditional understanding of linguistic expressions, but also in connection with each other that the normative discourse related to the correctness of the background, and between the two main some kind of coordination , and the two participants in the process of communication is something the world to reach understanding, and the intention to make himself understood each other. 3. Metaphors Habermass theory of communicative action on the construction of translation studies methodology has the macro guidance of translation practice is also instructive significance? View of the Newmark said, metaphor translation is a microcosm of all the language translation, because translation to the translation of metaphor methods were showing a wide range of choices: either transfer its meaning, or reshape its image, or a modification of their, or their meaning and image of the perfect combination. The following instructions will use the metaphor theory of communicative action in cross-cultural communication The Interpretation of. Metaphor is a phenomenon of language use in the Dictionary not found in metaphor. Metaphor from the modern point of view of science should be in the form of metaphor with the exception, belong to different categories in the semantics, logic dislocation, resulting in a semantic conflict, and when the listeners have responded to the conflict, it generates a metaphorical sense, that is a metaphor to understand the words. For the metaphor of the operating mechanism, it was actually made such a description: Metaphor involves two different areas (areas) concept; the production of metaphorical meaning is the result of the interaction between the two concepts. This interaction by mapping the way in the mapping process, belonging to a related concept and structure of the field was transferred to another area, the final after the formation of a new synthesis of conceptual structure, that is, metaphorically. And this mapping and integration process is based on two areas of similarity in some respects. This is no doubt that the understanding of the need to double by metaphor. The process of understanding metaphors consist of two parts: the identification and metaphorical meaning metaphors inference. In fact this is a secondary level of understanding into the process of understanding. Give an example of people often referred to The tongue is a fire , from the presentation layer of understanding (an understanding), tongue by the American Heritage Dictionary defines this way: the fleshy, movable, muscular organ, attached in most vertebrates to the floor of the mouth, that is principal organ of taste, an aid in chewing, and swallowing, and, in human beings,, important organ of speech . We can say that the tongue is an important organ as the human body, the first and most vertebrates have the same taste and chew and auxiliary swallowing function, in addition to, or who have speech capabilities important language organ. to the basic meaning of the center, tongue behind the formation of the word meaning a large collection: it can mean something shaped like a tongue, such as tongue of flame (flame), guiding tongue (rail-oriented switch rail), switch tong (switch to copper), can also refer to human speech acts and speech capabilities, for example, hold ones tongue (keep silent), lose ones tongue (lose the capacity to speak, as from shock). The other key words in the speech act of fire, in the American Heritage Dictionary can be found in the following definition; a rapid, persistent chemical change that releases heat and light and is accompanied not flame.  the same , the meaning behind it can be found in the collection, such as, cooking fire (cooking fire), forest fire (forest fire), wild fire (wildfires), the fire of cannon fire), and other specific forms of the fire. You can also find other meaning, such as the boy is full of fire (which decided the boy is very warm and excited), He was on fire for mismanagement (because of poor management and blamed). When the tongue and the fire both carry the meaning of their huge collection of words is embedded in the basic language of A is B frame (sentence) to go when the logical relationship between the two on the adoption of is, to interact. Is used to denote a equivalents. it literally, or change a point of view, the presentation layer from the listeners understanding of the term should be reasoning as follows: the tongue is a fire . is meaning that the two sets is in some ways equivalent. However, we are both from the above understanding of the meaning of the word of view, they clearly belong to two different categories, among them with a `is connected, the the equivalent of conventional logic does not work, so from the presentation layer, we can identify this is a metaphor, thus completing the first part of understanding metaphors. When the listener is clear that to use metaphorical language behavior, the expressed will of the true meaning of metaphors to infer, that understanding will enter the second stage of course, understand the purposes of this part of speech acts, understanding the original speakers thoughts, or inner intention. Can be assumed that if The tongue is a fire is said to give an artist is accused by the media to listen to, then the speaker or may contain a sympathetic glance report of intention. Artists are always much media attention, due to For various reasons, may be one-sided media, the exaggerated reports of certain facts, and spread such a report will be turned into a stumbling news and rumors, they will more or less to the artist himself or his cause to bring a number of trouble. The context is the equivalent of the tongue and the fire provides a logical possibility: the tongue the language of human organs the words of the act media coverage people reported adverse reactions (Wei news and rumors) to the artists themselves or their cause trouble (damage to reputation or hinder the cause of development), the fire will shine the chemical substances excessive light and heat of fire, destroying things, or even result in death, so that both the destruction of the found a similar function, logical reasoning tenable. The tongue is a fire means a variety of popular artists and no shortage of opinions and statements in the news or rumors coffee, they may attack their personality, or even because of their presence, the company lifted the employment relationship, or no one would dare ask this artistes. So we have reason to infer that the speaker is the issue of Renyankewei sigh, or cautioned entertainers say and pay attention to their own to avoid capture by the media hype after which her career. At this point, the listener to complete the original speech act of an effective understanding, guiding the listener and the speaker of some sort of recognition. Complete understanding of metaphor, must be made through an understanding (understanding of the content of verbal expression) to reach two to understand (the intrinsic intentionality of the speech understanding of those). In the same language system is the case, between systems in different languages should be so, because only then can an effective cross-cultural exchanges. How should we operate on the self-evident metaphor translation, or the preservation of the source language metaphor, or metaphor replaces the target language, or to have the target language  dominance feasibility, as long as it helps the reader to complete the intention of listening comprehension. 3. 1 Preservation of the source language metaphor. When the Metaphor and figurative language and translation in the source completely or substantially the same language, the metaphor for the body of the source language, target language readers will have to listen to listen to readers of the source language similar to the psychological Lenovo, and complete understanding of similar intent, target language are advised to preserve the source language metaphor. such as: Links to Research (1) He is the only foxes. English fox, fox and Chinese refer to the same animal, when it was used as that person when they contain cunning in Italy, even listen to the reader and writer, said in a different language systems and cultural background, it can effectively understand the implementation of the partial speech act: be careful of this man, he is cunning. Another example: (2) think tank think tank Think tank in the Chinese culture does not exist in, but the library in Chinese culture, store things in the middle, so even though the people in Chinese culture has not been recognized with the library to describe the characteristics of thought The collection, but this library of knowledge to guide on English culture think tank , the identity, so library This Vehicle can save down. After all, this cross-cultural communication, we can not underestimate the listen to the readers understanding, not to deprive them of their understanding of rights. In the translation process, in order to achieve the purpose of cross-cultural communication, and sometimes need to work to preserve the source language metaphor, that metaphor at the same time preserve the source language to make the appropriate explanation. Such as: (3) What will it be when the increase of yearly production is brought to a complete stop? Here is the vulnerable place, the heel of Achilles, for capitalistic production. (Friedrich Engels, The Condition of the Working Class in England in 1844) If the complete cessation of growth in annual production, what the situation is going to do? Like Achilles heel, as this will be the Achilles heel of capitalist production.

Fame and Glory in Dantes Divine Comedy Essay -- Divine Comedy Inferno

     Ã‚  Ã‚  Ã‚  Ã‚   "What is fame? Fame is but a slow decay   Even this shall pass away."   Theodore Tilton  Ã‚  Ã‚  Ã‚   The Divine Comedy, by Dante Alighieri, is a poem laden with such Christian themes as love, the search for happiness, and the desire to see God. Among these Christian themes, however, is Dante's obsession with and desire for fame, which seems to be a surprising departure from conventional medieval Christian morality. Indeed, as the poem progresses, a striking contradiction emerges. Dante the writer, in keeping with Christian doctrine, presents the desire for fame and glory among the souls of Inferno in order to replace it with humility among the souls of Purgatorio. Yet this purification of desire is not entirely embraced by Dante, who seems preoccupied with his own personal fame and glory. Therefore, how do we reconcile the seemingly hypocritical stance that the souls must strip themselves of pride and become humble, yet Dante can continue in h is quest for fame and glory and still be saved? This contradiction is developed as the reader and the character Dante travel through Inferno and Purgatorio and is resolved in the second sphere of Paradise. It is this sphere, which allows for fame and glory for honorable reasons, that permits us, as readers, to resolve this tension. It is in this sphere that Dante elucidates that fame is not always bad, but only becomes so when one's motives are impure.    The power of fame and glory is nowhere more powerful than among the souls of Inferno. The importance of earthly fame is particularly apparent in the figures of the several shades who have asked Dante to recall their names and stories on Earth. In fact, it is this promise of fame that induces most of the souls to ... ... of Paradise when we find that fame can have a place in paradise if it is sought for righteous reasons.    Works Cited Ciardi, John, trans. The Divine Comedy. In The Norton Anthology of World Masterpieces, Expanded Edition. Vol. I. Ed. Maynard Mack. New York: W.W. Norton, 1995. Works Consulted Bergin, Thomas Goddard. Dante. New York: Orion P, 1965. ---. Dante's Divine Comedy. Englewood Cliffs: Prentice, 1971. Niven, Larry and Pournelle, Jerry. Inferno. New York: Pocket Books,1976. MacAllister, Archibald T. Introduction. Inferno. By Dante. New York: Mentor, 1954. Pinsky, Robert. The Inferno of Dante. New York: Harper Collins, 1994. Shippey, T.A. "Into Hell and Out Again". Times Literary Supplement, 8 July 1977, .820. Spinrad, Norman. Introduction to Inferno, by Niven and Pournelle. Boston: Gregg Press, 1979.   

Personal Reflection on the Loss of my Aunt

I have been very lucky in that I have not suffered the loss of an immediate family member or significant other; however, I have suffered the loss of a family member that was incredibly important to me during my childhood and with whom I was particularly close: my aunt. In this paper, I discuss this loss and my own process of grief.I present this process more-or-less chronologically, bringing up relevant theories of loss along the way. When I was young, my family lived a short distance away from my aunt and her family. Her son, my cousin, was about the same age as me, and we spent a lot of time together.During the summers, I was at their house every day, and we took extended vacations together every summer. During the school year, weekends were spent at her house, and it was often she who picked me up from school. Because we spent so much time together, we developed quite a close relationship. Later on, my family moved, but I called my aunt at least once a week, and I spent as much ti me as possible with her. In addition to being my godmother, she easily became my confidant, someone who I could talk to about anything, and I loved being able to spend time with her.The bad news about her diagnosis with cancer (a rare form of leukaemia) came when I was 13. The entire family rallied behind her. When she tried a macrobiotic diet, we all joined her. When doctors suggested a bone marrow transplant, everyone who was eligible got tested to see if they were a match. When she needed frequent blood transfusions, we all got our blood tested to see if our blood would be better for her than the supply in the blood bank. Throughout this whole process, the thought that my aunt could die never crossed my mind.I never even considered it as a possibility: even when she lost all her hair from chemotherapy, even when she lost too much weight, even when she was incredibly pale from anaemia. It is quite possible that my uncle, her primary caregiver, suffered from anticipatory grief, or grief suffered in anticipation of death. Mallon (2008) remarked that this type of grief can be experienced by the person who is dying as well as their family. When I moved away from home, I still talked to my aunt frequently. Every time I talked to her, she sounded in such good health.The last time I talked to her, she was being very active and had taken up playing tennis. I called her for her birthday, but she wasn’t home, so I left her a message on her answering machine wishing her happy birthday and saying that I would call her back. My life was very hectic at that time, and I didn’t get a chance to call her for a couple of days. Three days after her birthday, my mom called me and told me that my aunt was in the hospital with internal bleeding. She told me that it was serious and that I should try to come home to see my aunt. I got off the phone and bought a plane ticket for the next day.I called my mom back to tell her when I would arrive, and as I was talking to h er, she received the news that my aunt had died. I was in complete shock. I could not understand how this could have happened. I was on the phone with my mom, and I couldn’t say anything. One of my first reactions was feeling guilt. I felt so guilty for thinking that all my little stresses were so important that I couldn’t take five minutes to call my aunt and wish her a happy birthday. I wondered if my aunt knew how much I loved her and how much she meant to me. My mom stayed on the phone with me as long as she could, but she had other phone calls to make.I was geographically distanced from my family, and all I wanted to do was be with people who had known my aunt, who understood what a wonderful person she was, and who knew how much she meant to me. I called some friends, and they came over to keep me company. I am very grateful that they were there for me, but at the time, all I could think about was how much I wanted to be with my family. The next day, I flew to my aunt’s home town for the funeral. The whole extended family was there as were about a hundred of the people who knew her well. Because she was cremated, there was no visitation.While I respect this decision for cremation, I would have very much appreciated the chance to see my aunt one last time. At the church, in place of the coffin, there was a framed picture of my aunt in front of the urn carrying her ashes. The service was very personalized. Even if I had not considered the fact that my aunt might die, she and my uncle had put a lot of thought into her memorial service. They had chosen music that had meaning for them, including the song they first danced to at their wedding. This personalized service falls in line with a characteristic of modern-day Western memorials cited by Valentine (2006).The author mentions qualitative research that has shown that these memorials are â€Å"often creative and highly idiosynchratic [sic], reflecting the tastes and the emotions of the family involved† (Bradbury, 2001, p. 221; cited in Valentine, 2006). During the service, I noticed a lot of different grieving styles. Some, like myself, cried a lot. Others, like my grandmother, made a concerted effort not to cry (or at least not to let anyone see them cry). My grandmother actually wore sunglasses in the church so that no one could see her tears. At the time, I wondered why she did not want anyone to witness her sorrow.After all losing a child (even one who is grown up) must be one of the greatest losses one could experience. Immediately after the service, there was a reception at the church. All of my aunt’s friends and colleagues from her work came and introduced themselves to the family and spoke about how wonderful a person my aunt was. At the time, I found this ritual to be a bit strange. I wanted to go back to her house and be with my family. Looking back on this experience, however, I see that these people wanted us to know how influential a pe rson my aunt was outside of the context in which we best knew her.They also wanted to be there to support us in our time of sorrow. Now, I am very appreciative of their kind thoughts. When we returned to my aunt’s house, I noticed a huge collection of butterflies flying around her front porch. This was such an odd occurrence that I now always associate butterflies with my aunt. Whenever I see a butterfly, I think of my aunt and imagine that she is watching over me. This association came later in the grieving process and is an example of what has been termed continuing bonds. At the house, someone had laid out plates and plates of food.There was even more food (including seven hams) in the refrigerator and freezer. At the time, the last thing any of us could think about was eating, and I thought how bizarre it is that when someone dies, friends and neighbours rush over with casseroles and hams. After reflecting upon this experience, it seems that this is their way of showing t hey care. While they cannot really do anything to ease our suffering, they can at least ensure that the family has all of their material needs so that they can focus their attention on the grieving process.The family gathered around albums of photos. We told stories about my aunt. This reminiscing meant a lot to me. At last, I had a chance to talk to people who knew my aunt. We told stories about all of the great summer vacations, about all of the times my aunt caught us kids doing things we weren’t supposed to be doing, about all of her volunteer work, about all of the kids she had mentored, about what she was like as a young girl, about how she met my uncle, and about how she and my mom became best friends. All of these stories were very therapeutic for me.They gave me further knowledge about my aunt and solidified my conception of her as being a defining influence on my life. Although I wasn’t quite ready to accept the fact that she was gone, I was beginning to real ize that she would never really be gone because her existence had marked me as a person. How I lived my life was a reflection of her. Without her, I would not be who I am now. The way in which I look at this is another example of a continuing bond, though this one is more intangible than the butterflies mentioned above.Now that I am fully able to embrace this idea, I feel that I have moved through the grieving process, at least for the primary loss of my aunt. I still have not, however, fully dealt with the secondary loss. After my aunt’s death, my uncle (my godfather) distanced himself from our family. Perhaps we remind him too much of his wife. Perhaps he feels that he has no connection to us without her as she was our blood relative. I, however, will always consider him to be part of my family, and I am a bit angry that he doesn’t want to continue having a relationship with me.Valentine (2006) remarks that bereavement has been traditionally marginalized and that the primary goal of grief counselling has been the severing of ties and attachments with the deceased. This is the type of thought that underlies many of the different â€Å"stages of grief† theories. One example of a â€Å"stages of grief theory† is that of Kubler-Ross. Kubler-Ross (1997) developed a five-stage model for the grief process: denial, anger, bargaining, depression, and acceptance. Another example is Parkes’s three phases of grief, modelled on the four-phase model of Bowlby.Each of these theories seems to conceive of grief as a linear process: there are stages that an individual must pass through on the way to accepting, or adjusting to, their loss. For me at least, these theories do not describe my own experience of dealing with grief. For example, I never passed through the denial, anger, and bargaining phases of Kubler-Ross’s model. One model that resonates well with my own experiences is Bowlby’s four stages of grief (1980). In an ear lier work, Bowlby outlined his theory of attachment, whereby individuals develop emotional bonds with others.Death disrupts this attachment bond, and the bereaved then passes through four phases: numbness and disbelief, yearning and searching, disorganization and despair, and reorganization (Bowbly, 1980). In my experience, I had definitely developed an attachment bond with my aunt. When my mom first told me that my aunt had died, I was in disbelief. I began to pass through the second stage immediately after the funeral. At first I was not able to sit still, I simultaneously wanted to be in my aunt’s home with my family and to walk in the woods around her house alone.All of the reminiscing my family did gave me an outlet for my preoccupations with thoughts of my aunt. Once I returned home, her death really hit me (stage three). I was once again geographically distanced from my family, and I was beginning to realize that I would never have the chance to talk to my aunt again, to ask for advice, and to go for walks on the beach. Eventually, I was able to get to stage four through the acknowledgment of continuing bonds. Klass, Silverman, and Nickman (1996) presented the idea of continuing bonds.This model contrasts traditional notions of bereavement in that it does not emphasize completely detaching oneself from the deceased. By creating continuing bonds, the bereaved can continue to have a sort of relationship with their loved one after death. For me, I have developed two continuing bonds with my aunt. The first is whenever I see a butterfly, I think of my aunt and imagine her looking out for me. These moments allow me to reflect, at least briefly, on the course of my life and question whether I am holding to the ethical and moral principles she instilled in me.The second continuing bond is related to the first. I acknowledge the fact that part of who I am is a result of her influence. I know the kind of person she was, and I turned to her so many times f or advice, that I can still hear her voice inside my head and I know what she would say to me. Both of these continuing bonds illustrate Klass, Silverman, and Nickman’s (1996) concept of continuing bonds as active relationships, as opposed to static memories. In conclusion, grieving is a complex process that every individual will experience differently.An individual’s process will be determined by their relationship with the deceased, the support of family and friends, cultural and societal factors, and how they are able to re-interpret their relationship with the deceased. Scholars from many different fields have developed different models for the grieving process. For me, the model that fit the best was Bowlby’s attachment theory and four phases of grief. Continuing bonds, as described by Klass, Silverman, and Nickman, was essential for me to move through the grieving process.ReferencesBowlby, J. (1980). Loss: Sadness & Depression. London: Hogarth Press. Hooym an, N. R. & Kramer, B. J. (2006).Living through Loss: Interventions across the Life Span. New York: Columbia University Press. Klass, D. , Silverman, P. R. , & Nickman, S. Continuing Bonds: New Understandings of Grief. London: Taylor & Francis. Kubler-Ross, E. (1997).On Death and Dying. New York: Scribner. Mallon, B. (2008).Dying, Death and Grief. Thousand Oaks: Sage Publications. Valentine, C. (2006).Academic constructions of bereavement. Mortality, 1 (11), 57-78.

Affirmative Action As A Means To Diversify The U.S. Workforce

In the USA, federal affirmative action regulations are supplemented by state and municipal laws and ordinances. Furthermore, the laws that constrain affirmative action in the workplace are related but not identical to those that control affirmative action in university and college admissions.At the federal level, the Equal Employment Opportunity Commission (EEOC) and the Office of Federal Contract Compliance Programs (OFCCP) are responsible for most equal opportunity and affirmative action regulations and enforcement.When considering the effects of affirmative action, the interests of various stakeholders must be taken into account. The primary stakeholders are the target groups, other non-target groups, organizations that have affirmative action plans (AAPs) and society at large. The phrase ‘effects of' implies a causal relation.However, causal conclusions can rarely be drawn in affirmative-action research because scholars cannot control whether organizations have AAPs or the dimensions (e.g. race and gender) that determine who is targeted by those plans.The purpose of affirmative action is to improve the outcomes of target groups. Research indicates that the size and even the existence of demonstrated benefits on employment have varied across time, location, target group and job level (Holzer and Neumark 2000; Smith 2001).In addition, minority status (African American or Hispanic) contributes to college and university admission only among the most selective institutions, where it increases the probability of admission by up to 10 per cent (Kane 1998). Among African Americans, admission to such selective colleges and universities is associated with an increased probability of graduation, post-baccalaureate education and professional success (Bowen and Bok 1998).On the other hand, the use of affirmative action in the USA is associated with decreased employment outcomes for white males (Holzer and Neumark 1999, 2000).The relative paucity of ‘reverse discrimination' charges filed with the EEOC suggests that these effects are due primarily to the elimination of the privileges often enjoyed by white males rather than to the use of strong preferences for female or minority applicants.Because elite universities reject so many whites and accept so few minority students, the negative impact of affirmative action on white applicants is quite small (Kane 1998).On a broader scale, the long-term effect of having a diverse student body appears to be positive for all groups and for society as a whole. Diversity in higher education is associated with individual changes in attitudes and abilities that enhance participation and success in an increasingly diverse democratic society (Bowen and Bok 1998; Gurin et al 2004).Opponents of affirmative action argue that workplace AAPs depress the performance of organizations, which are forced to hire less competent employees.Supporters argue that affirmative action improves organizational performance b y eliminating economically inefficient discrimination and increasing workforce diversity. Research finds that organizations that use affirmative action in selection tend to hire minority individuals whose educational credentials are slightly lower than those of their white male hires.However, this difference in education does not lead to a corresponding difference in performance, perhaps because these organizations have developed superior human resource practices that enable them to identify high potential individuals and improve their capacities after they are hired. In short, workplace affirmative action does not appear to have a substantial effect, either positive or negative, on organizational performance (Holzer and Neumark 1999, 2000).An important question is whether individuals who are selected in the context of an AAP are stigmatized by others. The discounting principle of attribution theory suggests that one's confidence in the importance of a potential cause is lower when other plausible causes are available.For example, if a Hispanic man is hired by an organization with an AAP, two plausible causes for his selection are competence and ethnicity. But if the organization does not have an AAP or if the new hire is a white male, the remaining plausible cause for selection is competence.Ratings of the new hire's competence would therefore be lower when he or she is a target group member than in other situations. Experimental research finds precisely this effect.This stigmatization can be eliminated by providing unequivocal evidence of the new hire's competence, but it is not eliminated by ambiguous evidence of competence (Heilman et al. 1998). Given the continued prevalence of negative stereotypes of racial minorities, along with the common assumption that affirmative action involves preferential selection, it is likely that stigmatization is relatively common.Although most research on stigmatization has focused on the workplace, the same logic applies t o college and university admissions. Virtually all research in this area has been limited to evaluations of paper stimuli; the extent to which such stigmatization is maintained in the context of workplace interactions is unclear.

buy custom Cockpit Security Technology essay

buy custom Cockpit Security Technology essay Risk is evident in every industry man is able to manage. The Aviation Weekly is a media platform dedicated to assessing risks associated with aviation industry. Aviation industry accidents are the most devastating according to the kind of emotional criticism and media insinuations that always point to torts against negligence. Therefore, safety measures such as physical walls, scrutiny of crewmembers and passengers is common I s all airport in order to seal terrorist activities from travelers. Federal government agencies have put in place experienced security official and special aids like sniff dogs to clear suspicions from the bay area. This paper looks at what the article says concerning assessment of risks and how this relates to the aviation government.In pursuit of this purpose, the paper consists of three major parts, what the article says about risk assessment, the relation of risk assessment to aviation government, and conclusion. Risk Assessment Cockpit security technology has unveiled methods of fencing off cockpit doors coupled with video camera. The government is dedicated to risk assessment and recommendations such as arming pilots are likely to be adopted and implemented. The aviation industry is looking to introducing a risk based approach to security. Risk in aviation especially in regards to security is an issue seriously handled by the industry. Airports have introduced advanced security systems with the capacity to monitor and evaluate a mass of travelers. The security mechanisms range from body scanners, baggage screening, reinforced cockpit doors, and arming pilots. Some of the security measures have not worked, e.g. explosive trace detection portals, and federal air marshals. Governments Role In spite of the statedd precautions, risk-assessment is a progressive matter in the aviation industry. Government can only issues travelling documents after clarifying the identify, purpose of travelling and time of conducting business. The traveler information can then merge with government intelligence to improve effectiveness of risk assessment. US policy makers are however reluctant to implement the risk-management system for fears of racial and ethnic profiling. In addition, bilateral disagreements on protection of passenger information present another challenge for an integrated risk-management system for the aviation industry. Conclusion The governments need to be more vigilant in implementing the policies, which will to improve the current risk-management policies already in place. World governments need show greater cooperation in promoting new risk assessment methods for the overall good of the aviation industry. Buy custom Cockpit Security Technology essay

Should you still consider becoming a telephone operator

Should you still consider becoming a telephone operator It’s an iconic image from the middle of the 20th century: a telephone operator sitting at a crazily lit-up switchboard, wearing headphones and directing phone calls wherever they need to go. Technologically, we’ve moved on and digitized- average calls don’t need that kind of human help anymore. But what about those operators? Are there still jobs out there for efficient people with great phone skills? Short answer: yes. The job just looks much different than it used to. Today’s telephone operators are specialty agents, working directly in customer service to manage large volumes of phone calls, or in places like hotels or other hospitality facilities that may have their own internal phone systems. Instead of manually placing calls, today’s telephone operator is likely juggling multiple lines, performing triage on incoming calls in a call center or other multi-line phone operation. They’re also employed in emergency dispatch centers and other places where a human voice and expertise is needed to route calls quickly and efficiently to the right place.Where can you find phone operator jobs?Because the job landscape for phone operators is much different than it was just 30 years ago, you’ll need to use some creativity in your  job search. You might want to start by looking at particular industries instead of making general searches. Look for openings at telecommunications companies, as well as logistics companies, hotels, and other industries that still rely on phone bookings or reservations or that offer a lot of phone support (like call centers).Phone companies also still employ live people for directory assistance calls who handle things such as questions about public phone numbers and addresses and assist people with placing international calls. Phone operators are also still needed to help people place collect calls- sure, these are not quite as prevalent as they used to be with unlimited cell phone calling pl ans, but they’re still relevant enough to require phone operators to place them.How many phone operator jobs are out there?According to the Bureau of Labor Statistics, as of 2012 there were fewer than 14,000 people specifically designated as â€Å"phone operators,† but that number expands once you include the hospitality industry, emergency dispatchers, and other support jobs that rely almost entirely on communicating by phone.What skills do phone operators have?Phone operators are essentially customer service personnel, and need to have a certain set of skills:People skillsCommunication skillsCustomer service focusOrganizational skillsProblem solving skillsMost companies will provide on-the-job training for its operators, but there’s no special training or educational program specifically for phone operators.So should you consider becoming a phone operator?If you have the skills and a strong sense of nostalgia, then why not? We haven’t become an entirely digital society yet, and sometimes an authoritative and knowledgeable human voice is absolutely as necessary as it ever was.

Research Proposal on Convicted Felons and Time in Prison Paper

Proposal on Convicted Felons and Time in Prison - Research Paper Example Even if a person is accused of felony, he is more likely to find the best legal representative at one of the law firm to clear their name (Saferstein, 2003). Every nation and state has his or her own regulations and laws that govern the felony crime together with their punishment. Generally, the felony crimes are considered serious infractions compared to other crime. Some of the examples of felony crimes include the rape, arson, murder, theft that reaches a given monetary threshold and assault that causes harm to a person (Morgan, M. (2000). Majority of nations and states punish the convicted individuals for lesser crimes such as jail time below one year, community service, and fines. However, for felony criminals, they receive much harsh treatment. It is not strange for a victim convicted for felony to serve long jail terms, large penalty or even both. Additionally, one might be ordered by the court to pay restitution. Restitution is when a person convicted for a given crime is financially compensated. Finally, when the law approves it and the crime is seen to be serious, there is high chance that one receives a death penalty due to co nviction of felony. Depending on the committed felony together with historical factors, a person and his attorney are allowed to reduce the punishment. Specifically, a person is more likely to undergo probation. Probation is the suspended time of jail. Sometime a person can serve a certain jail term before probation, but other times a felony victim can see probation rather than a jail time. Probation does not mean that a person is free (Petherick, Turvey, & Ferguson, 2010). There are conditions that one has to meet like maintaining job and undergoing counseling. Additionally, violating the terms of the probation can lead to severe penalties like imprisonment. For those who are charged with conviction of felony, parole is one the possibilities. Parole is defined as the condition release for

Increasing Literacy and Reading Competency of a Four-Year Old Learner Assignment

Increasing Literacy and Reading Competency of a Four-Year Old Learner - Assignment Example appraisement, educational adjustment profile (EAP), specialist report, assessment - minimum 3 types, research literature - minimum 4). 2. Use positive language to highlight what the student can currently achieve. Do not use a deficit approach. Avoid comparisons with the norm. I am particularly interested in finding out about the student's interests, likes and dislikes and learning characteristics. What do you already know about what works for this student Melanie (pseudonym name) is a healthy four year-old girl, currently attending K1 in Modern Montessori International Group (MMI). Through the use of appraisement observation (Wood, 1992), it has been noted that when she is asked to read a selection and later on asked of what she has understood about it, she loses track of the entire reading subjecting her to forgetting even the simple words that she has already come across within the reading. Besides that, it could be noted too that even though she is asked with regards the meaning of the words that she was already given familiarity to while reading the material given to her, she has the hardest time remembering them during the first time of questioning. If closer observance is paid to the reading process of Melanie at home, it would likely lead to different end results, as per suggested by the Educational Adjustment Profile (Balasundarm, 1998). If one lets her read a line that includes very simple words that she already knows or has come across earlier, there is no reason why she could not finish the task. As for a fact, she will readily do the reading from the beginning of the text as required continuously up until the end of the reading piece. However relating the different meaning of the words in the reading becomes a hard matter for her to complete. Through the use of one-to-one assessment method (Steven, 2008), I, as the teacher of Melanie, was able to observe her different developments based from the number of practices and trainings that she has undergone such as phonics, reading comprehension and other word based programmes that are all aimed to help an individual verbally comprehend with written pieces of reading. Through a systematic process of gathering the data I was able to keep a record on how well my niece is making improvement based from the daily activities that I handle with her in a regular basis. I used both formal and informal assessments to ensure that the Melanie is making progress. This means that the assessment could happen during or even after classes (ASHA, 2009). Through this mandated procedure, I am sure to be able to help Melanie enhance her skills on understanding words and their context even after class allowing her to see things in a practical manner. As noted through the said observation I learned h ow my niece has become much patient and perseverant in accepting the lessons I present to her making her better acquainted with the lesson thus pushing her to develop further in her learning. Planning (350 words) 1. From what you know about the student, prepare an individualised education plan (IEP) for