Kanji for Tattoos

Kanji for Tattoos Since I receive many requests for Japanese tattoos, especially those written in kanji, I created this page. Even if you are not interested in getting a tattoo, it can help you to find out how to write specific words, or your name, in kanji. Japanese Writing First of all, just in case you are not familiar with Japanese, I will tell you a little bit about Japanese writing. There are three kinds of scripts in Japanese: kanji, hiragana and katakana. The combination of all three are used for writing. Please check out my Japanese Writing for Beginners page to learn more about Japanese writing. Characters can be written both vertically and horizontally. Click here to learn more about vertical and horizontal writing.   Katakana is generally used for foreign names, places, and words of foreign origin. Therefore, if you are from a country that doesnt use kanji (Chinese characters), your name is normally written in katakana. Please check out my article, Katakana in the Matrix to learn more about katakana. General Kanji for Tattoos Check out your favorite words at the following Popular Kanji for Tattoos pages. Each page lists 50 popular words in kanji characters. Part 1 and Part 2 include the sound files to help your pronunciation. Part 1 - Love, Beauty, Peace etc.Part 2 - Destiny, Achievement, Patience etc.Part 3 - Honesty, Devotion, Warrior etc.Part 4 - Challenge, Family, Sacred etc.Part 5 - Immortality, Intelligence, Karma etc.Part 6 - Best Friend, Unity, Innocence etc.Part 7- Infinity, Paradise, Messiah etc.Part 8   - Revolution, Fighter, Dreamer etc.Part 9 - Determination, Confession, Beast etc.Part 10 - Pilgrim, Abyss, Eagle etc.Part 11 - Aspiration, Philosophy, Traveler etc.Part 12 - Conquest, Discipline, Sanctuary etc Seven Deadly SinsSeven Heavenly VirtuesSeven Codes of BushidoHoroscopeFive Elements You can also see the collection of the kanji characters at Kanji Land. The Meaning of Japanese Names Try the All About Japanese Names page to learn more about Japanese names. Your Name in Katakana Katakana is a phonetic script (so is hiragana) and it does not have any meaning by itself (like kanji). There are some English sounds that dont exist in Japanese: L, V, W, etc.Therefore when foreign names are translated into katakana, the pronunciation might be changed a little bit. Your Name in Hiragana As I mentioned above, katakana is normally used to write foreign names, but if you like hiragana better it is possible to write it in hiragana. The Name Exchange site will display your name in hiragana (using a calligraphy style font). Your Name in Kanji Kanji is generally not used to write foreign names. Please note that although foreign names can be translated into kanji, they are translated purely on a phonetic basis and in most cases will have no recognizable meaning.   To learn kanji characters, click here for various lessons. Language Poll Which Japanese writing style do you like the most? Click here to vote your favorite script.

If le Fait Que Is Supposition, Use the Subjunctive

If le Fait Que Is Supposition, Use the Subjunctive The subjunctive after le fait que (the fact that) is optional: It depends on what you mean.When youre actually talking about  a fact, you do not need the subjunctive, as in: Le fait quil le faitThe fact that hes doing it(You know for a fact that hes doing it.)However, when youre talking about a supposition, you do need the subjunctive, as in:Le fait que tout le monde sacheThe fact that everyone knows(Youre supposing that everyone knows, but you dont know it for a fact.) The Heart of the Subjunctive This goes to the heart of the subjunctive  mood, which  is used to express actions or ideas that are subjective or otherwise uncertain, such as will/wanting, emotion, doubt, possibility, necessity and judgment.   The subjunctive can seem overwhelming, but the thing to remember is: the subjunctive subjectivity or  unreality. Use this mood enough and it will become second nature...and quite expressive. The French subjunctive  is nearly always found in dependent clauses introduced by  que  or  qui, and the subjects of the dependent and main clauses are usually different. For example:      Je veux que tu le fasses. I want you to do it.  Ã‚  Ã‚  Ã‚  Il faut que nous partions. It is necessary that we leave. Dependent Clauses Take the Subjunctive When They: Contain verbs and expressions that express someones will, an  order, a need, a piece of advice or a desire.Contain verbs and expressions of emotion or feeling, such as fear, happiness, anger, regret, surprise, or any other sentiments.Contain verbs and expressions of doubt, possibility, supposition  and opinion.Contain verbs and expressions, such as  croire que  (to believe that),  dire que (to say that),  espà ©rer que (to hope that),  Ãƒ ªtre certain que (to be certain that),  il paraà ®t que  (it appears that),  penser que  (to think that),  savoir que  (to know that),  trouver que  (to find/think that) and  vouloir dire que (to mean that), which only require the subjunctive when the clause is  negative or interrogatory. They  do  not  take the subjunctive when they are used in the affirmative, because they express facts that are considered certain- at least in the speakers mind.Contain French  conjunctive phrases  (locutions conjonctiv es), groups of two or more words that have the same function as a conjunction and imply supposition.   Contain the  negative pronouns  ne ... personne  or  ne ... rien, or the  indefinite pronouns  quelquun  or  quelque chose.Follow main clauses containing superlatives. Note that in such cases,  the subjunctive is optional, depending on  how concrete the speaker feels about what is being said.   Why le Fait Que Sometimes Takes the Subjunctive Le fait que (the fact that) is an example of number 4:  an expression of doubt, possibility, supposition  and opinion. There are many expressions in this category and for all of them, its the same. If they are expressions of uncertainty and subjectivity, they, of course, do take the subjunctive. When they talk about an actual fact, they do not take the subjunctive. So think before you write or speak these common expressions, which most times take the subjunctive: accepter que  Ã‚  to acceptsattendre ce que   to expectchercher ... qui   to look fordà ©tester que   to hatedouter que  Ã‚  to doubt thatil est convenable que  Ã‚  it is appropriate/proper/fitting/suitable thatil est douteux que  Ã‚  it is doubtful thatil est faux que  Ã‚  it is false thatil est impossible que  Ã‚  it is impossible thatil est improbable que  Ã‚  it is improbable thatil est juste que  Ã‚  it is right/fair thatil est possible que  Ã‚  it is possible thatil est peu probable que  Ã‚  it is improbable thatil nest pas certain que  Ã‚  it is not certain thatil nest pas clair que  Ã‚  it is not clear thatil nest pas à ©vident que  Ã‚  it is not obvious thatil nest pas exact que  Ã‚  it is not correct thatil nest pas probable que  Ã‚  it is improbable thatil nest pas sà »r que  Ã‚  it is not certain thatil nest pas vrai que  Ã‚  it is not true thatil semble que  Ã‚  it seems thatil se peut que  Ã‚  it may be thatle fait que     the fact thatnier que  Ã‚  to deny thatrefuser que  Ã‚  to refusesupposer que  Ã‚  to suppose, hypothesize Additional Resources The French SubjunctiveFrench ConjunctionsThe Subjunctivator!Quiz: Subjunctive or indicative?

How the Draft has changed since the Vietnam War Research Paper

How the Draft has changed since the Vietnam War - Research Paper Example How the Draft has changed since the Vietnam War? Men found to have been insincere by the board for military tribunals tried various offenses with seventeen sentenced to death, three hundred and forty five to penal labor camps, and one hundred and forty two to life imprisonment. In the United States, conscription, or the draft, has been used a number of time, normally in the event of war, as well as when there is nominal peace, such as during the Cold War. The draft was discontinued in 1973 by the US government, which shifted to a military force that was all-volunteer. For this reason, mandatory draft is not in effect at the present time. The Selective Service System (SSS), however, is still in place for contingency purposes. Men aged between eighteen and twenty-five must register for quick resumption of the draft should there be a need for conscription2. However, most military and political experts do not consider conscription likely under the current conditions. The Military Draft While the United States did not initially join the Second World War, the Selective Training and Service Act (STSA) was signed by President Franklin Roosevelt in 1940. This required all American men aged, between twenty-six and thirty-five, to register for drafting into the military3. This acted as the United States’ first draft during peacetime, and it was responsible for the establishment of an independent federal agency, the SSS. Because of increasing threats from Japan and parts of Europe, President Roosevelt decided that it was prudent for the United States to train military personnel in case they had to defend the motherland. Germany had already invaded France and Poland, and it was becoming clear that Hitler was involved in persecution of European Jews, and Great Britain was his next target. In response to the distress that Great Britain was in, Roosevelt decided to sell more weapons to repel an attack by the Nazis, as well as to increase the humanitarian effort for the increasingly isolated British. On appending his s ignature to the STSA, he warned the American citizenry that America was caught in the middle of a war for her destiny with the distance and time that separated the US and Europe becoming smaller4. In his opinion, which was shared by a majority of Americans, it was not possible to remain neutral in a world of increased and rampant force. It was now up to the Americans to be prepared in the event that the war in Europe and the Asia-Pacific got to their shores The Americans were receptive of the draft after that impassioned appeal from President Roosevelt. Whatever resistance there may have been to the draft dissipated with the Japanese attack on Pearl Harbor in 19415. This event led to massive enlisting by American men and enlisting continued until 1973, both in peacetime and when the United States was involved in conflict, such as during the Korean War. Men were also drafted in order to fill the vacancies left by retiring or killed service men, which could not be filled using volunta ry conscription. In December of 1969, the United States military reinstated the lottery drawing, unused since 1942, in Washington D.C.’s Selective Service National Headquarters. This was meant to determine how men born between 1944 and 1950 would be inducted into the army. This lottery was a change from the earlier method where 366 plastic capsules with birth dates, representing the days of the year, were put in a large jar, after which they were drawn manually to assign all men born between the said years with

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

Alcatraz Prison - Research Paper Example Alcatraz is located on Alcatraz Island, which is right outside San Francisco Bay. It earned its name from Juan Manuel de Ayala who named the island La Isla de los Alcatraces, which means island of the pelicans. Since its creation Alcatraz has served as an institution for multiple prisoners such as a military prison and then as a federal prison. The earliest history has the island serving as a prison for those in the Civil War. After serving as a military prison, it was turned over to the federal government in 1933. During this time it housed some of the most dangerous criminals of all time. It was closed in 1963 and now serves as a historical site, which can be toured by the public. In 1847, the United States Army began a topographical survey of the island assessing it’s potential due to the fact it was isolated, small, and had relatively little flora and fauna. The United States Army Corps of Engineers was called in and began construction of a military fortress. Another reaso n that the United States created this as a military prison was due to the fact that it had extremely strong and freezing currents, which would prevent escape of prisoners. It has housed military prisoners not only from the Civil War, but also from the Spanish-American War. It was considered a harsh facility due to the fact of military discipline and corporal punishment. The cellblocks in the island were divided into three levels and each level housed criminals who did a particular crime. There were also perks and privileges that were associated with each level i.e. Reading time, being able to write letters, etc. Unlike traditional prisons today in which inmates spend a majority of time in their cells, the military prisoners were only allowed to return to their cells in order to sleep. During the day, they were on work details in which they would be assigned work details based on their skill level and what was required, not unlike how duties in the military are assigned today. The de cline of the military presence was actually due to public dislike. They felt that the sterility and harshness of the island was an eyesore and wanted it renovated to look more pleasing. Unfortunately, this was also the time where the Great Depression was starting to set in and the military abandoned its investments there as it was closed in 1934 (â€Å"History of Alcatraz Island†). Before the prison could start taking on civilian prisoners, the federal government had to convert it and make sure that the island was reformed so that no prisoner could escape. It would end up costing the federal government around $260,000. The military buildings were renovated and new technology such as thicker windows and better bars were implemented to replace the outdated materials. There was also limited travel allowed and/or near the island. The restriction was only for government owned ships to come near the island. Thick iron gates were placed which kept everything contained and was only a ccessible via keys that the guards had. Electricity was rewired into all of the cells, as unlike the military counterparts, the prisoners, especially the dangerous ones, would be housed there. Prisoners also had access to a library, which contained many different types of literature that a person could read. There were also other amenities such as services and a chaplain that were

Coffee Shops Essay Example for Free

Coffee Shops Essay Whenever I am in need to study or just want to find a place to hangout, what instantly springs to my mind is a coffee shop. There are many different coffee shops around me, but only one is my absolute favorite. My favorite coffee shop is Beca House. Beca House is a locally owned business and is only about twelve minutes from my house. It is the coziest little nook, where I usually spend my mornings before class eating breakfast and drinking my favorite espresso coffee drink. After all, coffee is the best way to wake up and get the body moving. As I walk into Beca House every morning, the strong bitter aroma of ground coffee beans drift through the air, soaking into my clothes as I make my way to the counter to place my order. The smell was circulating because the coffee bar is located near the left side of the shop. The first attraction for me was the baked goods. They are tidily placed in the transparent glass cabinet, lining up and waiting for me to eat them all. There were all different types of baked goods like muffins, streusels, cheesecakes, cookies, and biscotti’s. Up above near the ceiling of the bar, there were an assortment of coffee beans packed into brown bags. The barista takes my order, large campfire frappe, double espresso. On a cooler day, I order a hot vanilla cappuccino. The delicious smell of coffee generates from the espresso machines. There is also a blackboard on the counter near the menu with a quote written with chalk that will change from day to day. The barista hands me my custom beverage order, and I stroll back to the front of the coffee shop to find a place to get comfortable. All along the walls of the shop are strategically placed vintage paintings and inspirational quotes. Dim lights shine on the spaced out vintage furniture, making for a very soothing and quiet atmosphere. No two pieces of furniture are the same, big couches, small wooden chairs, dark colored pillows, and rustic end tables. I like admiring this type of environment: soothing and calming, yet still inviting. In comparison to most restaurants, coffee shops are by no means a noisy place. The sound of chatters and laughter blends together with the background music playing around the shop, and the volume is set at a medium tone. Coffee shops provide a comfortable, yet sociable gathering spot for people of all ages. I often find peers of my own studying for big tests, writing papers, or maybe just reading a new book and relaxing. The Beca House is my favorite part to my day. I cannot start without it. Even on days that I do not have class, I find myself getting my daily cup of coffee at the crack of dawn, just before work. Stopping at Beca House has become part of my daily routine, and I do not see it being cut out any time soon. I know I go there a lot when the barista’s know my order when I walk through the door. There’s something so perfect about it being just me, my thoughts, and my morning cup of coffee.

Postmodernism and the commodification of art :: essays research papers

Postmodern Methodology is Hypocrisy   Ã‚  Ã‚  Ã‚  Ã‚   â€Å"What is striking is precisely the degree of consensus in postmodernist discourse that there is no longer any possibility of consensus, the authoritative announcements of the disappearance of final authority and the promotion and recirculation of a total and comprehensive narrative of a cultural condition in which totality in no longer thinkable.† So there is a consensus that there is no consensus, an authority saying there is no final authority and a totalizing narrative that totality no longer exists. These three ideas could lead one to believe that postmodernism is hypocrisy. In a way, it has to be hypocritical. If a definition of postmodernism is the erosion of the six pillars of modernity but those six pillars still exist regardless of postmodernism that how does postmodernism exist? Postmodernism seems to have two completely separate trains of thought. The first train of thought is the idea of paralogy and disrupting the hegemony . The second train of thought is the idea of commodification. The two seem to have nothing to do with each other. On one hand, one could think that postmodernism is a good thing because it frees people’s thought processes. Postmodernism is the destruction of hegemony, opening up plurality, diversity, and heterogeneity. On the other hand, it commodifies culture and feeds into capitalism†¦though back over in the first hand it seems to be against capitalism because capitalism is hegemony. Why does postmodern thought try to disrupt the modern capitalist hegemony that it is also feeding into? Postmodernists can claim to argue against everything modern, but where does that actually get them? They use the claim that there are no patterns or archetypes as a paradigm for postmodernism, therefore defeating the purpose. Postmodernism seems to be a push for Lyotard’s idea of paralogy. We’ll define paralogy as â€Å"faulty or deliberately contradictory reasoning, designed to shift and transform the structures of reason itself.† It seems that postmodernists are argumentative to modernists in hopes of changing reality and power structures, but appear to create a new just as static reality and power structure in their places. This new reality becomes hegemony, becomes modern. So do postmodernists need to evolve to stay ahead of the ever-changing modernism that they help create? Is the purpose of postmodernism only to engage modernism in some sort of power struggle? This is, of course, only my own speculation. Culture is Commodified After an arduous analysis of the reading, class notes and discussions, the author of this paper has come up with the following summary: All the forces of media and cultural production are interrelated.

Developing, Using Organising Resources Within the lifelong Learning Sector Essay

1. Understand the purpose and use of resources 1.1 Explain the purpose of resources in teaching and learning Different types of resources are used in lifelong learning process so that the knowledge of the learners can be practiced and their learning can be progressed. The learners’ level of understanding and the areas they find difficult can be assessed and identified by providing them with the resources. Moreover, the learners with learning difficulties can be provided with differentiated tasks and additional support by providing resources. The additional explanations that are not explained by me during the class can be provided to students in detail by giving them resources. Also, a vital role is played by the resources in avoiding bias and in increasing focus in the process of learning. The main advantage of utilizing resources in the learning process is that it will make the learners actively engaged in the learning activity as the tasks provided by the resources are planned interactively. Utilising the resources in the process of learning enables learners to develop their learni ng skills and achievements. Expertise knowledge of the tutors can also be developed as preparing materials for resources provide them training as well as the understanding of effective resource materials that can be used in teaching activity. 1.2 Review the effectiveness of specific resources in meeting individual learning needs in learning and teaching contexts Strengths and individual needs of all learners have to be identified by tutors as a part of their  responsibility and the needs of the learners have to be satisfied accordingly. Learners have to be motivated and encouraged by me so that they can reach their maximum potential in their learning activity and feel inclusive in the learning environment. The weaknesses of each learner have to be identified and I have to help them strengthen their weaknesses by working together with them and support them in their learning progression. Varieties of resources are used in my learning environment in order to make sure that the needs of the learners are met and satisfied. Resources such as interactive whiteboards, PowerPoint presentations, worksheets, textbooks and hand-outs are used in my learning environment so that each learner can get the benefits out of those resources. Using interactive whiteboards and its different features make my learners stay focused and engaged in their learning activity. It draws the attention of all the learners. Certain topics can be understood by reading various textbooks that are provided to my learners. The PowerPoint presentations again draw the attention of my learners and help them understand what they are going to learn in the class every day. The worksheets given to students are a way of assessing whether learners understood the topics and the teaching methods used by me are effective. The learners and peers are always encouraged to provide feedback on my teaching methods and resources so that the effectiveness of my methods and resources can be analysed and developed. Feedback forms are often provided to my learners so that they can express how useful did they find my teaching methods and resources provided. Regularly scheduled standardised meeting are attended in order to cope up with the standards as feedbacks will be provided in these meeting on the effectiveness of the resources I use by internal verifiers and my peers. External sources such as external examiners and verifiers also who come to assess the works of my learners also provide me with their feedbacks and comments which help me to improve my skills. 2. Be able to develop and use inclusive resources 2.1 Review sources which inform resource development A teacher has to also play the role of a resource developer. A resource developer can be referred to a person who is in charge of preparing and developing resources that can satisfy the needs of learners and help them achieve their full potential in their learning activity. The duties and roles that have to be carried out by a resource developer are explained by the figure above. Individual needs of every student have to be identified and plans have to be developed in order to satisfy the learning needs of all learners. The next step is to design the resources according to the individual needs that are identified and deliver those resources to the learners. Once the task in completed by the learners the resource developer then can assess their performance which will automatically enable the resource developed to identify the effectiveness of his resources. According to the information given by Turkish online journal of education technology (2009), two student groups are surveyed where one group of students provided with the lower level of teaching resources while second group of students are provided with the higher level of teaching resources. The surveys identified that the students who are provided with higher level of teaching resources have got muc h more positive outcome comparing to the other group of students. ‘We have found that when technologies are thoughtfully integrated with a sound pedagogical vision, students’ views of teaching and approaches to learning can be positively affected.’ The LeTUS report series (2003) also shows how important it is for the teachers to understand their educational capacities and utilise and organise educational resources in their teaching environment in order to develop an organised teaching environment. It recommends that the teachers should develop and plan resources that help learners to improve their knowledge and skills in various methods rather than developing a ‘one size fits all’ types of resources. Developing resources in such a way helps the teachers to enhance their utility and professional development which will then help them to create a deeper connection with their learners to make them feel inclusive in their learning environment. The advantages of providing personalised resources either via technology or textbooks are shown and proved by many research studies and articles where all of them stress the importance of providing learners with personalised resource documents in order to help them reach their maximum potential. Downloadable resources such as PowerPoint slides, eBooks, worksheets, Podcasts and word documents that can bring many benefits in the learning environment. All these resources have their own advantages and disadvantages. Online downloadable E-journals and article are available instantly and available for free most of the times. Knowledgeable and portable information are provided by the online journals and articles. However, the information provided in these resources will not be reliable if they are not updated regularly. Another resource that can be easily used and accessed is PowerPoint which is portable as well. But, as the information given are in a point based format and brief some students might find it difficult to understand. Especially learners with learning difficulties may not find it useful. E-books are another type of resources that are portable and useful as it is has a feature of audio speaker especially when it is accessed through Kindle. However, the limitations of E-books can be its limited battery life and expensive. There is a chance that the learners might get visual issues when it is used for a long period of time. Worksheets can be downloaded online so that the time spend in preparing new worksheets can be saved and it can be easily adapted. But by easily downloading worksheets online can make the tutors very lazy and the tutors will be demotivated. The worksheets available online might not suite the requirements of learners with learning difficulties. Another problem with downloading worksheets online, it can be time consuming if the tutor has got no proper searching skills in the internet. 2.2 Explain ways in which resources can be adapted to enable an inclusive approach It is important for me as a tutor to analyse and understand the strengths and weaknesses of  each learner and identify their learning needs in order to work together with them and help them overcome their learning difficulties and weaknesses. Learners have to be constantly motivated and encouraged by me in order to make them inclusive in the learning environment and enable them reach their full potential. There were many situations where the learning resources had to be adapted according to the learning needs and requirements of each learner in my class. The resources had to be adapted and differentiated for the learners with hearing impairments, visual impairments and dyslexic students according to their personal needs. The size of the fonts has to be changed to a bigger size, the colour of font can be changed to black and relevant pictures can be used in order to meet the needs of visually impaired students so they can easily follow the slideshows. In order to make my hearing impaired students inclusive in the learning environment the Podcasts can be downloaded for them so they will be able to understand the learning outcomes and lesson plans. Local care coordinators or specially trained and qualified staffs will be carried out some assessments according to the personal circumstances of these kind of students with hearing and visual difficulties (NHS and Community Care Act 1990). Learners with weak written skills will be provided with the voice recorder so their answers can be recorded verbally. A mentor can also be arranged for them to write their work. Specially trained and qualified staff members can also be arranged in order to help them with their learning activities. Another challenge that can be faced in my teaching environment is dyslexic students. First the level of their dyslexic has to be identified and then referred to qualified specialists in order to guide them properly. The resources and their contexts also have to be personalised and modified in order to suite their learning requirements. The resources have to be simple and easy so that they will be able to understand and achieve their learning achievements. 2.3 Design resources, including resources which involve new and emerging technologies, to engage and meet the individual needs of learners in own specialist area Please refer to attached Worksheet and PowerPoint Slides. 2.4 Justify the effectiveness of own design and use of resources to engage and meet the individual needs of learners in own specialist area In order to satisfy the learning needs of my visually impaired, auditoria and kinaesthetic learners, the personalised resources are prepared and designed. Slides are prepared and provided to my learners so that they will be able to effectively follow the lesson and attain their learning targets by the end of the session. Learners who have hearing difficulties and visual impairments can be benefited by the PowerPoint presentations I provide. Lessons can be delivered to the visually impaired learners effectively by the clear and big fronts used in the slides so a clear perspective of lessons can be provided to them. Objectives of the learning sessions can be elaborated and explained effectively by presenting them in PowerPoint slides which will be beneficial to the hearing impaired and audio learners as well. In order to encourage team working skills I provide my learners with pair and group activities which will encourage them to share their knowledge and skills with each other. Group activities also motivate and encourage learners to progress in their learning targets. Personalised and different worksheets are provided to my learners with different learning needs so that I can examine their knowledge and test the effectiveness of my teaching methods. I always keep my students occupied by providing them various activities and tasks. Knowledge and level of understanding of students can be tested and examined by the adapted worksheets provided at the class which will also help them apply what they have learned. 2.5 Employ resources to engage and meet the individual needs of learners in own specialist area Please see set (SOW, Lesson plan, Self-evaluation & assessment observation) and session feedback form 3 Understand how to organise and enable access to resources 3.1 Explain ways in which resources can be classified and stored Learning resources are available in many forms in different sources and formats. There are various ways such as scanning and photocopying available  to reproduce learning resources. According to the different learning requirements of each learner resources will be amended. After amending the resources, tutors can reproduce and save those in the format of PDF or save the audio files in the format of mp3. In order to store these resources carefully a hard drive with a proper password can be used so others will not be able to access it. Ownerships of resources can be owned, reproduced and stored by an individual in different ways which is mentioned clearly in the Copyright Law 1976. Data are stored in variety of formats by different programs. Certain formats of files can only be supported by only certain programs and applications. Usually formats of file can be appeared in 3 letter format such as jpg, pdf, psd, tif, gif, ppt and doc which illustrates the different formats of files. Fi les can be stored in Adobe illustrator in different formats as follows: .ai — Adobe Illustrator, its â€Å"native† format .ait — Adobe Illustrator Template .pdf — Adobe Portable Document Format Although there are variety of file formats available to store resources, PDF can be considered as the most suitable and appropriate file format. PDF refers to Portabe Document Format which can also be called as ‘Paperless Office’. Documents can be developed and transferred without printing each files. In order to create PDF file Adobe Acrobat Reader have to be downloaded which is available for free download in the internet. Both bitmap and vector graphics formats can be represented by PDF file. Any applications can be converted into PDF formats, but unless other users have Adobe Acrobat it is impossible to edit the file. Additional it provides the option to merge files with other formats of applications and it can easily be transferred to the printing machine. Another format that is commonly used is Vector-Graphics. Files can be easily created, saved, transferred, printed and archived in the native format of the illustrator which is .ai. It has to be converted into the f ormat of EPS or TIFF file in order to transfer it to a PostScript Printer or to be able to use in a page layout program. The format that is most appropriate to save images is JPEG which has got best compression ability. Blackboard and Moodle are well-known resources that are widely used in learning environments to redevelop access and upload learning materials. Moodle platforms have got many educational aspects which stress the importance of interactive learning and inclusive learning environment. It is a useful platform for learners to access learning materials that can help in achieving their learning goals. Friendly and supportive user groups are available in the Moodle platform which can help learners to get support in their learning activities lively. Moodle platform is available to view in three different ways which are weekly view, topic view and social view. Combinations of various file formats and scheduling is available in Moodle. Different features such as chat, assignment, dialogue, choice, journals, glossary, forums, workshop, wiki and lesson are available on Moodle for the access of learners. However, it has got some disadvantages as well. The privacy of these platforms is questionable and these are very transparent. Initiative is required in terms of gathering support and it is timely. 3.2 Identify ways of sharing resources with other learning professionals Teaching resources can be considered as crucial tool in the process in teaching and learning. Formation of resources can consume more time and money when trying to connect them and present them with the use of technology. But it is not possible to carry out a teaching process without the use of teaching resources and materials. The learning needs and requirements of all learners are observed and the resources will be prepared and utilised to the maximum in order to achieve the learning targets. In order to reduce the financial burden, the financial costs of all resources can be shared among various teaching institutions. It is very common to share teaching resources between educational organisations, teaching organisations, subject fields, publishers and libraries as it provides benefits to learners and tutors. Mostly teaching resources are shared between various institutions to utilise varieties of resources available. Resources can be shared among professionals using different tech niques such as LAN (Local Area Network), VLE (Virtual Learning Environment), File Sharing and Published Journals. LAN can also be referred as Intranet which is a well-known technique of sharing resources inside the organisations. In  order to share these resources via Intranet, it is not necessary to have internet within the area and it will always have access within the organisation. Computers and systems that are connected in the LAN network will be connected with the same hard drive so that the resources can be accessed easily even without internet. File Sharing is a similar method of sharing resources thus the teachers within the institution can get access to all learning resources regardless whether it is created online or not. As different varieties of resources are available in File Sharing and LAN everyone in the organisations can be benefited by using these platforms. The individuals with learning difficulties will find it very useful as varieties of personalised resources by different resource developers and available instantly. Virtual Learning Environments (VLE) also another technique used to share resources online. It is very easy and convenient to share resources using VLE because all the learning materials and resources will be uploaded in the online portal and learners will be given the access to it which enables them to access the resources anywhere and anytime they want. But it is necessary to have an internet connection to get access to VLE. Another effective technique of sharing resources is through Published Journals. Published resources can be found in many copies whether on a newspaper, blog, textbook or magazine. For some published journal resources only a controlled access is allowed by the publishers. Valuable resources are published and shared in a large amount of numbers where the protection of the sources has not been given the importance it requires. However, this can be considered as very a valuable and useful study aid. 4 Understand legal requirements and responsibilities relating to the development and use of resources 4.1 Summarise legal requirements and responsibilities relating to the development and use of resources Development and use of educational resources need to meet several legal requirements and responsibilities. The current copyright law available in UK is Copyright Act 1998 – The Copyright, Designs and Patents Act 1988. The owners of the materials will be given the rights to decide in which ways their resources can be used and controlled by other users. Areas such as  public performance, broadcast, adapting, photocopying, renting copies to public and issuing are covered by this act. The owner will be given the right to call himself as Author. When a work is created by an individual and it can be considered as original and a degree of skills will be exhibited then the person will get the rights to acquire copyrights to his work. For example, the creator of a book cannot get the rights to protect the book itself, but the content of the book will be protected by the Copyrights. Another individual will be given the rights to get some idea of some particular book to create his own work, but the content of the book cannot be directly copied or adapted. However, if an individual creates a work as a part of his job, then the copyright cannot be acquired by him, thus the company or employer who hired will have the rights to hold the copyrights of that work. An individual still can have the copyrights for his work when it is created under a commissioned or freelance work, if there is no agreement exists between the individual and the company. Regarding any infringement the proceeding can only be brought by the owner of the work or his exclusive license. Intangible assets such as literary can be obtained with certain rights using Intellectual Property Act. The areas such as patents, trademarks, copyrights, some trade secrets and industrial design rights are included in the Intellectual Property Rights which can be used by individuals and companies in order to protect their work. Majority of the countries put this law in commonplace in the late 20th century although the principles of Intellectual Property Act have been in existence over hundreds of years. Rights of processing the data on public will be determined by the Data Protection Act 1998 which is created by the UK Act of Parliament who makes most of the law in the country. Although the term privacy is not mentioned in the Act, it determines the privacy every individual has to be given with respect to processing the personal data. In simple words, an individual can have the rights to decide to which extent his personal data can be used and processed. Thus, individuals and companies have to comply with this law and keep the personal information confidential when required. Disabled people are protected by the Disability Discrimination Act 1995 against discrimination against them related to employment, provision and disposal of good and services and management of premises. This act will decide provision about disables people’s employment and it will also help to  form a National Disability Council. All the above regulations have to be followed when creating and publishing the resources for educational purposes. Regardless of the learning difficulties faced by learners, the resources have to be created in a fair manner. 4.2 Review the implications of intellectual property rights and copyright for the development and use of resources It is both teachers’ and learners’ responsibility to enforce Copyrights Act 1998 and Intellectual Property Rights in the learning and teaching environment. The original authors of each resource have to be mentioned and cited in my work when using information from research materials, books, e-books, articles and journals in order to support my thoughts. The source of the information has to be mentioned briefly in my work and my learners’ work so other users will be able to refer that information when needed. The companies and organisations also have to comply with these laws. Some educational institutions will have the copyrights on their materials and work where their employees created the work and they must comply with existing law. If someone else’s work is claimed as an individual’s own work that will be called as Plagiarism and this is totally not accepted. Various books, journals, e-books and articles are used when creating resources for my tea ching. I always make sure that I have mentioned proper in-text and full referencing for the resources I used in my work. I always stress my learners on the importance of mentioning originality of the resource by citing proper referencing. My own work will be indicated with my name and my organisation’s name when needed in order to show that this resource is created by me or on behalf of my company. The original source of the information must be mentioned even though there are some adaptions made in relation to the learning needs of my students. Furthermore, it is not accepted to share the work with others when it is prohibited. When reading through materials and article to use them in my work it is important to make sure that it is acceptable to use them in my work as some books and resources do not give the permission to use them in others’ work. The permission from the owner of the work has to be obtained before using their resources. 5 Understand how to evaluate own practice in relation to  development and use of resources 5.1 Review the effectiveness of own practice in relation to development and use of resources In my teaching and learning environment resources are considered as valuable tool. Learners can be kept engaged in various class tasks and activities and they can have a clear progression in their learning with the use of appropriate resources. The resources such as worksheets, PowerPoint slides and Interactive whiteboards and used in my teaching environment. I use PowerPoint slide to give my students a view of the lesson objectives and what is going to be taught in class. The slides will be in simple and brief format. Font sizes of my slides are usually kept between 14 to 16. My learners and I find this resource very effective as it is pretty straight forward and convenient. It can be considered as an effective technique of guiding the lesson and explaining the lesson objectives. The knowledge and understanding of my learners can be examined and tested using the worksheets provided at the end of the session. The effectiveness of my teaching methods and techniques also can be assesse d using the worksheets and changes can be made to the way I teach if needed. Most of the students complete the worksheets I provide which indicates that they understand what they are being taught in my class and achieve their learning goals. 5.2 Identify own strengths and areas for improvement in relation to development and use of resources 5.3 Plan opportunities to improve own skills in development and use of resources Action Plan: development of resources (5.2 and 5.3) Strengths Areas to improve: Resources Objectives Methods used to improve By when My learners are always kept engaged by giving them varieties of challenging  activities and tasks Worksheets: For the different level of students in my class room two variety of worksheets have to be prepared for both higher ability learners and lower ability learners Develop the ability to create two varieties of worksheets for higher level of ability students and lower level of ability students. More worksheets can be obtained online and permission can be obtained from owners to adapt those materials in my class which will enable me to differentiate tasks depends on the learners’ needs 10st April 2014 At least one learner task will be included in my teaching session using the interactive white board resource Interactive whiteboard: Group activities have to be planned that can be practiced using the interactive whiteboards rather than providing activities based on whiteboards. To provide the opportunity to work with team so they can interact to share ideas for their own presentations and assignments. Online research can be done on effective ways of using interactive whiteboards to engage my learners in the learning activity and training can also be attended. 30th April 2014 My learners will be always guided properly with the learning outcomes, objectives and summary of the lesson PowerPoint: Lesson objectives have to be broken down to the different tasks that are going to be provided in the class Develop the ability to create tasks effectively for both individual and group activities so they will be aware of what they are learning More time can be spent in creating more slides in my PowerPoint presentations to make sure that all the learning outcomes and objectives are explained to my students 30 March 2014 BIBLIOGRAPHY Reece, I. and S. Walker (2007). Teaching , Training and Learning: A practical guide, Business Education Publishers, Limited Gravells A (2012) Preparing to Teach in the Lifelong Learning Sector London Learning Matters Gravells A & Simpson S (2012) Equality and Diversity in the Lifelong Learning Sector London Learning Matters A Contextual Guide to Support Success in LLN Provision: Embedded Learning. DfES (QIA 2008) Websites http://www.legislation.gov.uk/ukpga/1995/50/introduction http://www.copyright.gov/circs/circ21.pdf http://en.wikipedia.org/wiki/Intellectual_property http://files.eric.ed.gov/fulltext/EJ875780.pdf http://www.inquirium.net/people/matt/teaching_as_design-Final.pdf http://laeremiddel.dk/wp-content/uploads/2012/07/Quality_principles

Love at First Sight Essay

Some say that true love is based on physical appearance without a deeper understanding of a person does not exist. Others argue that one may be able to see true love immediately. Shakespeare puts a part of the play to this question. He makes reference to Romeo and Juliet as â€Å"crossed lovers†. In other words, the two lovers are manipulated by their future from the very beginning. Although not meant to be together, they may still love each other. Romeo first sees Juliet during her parents’ banquet. Romeo is completely in love with looks and not personality. His first love, Rosaline, does not return the favor of his love. Romeo becomes entirely depressed and love sick. He still insists that Rosaline is his one true love, even though she does not love him back. Romeo is very stubborn. Romeo is struck by Cupid’s arrow, when by chance, he meets Juliet. Instantly, Romeo and Juliet are attracted to each other, by Romeo’s words, and by Juliet’s looks. When Romeo first sees Juliet, he is completely astounded by her beauty. Without even knowing her name, Romeo’s eyes take complete control of his heart and mind, setting him in a helpless state of love. He questions whether he has loved before, and realizes that his previous loves have never been genuine. Romeo and Juliet did not take the time to get to know each other and form a deep intimate relationship. They rushed into their relationship. They were also very young to be experiencing love. Even people much older than them do not know what love means. It may have really been true love that was mutually felt by both of them though. Many people say that they have had experiences with true love but I do not think that true love exists in the real world, only in fairy tales and fiction stories. I do not think that you can fall in love until you are mature enough to understand what love really is. Many people fall in love to fast and end up being disappointed because of the way their future turns out. My opinion is, if you are going to spend your life with one person, make sure that the person is the only one you love.

Compare and contrast at least three poems from the Love and Loss anthology Essay Example

Compare and contrast at least three poems from the Love and Loss anthology Essay Example Compare and contrast at least three poems from the Love and Loss anthology Paper Compare and contrast at least three poems from the Love and Loss anthology Paper Essay Topic: Poetry I have studied a range of poems on love and loss, the five poems I have chosen are; First Love by John Clare, How Do I Love Thee? by Elizabeth Barrett Browning A Birthday and Remember by Christina Rosetti and finally When We Two Parted by George Gordon. All of these poems were written during the romantic period which was approximately 1770-1830, or the Victorian period which was approximately 1830-1900. During both these periods there were similar as well as different styles of poetry produced. Love and Loss poems were both important themes in Victorian and romantic poetry. The word love has many meanings to it. To love someone it can mean to be emotionally or physically or even by both be attracted to another person. Love involves romance, which is the feeling felt for the person you love. Therefore a romantic poem is a poem that expresses very affectionate and sensitive emotions. The poems; A Birthday, How Do I Love Thee and Remember are all sonnets which are 14 line poems with a rhyming scheme of ABAB. The other two poems; First Love and When We Two Parted are not sonnets but they are both rhyming poems. In How Do I Love Thee Elizabeth Barrett Brownings love is an endless permanent thing, I shall but love thee better after death. There is also the similar feel in First Love when John Clare talks about how he has lost his heart for her, My heart has left its dwelling-place And can return no more. The poem How Do I Love Thee is written about her love, possibly her husband but John Clares is about someone else, somebody he does not know, in this case it could be unrequited love, where she may not feel the same way about him. Remember compared to How Do I Love Thee and First Love is giving out a different message. Instead of saying that they will not forget their love even after they die, Christina Rosetti tells her love to forget about her after she dies because she does not want him to think of her and get upset, Better by far you/ should forget and smile Than that you should remember me and be sad. She wants him to be happy when she is gone. In First Love the reaction to love is mainly stated through the physical actions, My face turned pale as deadly pale. My legs refused to walk away, expressing love with this kind of language seems much exaggerated compared to how Elizabeth Barrett Browning does it in How Do I Love Thee, she just talks about how she feels within herself and her soul, I love thee to the depth and breadth and height My soul can reach, she does not say anything about how she is physically but just mentally. Remember once again is different form both of the other poems, it does not at all state anything about her love to her partner but only what he should do after she goes. First Love, How Do I Love Thee and A Birthday are all typical romantic poems. A Birthday and First Love both have references to nature. In First Love it says; Her face it bloomed like a sweet flower, John Clare uses these words to describe the beauty of his love; he is comparing her to a flower expressing that she has natural beauty. A Birthday describes love using reference to nature which portrays the theme of love, My heart is like an apple tree Whose boughs are bent with thickest fruit, saying that her heart is abundant and fruitful to her love. First Love and A Birthday both share another thing in common that make them typical romantic poems, they both have the reference to music. In First Love it says; Words from my eyes did start They/ spoke as chords do from the string, the love in his eyes were speaking for him, it was strong emotional music coming from within him. Imagery from nature is used within both poems to express the theme of love. In A Birthday, it says; My heart is like a/ singing bird, this again is reference to nature as well as music; it is telling me that she is happy. First Love uses music to express love through eyes and A Birthday uses music to express love from the heart. Both of these descriptions are very powerful as they are what a typical romantic poem consists of. However in How Do I Love Thee although it does not share the common descriptions First love and A Birthday have, the title of the poem tells the readers that it is a typical romantic poem. How Do I Love Thee and A Birthday are positive, in How Do I Love Thee it says, I love thee with the passion and in A Birthday it says My heart is like a/ rainbow shell. Both these poems are typical. Remember on the other hand is negative as it does not say anything similar to what the other two poems say about their love and how the poems are written with a positive feel. This one is more about the loss of a loved one and the breakdown of a relationship, it uses words such as, darkness, grieve, sad, which add a negative effect on the poem. All the poems rhyme and use some kind of flowery language (lyrical). in First Love there is the use of alliteration, so sudden and so sweet. There is no alliteration present in the other two poems. However there is the use of repetition in both, in How Do I Love Thee the words I love thee are repeated many times through the poem. In A Birthday the words My heart are repeated a few times. The use of repetition is very effective as it puts emphasis on the poem making those few words stand out. My response to all the poems overall is that they are all very clear in expressing their feelings towards their love. The image I got was that they are madly in love and taking there expressions to a great extent. The poems talk about love during and after death meaning their love is very important. The poem I liked best was A Birthday, this is because I found it easy to understand compared to the other poems and there is the positive feel towards it. I did not enjoy reading How Do I Love Thee and Remember as much as A Birthday because they were a bit difficult to understand at certain parts.

Word Choice Half vs. Halve

Word Choice Half vs. Halve Word Choice: Half vs. Halve Sometimes, seemingly simple words can cause problems. Take â€Å"half,† for example. It is a common term than any native English speaker should know. But wait! Are you sure you know the difference between the words â€Å"half† and â€Å"halve†? If not, read on to find out more. Half (50% of Something) We’ll start out with the more common word. â€Å"Half† is typically a noun that means â€Å"fifty percent† (or a similar amount). For instance: 750 is half of 1,500. Do you want the other half of this pizza? The plural of this noun form of â€Å"half† is â€Å"halves† with a â€Å"v.† This is because some words like  Ã¢â‚¬Å"half† that end in an â€Å"f† or â€Å"-fe† change their spelling in plural form (e.g., knife → knives or calf → calves). We can also use the word â€Å"half† to modify other words in a sentence. For example, we could use it in either of the following: The cake was only half baked. It should have been in the oven for another half hour. In the first sentence above, â€Å"half† is an adverb that modifies the verb â€Å"baked† (i.e., the cake was only partially cooked). In the second sentence, â€Å"half† is an adjective that modifies the noun â€Å"hour† (i.e., we’re discussing 50% of an hour). But regardless of how it is used, the word â€Å"half† is always related to the idea of being divided, incomplete, or half of something whole. Halve (Divide Something in Two) â€Å"Halve,† meanwhile, is a verb. It means â€Å"divide into two (roughly) equal parts†: I will halve the cake and give one part to my sister. A similar use is to mean â€Å"reduce by 50%,† such as in the following: The new road halves the time it takes to get home. All verb forms of this term are spelled with a â€Å"v† (i.e., halve, halves, halved, halving). As such, no verb form will be spelled with an â€Å"f.† Should I Use Half or Halve? â€Å"Half† and â€Å"halve† are related terms, but these words also have different uses: Half can be a noun, adjective, or adverb. As a noun, it means â€Å"fifty percent of something† (or a similar amount). As an adjective or adverb, it shows that something is divided, half of a whole, or half complete. Halve is a verb and means â€Å"divide into two equal or roughly equal parts.† One point of confusion is that the plural of â€Å"half† is â€Å"halves,† which is also how we spell the third-person present tense form of the verb â€Å"halve.† But as long as you remember that the singular noun â€Å"half† is always spelled with an â€Å"f,† it should be easy to avoid errors in your writing.

Research paper Essay Example | Topics and Well Written Essays - 2000 words - 1

Research paper - Essay Example Earthquakes are believed to be caused by different occurrences that include glacial rebounding, sliding of tectonic plates that lie over each other, and by sudden discharge of stored strain that is accumulated along a fault line. The severity of a shake from an earthquake is usually as a result of three factors i.e. its magnitude attenuation of a wave that causes the earth quake as it moves through the earth’s surface and the possible disruption caused by different rock structure (Hough par 9-12). These vibrations can be predicted before they happen in a place. When these vibrations happen also, they result in major disruptions to physical features. However, the major cause of investigation has resulted from the threat these vibrations cause to people. The ability to predict great causes of damaging events that are likely to face an area in future time is a basic element of risk reduction development practices. It becomes an important element when it is facing emergency and le ad to development of a good planning for such emergency (Albarello and Meletti 1-2). Earthquakes are caused by seismic waves. The intensity of these waves is measured with a machine known as a seismometer. The depth of the earthquake is another determiner of its intensity. Earthquakes are a major threat to life because if they happen with great magnitude, they lead to destruction of properties in which people live. When they happen on the water, they result to tsunamis that are likely to result in disruption of waters and seizing of ships. The commotion caused on the water also is extended to the coast, which causes major deaths of people at such coastal lands and destruction of property. Before the 1970s and 1980s, prominent scientists were optimistic that reliable prediction of earthquakes was possibly going to come. This was facilitated and motivated by the ground breaking prediction event of Soviet Union prediction of an earthquake and the successfully accomplished prediction of Chinese earthquake that happened in Haicheng. However, even with those optimistic achievements, there was a lot of pessimism because still many predictions were not reliable by then (Hough 34). Today, prediction of earthquakes is possible by scientists who agree that the understanding of ground motion attenuation relationships is an important aspect of predicting possibility of there being an earthquake. In March 2009, an Italian technician observed the radon and noticed some abnormalities and predicted that a great magnitude earthquake would be experienced. Although seismologists did not concur with that laboratory scientist, a fatal earthquake was experienced in L’Aquila barely a month after the prediction. The earthquake claimed many lives and were injured while a lot of property was destroyed and many were displaced from their places. Forecasting of earthquakes is faced with many debates about their occurrence once they have happened. For example, when it happened in cit y of L’Aquila a lot of questions and debates followed; scientists were fiercely faced by contradiction basing on their ability to forecast such dangers. This earthquake was so destructive such that everyone affected by it rose against the people who are responsible for predicting (Albarello and Meletti 3). Currently, there are many prediction methods for earthquakes developed such that one does not have to ask whether it is possible to