Italian Text Messaging - Italian SMS Abbreviazioni

Italian Text Messaging - Italian SMS Abbreviazioni Dm c sent x spr ki dv venr. Does that sentence resemble a message from extraterrestri telefonino Ideographic Italian accento acuto Italian SMS Abbreviations Italian SMS Standard Italian anche ci sentiamo comunque domani dopo dire dove sei destra forse che chi come con cosa mi manchi tantissimo numero non prossimo qualche qualcosa qualcuno quando quindi quanto questo rispondi scusa solo sempre messaggio sono sapere sinistra spero ti telefono tardi tranquillo troppo ti voglio tanto bene volevo perchà © percià ² per ora perà ² persona tanti baci meno male pià ¹ o meno per Did you understand any of this? Maybe its appropriate now to ask: Povera lingua italiana dv 6?

About Lois Lowrys Controversial Book, The Giver

About Lois Lowry's Controversial Book, The Giver Imagine living in a society of sameness where you find no color, no family connections, and no memory- a society where life is governed by rigid rules that resist change and resent questioning. Welcome to the world of Lois Lowrys 1994 Newbery award-winning book The Giver, a powerful and controversial book about a utopian community and young boy’s dawning realizations about oppression, choices and human connections. The Storyline of The Giver Twelve-year-old Jonas is looking forward to the Ceremony of Twelves and getting his new assignment. He will miss his friends and their games, but at 12 he is required to set aside his child-like activities. With excitement and fear, Jonas and the rest of the new Twelves are bid a formal â€Å"thank you for your childhood† by the head elder as they move into the next phase of community work. In The Giver’s utopian community, rules govern every aspect of life from speaking in precise language to sharing dreams and feelings at daily family councils. In this perfect world, climate is controlled, births are regulated and everyone is given an assignment based on ability. Couples are matched and applications for children are reviewed and assessed. The elderly are honored and  apologize, and the acceptance of apologies, are mandatory. In addition, anyone who refuses to follow rules or who exhibits weaknesses is â€Å"released† (a gentle euphemism for killed). If twins are born, the one weighing the least is scheduled for release while the other is taken to a nurturing facility. Daily pills to suppress desires and â€Å"stirrings† are taken by citizens beginning at age twelve. There is no choice, no disruption, and no human connections. This is the world Jonas knows until he is assigned to train under the Receiver and become his successor. The Receiver holds all the memories of the community and it’s his job to pass on this heavy burden to Jonas. As the old Receiver begins to give Jonas the memories of ages past, Jonas starts to see colors and experience new feelings. He learns there are words to label the emotions that are erupting inside him: pain, joy, sorrow, and love. The passing of memories from aged man to boy deepens their relationship and Jonas experiences a powerful need to share his newfound awareness. Jonas wants others to experience the world as he sees it, but the Receiver explains that letting loose these memories all at once into the community would be unbearable and painful. Jonas is weighed down by this new knowledge and awareness and finds solace in discussing his feelings of frustration and amazement with his mentor. Behind a closed door with the speaker device turned to OFF, Jonas and the Receiver discuss the forbidden topics of choice, fairness, and individuality. Early in their relationship, Jonas begins to see the old Receiver as a Giver because of the memories and knowledge he is giving to him. Jonas quickly finds his world shifting. He sees his community with new eyes and when he understands the real meaning of â€Å"release† and learns a sad truth about the Giver, he begins to make plans for change. However, when Jonas finds out that a young child he’s grown fond of is being prepared for release, both he and the Giver quickly alter their plans and prepare for a daring escape full of risk, danger, and death for all involved. Author Lois Lowry Lois Lowry wrote her first book, A Summer to Die, in 1977 at the age of 40. Since then she’s written more than 30 books for children and teens, often tackling serious topics such as debilitating illnesses, the Holocaust, and repressive governments. The winner of two Newbery Medals and other accolades, Lowry continues to write the types of stories she feels represents her views about humanity. Lowry explains, â€Å"My books have varied in content and style. Yet it seems that all of them deal, essentially, with the same general theme: the importance of human connections. Born in Hawaii, Lowry, the second of three children, moved all over the world with her Army dentist father. Awards Over the years, Lois Lowry has accumulated multiple awards for her books, but the most prestigious are her two Newbery Medals for Number the Stars (1990) and The Giver (1994). In 2007, the American Library Association honored Lowry with the Margaret A. Edwards Award for Lifetime Contribution to Young Adult Literature. Controversy, Challenges, and Censorship Despite the many accolades The Giver has garnered, it has met with enough opposition to put it on the American Library Association’s most frequently challenged and banned books list for the years 1990-1999 and 2000-2009. Controversy over the book focuses on two topics: suicide and euthanasia. When a minor character determines she can no longer endure her life, she asks to be â€Å"released† or killed. According to an article in USA Today, opponents of the book argue that Lowry fails to â€Å"explain that suicide is not a solution to life’s problems.† In addition to the concern about suicide, opponents of the book criticize Lowry’s handling of euthanasia. Supporters of the book counter these criticisms by arguing that children are being exposed to social issues that will make them think more analytically about governments, personal choice, and relationships. When asked for her opinion on book banning Lowry responded: I think banning books is a very, very dangerous thing. It takes away an important freedom. Any time there is an attempt to ban a book, you should fight it as hard as you can. Its okay for a parent to say, I dont want my child to read this book. But it is not okay for anyone to try to make that decision for other people. The world portrayed in The Giver is a world where choice has been taken away. It is a frightening world. Lets work hard to keep it from truly happening. The Giver Quartet and the Movie While The Giver can be read as a standalone book, Lowry has written companion books to further explore the meaning of community. Gathering Blue (published in 2000) introduces readers to Kira, a crippled orphan girl with a gift for needlework. Messenger, published in 2004, is the story of Mattie who is first introduced in Gathering Blue as Kira’s friend. In fall 2012 Lowrys Son was published. Son represents the grand finale in Lois Lowrys Giver books.

U.S. Government Research Paper Example | Topics and Well Written Essays - 1250 words

U.S. Government - Research Paper Example The paper also examines three reasons for continuing federalism and its current form in the United States. In addition, the paper looks into the controversy of appointing people in the federal bureaucracy. Lastly, the paper will discuss the reasons why the U.S. has representative democracy over federal democracy on the federal level. What are the benefits of a two-party system in U.S. politics? What are the benefits of third parties in this system, if any? The political system in the United States entails two parties dominating during voting in elections and each level of government. The two-party system in the United States politics has several benefits, which forms the basis for the advantages accrued from such a system. One of the benefits of the two-party system in the United States is that it encourages and leads to political stability. The two political parties strive towards finding a common position that would be of benefit to the whole country. The system of two-party system leads to widespread agreements between the legislators, which eventually leads to political stability (Bertlastsky, 2010). According to Bertlastsky (2010), another benefit derived from the two-party system in the United States includes ease of governance. This emanates from the fact that such a system leads to a lot of harmonious existence between the two parties. As a result, legislators have the opportunity to participate in issues of governance and activities of the government. The two-party system is also beneficial as it leads to simplicity in the voting process; through such a system, voting becomes an easy affair in the United States. This is because there exist no complexities when the voter wants to make a choice between the parties. As opposed to a multi-party system, voting in a two-party system takes place fast since voters choose from a list of few candidates. The two-party system also lowers the rate of corruption in the United States. This emanates from the belief that leaders should think about the people who they represent. Failure to represent the will of the majority can make the electorate vote for the rival party in the next elections. Apart from the benefits of a two-party system, some benefits can also be derived from the inclusion of third parties in this system. Third parties give the electorate a variety of choices from where they can choose especially if the voters have expressed dissatisfaction with the parties in a two party system. Third parties also encourage sound governance since they promote transparency through regular critique of the government (Bertlastsky, 2010). Reasons for the Continuing Federalism and its Current form in the United States According to Holdsted t (2006), politics in the United States is based on Federalism, which gives both the executive and the states some powers. The constitution of America expresses significant belief in Federalism as a way of governing the United States. Under Federalism, the American constitution divides power between regional government and the Central government. Changes in the constitution have to be agreed upon by these two factions of the government. There are several factors that have contributed to continuing federalism, and they explain why federalism is deeply rooted in the U.S. system. One of the reasons that explain continuing federalism encompasses the practice of pragmatism. Federalism has proved to be highly

Close reading and analyze Essay Example | Topics and Well Written Essays - 250 words

Close reading and analyze - Essay Example He tries to equate his love for him with the divine angle, Platonic love as per Greek philosophy, but lacks the support of the prerequisite of that ideal relationship as he not the boy’s mentor. Considering from the point of view of the boy also the love relationship does not pass the test. His attitude negates the practice of Platonic love. His meaningful smile is not the smile of Narcissus. Narcissus of the Greek mythology falls in love with his own image, intently stares his reflection, dies in the process and is reborn as a flower. Aschenbach’s wants to defend his position from the philosophical angle, but in the process reveals the struggle of his inner world. He tries his best to suppress his true feeling of love for Tadzio but his final submission indicates the victory of the Dionysian forces (debauchery, joy and abandon) in his mind. He is vocal about his love for Tadzio and pronounces the words â€Å"I love you† by himself, and not in the presence of Tadzio. Evil can overpower an individual at the most unsuspected moment and one’s spiritual pursuit needs to be ever vigilant. What is to be noted in this chapter is the ironic tone of narration. W ith the mention of the mythical characters, an atmosphere is created pointing towards universality of characters. Finally, Thomas Mann hints at the ill-fated love of

The Kite Runner Essay Example for Free

The Kite Runner Essay What would you do to redeem yourself for a very bad thing you’ve done? In the novel The Kite Runner, the main character, Amir, will redeem himself for what he had done in his childhood by doing good things. In Afghanistan, there is a segregation of ethnic groups between the Hazara and the Pashtun. Hazara people work for the Pashtun people. Hassan Is a Hazara and Amir is a Pashtun. Although Amir and Hassan are best friends, Amir never consider Hassan as his best friend or even a friend. Even though Amir is a mean and jealous character when he is young, he evolves into an entirely different person. He redeems himself by showing unselfishness and generosity to a stranger. He grants Rahim Khan’s last request and risks his life to go help Sohrab in Afghanistan. As a child, Amir’s character shows jealousy and selfishness because he doesn’t receive enough attention from his father. Amir is always jealous of Hassan for being treated the same as him by Baba. In his head, Amir thinks that he is Baba’s true and only son, so he doesn’t understand why Baba treats Hassan the same way he treats him. When Amir and Hassan go to buy kites, they get the same kind of kite, and when Amir asks for a fancier one, Baba buys the same for both of them. â€Å"Sometimes I wished he wouldn’t do that. Wished he’d let me be the favorite. † Amir doesn’t like Hassan to be treated the same way as him because he is jealous. He once thought that the orphans should have died along with their parents because he is jealous of the kids that get to spend time with his father. This shows that when Amir is young, he was mean and selfish. To run away from his jealousy and guilt, he frames Hassan for stealing his watch and money by placing it under the mattress. After Amir frames Hassan for stealing his watch and money, he never had the chance to see Hassan again in his life. Although he purposely pushes Hassan out of his life, Amir is obsessed with Hassan throughout the novel. He thinks about Hassan when there was war, wonders if Hassan is still alive. He thinks about Hassan when he was grown up, wonders if Hassan was alive or if he has any wife yet. Its because Amir is full of guilt and obsession over Hassan. Deep inside, he thinks that if Hassan dies, it might be because of him. Amir also regrets the action in the past. Amir regrets that he wasnt mature enough to understand that Hassan is his best and only friend. He regrets that he wasnt strong enough to stand up for himself. He regrets how he was ignorant, and didnt know that Hassan is his brother. Throughout the novel, Amir has evolves into an entirely different character. He changes from a mean and jealous boy to a generous and kind man. Amir plants fistfuls of crumpled money under the mattress. He shows kindness to a stranger like Farid. Amir wants to help Farid’s family because he understands what his family has to go through in Afghanistan. When Amir was searching for Sohrab at Afghanistan, he met a beggar that knew his mother. Amir gave the beggar on the streets three dollars. Three dollars is not a lot of money but to give three dollars to a beggar is not a common thing that happens. This proves that Amir also evolves into a character that has empathy towards people, and changes into another level of kindness. He also evolves into a character that has more courage. As a child, he won’t fight people back and needs Hassan to help him. He also couldn’t stand up to the General but now he can finally stand up to the general, when he said to the general that, â€Å"you will never again refer to him as’ Hazara boy’ in my presence. He has a name and it’s Sohrab. † â€Å"There is a way to be good again†. These words come out from Rahim Khan’s mouth. He convinces Amir to be a good person after he finds out what Amir has done in the past. Amir tries to redeem himself by meeting with Rahim Khan and grants him his last request before he dies. He goes back to Afghanistan to help Sohrab out of that poor and dangerous place. This shows Amir’s commitment to Hassan. He redeems himself to Hassan. Amir would risk his life to go help Sohrab, even though he has other responsibilities like how he has his wife at America. If he dies in Afghanistan, it will really affect Soraya’s life. He even accepts Sohrab in his family and adopts him. It shows that Amir is really dedicated to this redemption. The novel shows the evolution of Amir as a character. He becomes more kind and generous to other people. He also redeems himself for the bad things that he did to his half brother. His regrets lead him to his redemption. After Amir finds out that Hassan is his half brother, and that he has passed away, that is when Amir starts to evolve into a different character. He starts showing kindness and generosity because it is Amir’s way of redeeming himself. I think at last Amir really did become a good person.

Who Is Beloved? :: essays papers

Who Is Beloved? After reading the novel Beloved by Toni Morrison, many readers may find them selves asking who Beloved really was. There are basically three answers that would satisfy this question; that she is the actual baby ghost come back to life, a random woman who came to fulfill the needs of the protagonists, and the view of, does it really matter? These possibilities will be discussed throughout the duration of this essay and it will be left to you to decide what you think. In the support of Beloved actually being the baby ghost re-born, you could use the fact that she knew a song that Sethe made up to sing to her children to prove this theory. " 'I made up that song,' said Sethe. 'I made it up and sang it to my children. Nobody knows that song but me and my children' " Sethe pg. 176 "Beloved turned to look at Sethe. 'I know it,' she said." Beloved pg.176 The fact that Beloved knew about Sethe's earrings also adds to this. How she seemed to know all of the right questions to ask Sethe and when she should ask them. Symbolism also factors into this idea. Beloved came out of the water, Sethe had an experience like her water would break in pregnancy when she saw Beloved, and Beloved drank so much water, as an infant child would have to do. Water in this case refers to life and re-birth. A third piece of evidence would be Beloved's appearance; she had soft unwrinkled skin, like that of a baby; "She had new skin, lineless and smooth, including the knuckles of her hands." Pg. 50 Beloved had what seemed to be little wisps of hair across her forehead, these were decided later to be the imprints of Sethe's nails from where Sethe held Beloved to hold her in place in order to slit her throat. Taking all of this into account, it is enough to convince almost anyone that the facts are too great for Beloved to be anyone but the baby ghost reincarnated. While the facts for Beloved being the actual baby ghost reincarnated seem overwhelming there is also the idea that she might be just some random woman. Beloved's appearance at 124 seemed to have impeccable timing, which brought about the question of "was she was a random woman who heard about the family and took the needed place of the baby ghost." Some of the information brought to the aide of Beloved's being the baby ghost can be contradicted in this theory.

Reconstruction Dbq

The Civil War was one of the most difficult and trying times during American history. The war ended with the the Union and Confederate states torn apart over one major issue: slavery. With the end of the Civil War came the end of slavery in the United States. Although the former black slaves were now free, they had no land and very few rights, and most did not even have family. Though out reconstruction, blacks were able to gain rights, but were continuously repressed by the white Southerners. The only way to truly enfranchise the former slaves was by effectively disenfranchising their former masters.The reign the masters had over their former slaves disabled the slaves from trying to fulfill their lives as equal American citizens. In most cases, the blacks of American were granted certain freedoms and then were taken away or oppressed by the whites. The former plantation and slave owners were not receptive to treating the blacks as their fellow counterparts. As Reconstruction began to start in the United States, the question of how the Southern states would be welcomed back into the Union begged at the issue. Reconstruction started to become a struggle between the executive and legislative branches.Radical Republicans, such as Thaddeus Stevens, wanted to approach Reconstruction from a military prospective because they were seeking revenge and felt the South needed to be taught a lesson because of the havoc and damage that they imposed on the Union (Document A). On the other hand, Andrew Johnson wanted to take a more moderate approach to reconstruction in order to quickly reincorporate the Southern states into the Union. To be allowed back into the Union, as per Andrew Johnson’s plan of reconstruction, the Southern states had to, among many other terms, agree to the 13th Constitutional Amendment that recognized the freedom of blacks.Many blacks felt that they knew their previous masters best and argued that although the states would agree to the recognit ion of 13th amendment, it was only â€Å"lip deep† (Document C). They also argued that the only way to really make the Southerners see the blacks as their equals was with the assistance of the federal government to put military reconstruction into place (Document C). The first Reconstruction act was passed in March 2nd, 1867 and divided the South into five military districts, each under a major general (Document I).In each of these districts, freed males slaves were granted suffrage. This act also offered readmission to the Union if the states ratified the Fourteenth Amendment, which would grant citizenship and civil liberties to all people born or naturalized in the United States. The Fourteenth Amendment was another step toward black equality and secured the rights of the former slaves (Document H). Although blacks were now allowed to vote, whites in the South would use severe intimidation tactics in order to oppress the newly acquired rights of the blacks.Voting is one of the most basic rights of an American citizen, so it would seem that the right to vote for all would equate peace and happiness between the whites and blacks (Document F). The idea of a master seeing his former slave at the same voting polls was an belligerent concept. During this time period, it seemed that the only way for the blacks to have their rights without being oppressed was to disenfranchise the whites. Even though the blacks were released from slavery, the whites still used tactics to keep the blacks in order beneath them.The Black Codes were created to make a cheap labor source for the South. Blacks would be arrested for vagrancy and judged by a jury that consisted of white men; blacks still could not serve on a jury at this time, still displaying that blacks did not receive full rights of white citizens. Thus, blacks would always be convicted by the jury of whites who wanted to ensure a labor force. Once convicted, the blacks were put on farms to work. Blacks would also have to pay a penalty if they were jumping contracts and moving from plantation to plantation; they could not leave the plantation.The whites were basically creating a â€Å"legal† system of slavery, which undermined the blacks newly acquired rights as a free citizen. Andrew Johnson would soon prove to be the oppressor in the fight for black equality during the time of reconstruction in the United States. First, the distribution of land was being brought about by a reconstruction-made institution, known as the Freedmen’s Bureau. The Freedmen’s Bureau provided food, clothing, education, and land to the blacks. By June 1865, the Bureau had settled nearly 10,000 black families on their own land, which was abandoned plantations.Just as the blacks were coming into and accepting their new freedom, the Southern white plantation owners were returning and demanding the return of their land. Andrew Johnson would support their demands and the government would eventually re turn all of the land. Just by this instance, it was proved that the whites in the South had tremendous control over the blacks and the government seemed to be supporting them. The North actually feared the potential power of the South in the most recent events of oppression (Document G). Andrew Johnson was also presented with the newly created Reconstruction Amendments, all of which he vetoed.Although he was overridden by Congress, this shows how the â€Å"white men† has once again oppressed the blacks. Also, Andrew Johnson would soon pull the institution of the Freedmen’s Bureau. This was once again preventing the blacks from bettering themselves as individuals and accepting their new rights and freedoms as citizens of the United States. Tensions ran extremely high between the whites and blacks that it started to become deadly. Hate groups were beginning to form in order to undermine the blacks where they were the majority. The most prevalent hate group was the Ku Klu x Klan.These groups policed themselves in groups around voting polls in order to keep the blacks from exercising their rights given to them in the Fifteenth Amendment. The treatment these hate groups, including the Knights of the White Camellia, oppressed the blacks from exercising the most basic of their civil rights and began to return them to their previous way of life. The hatred and means to put the blacks down was beginning to become incredible because the whites did not want to see blacks become their equals and wanted no help or interaction with their former chattel (Document B).Segregation in the South was becoming more relevant during the time of Reconstruction. At first, there were public areas, such as schools, that accepted both black and white children. Even with such established integrated public places, white Southerners still refused to send their children to school with black children. The court case Plessy v. Ferguson made the term â€Å"separate but equal† sanctified in Supreme Court. This means that black and white accommodations had to be equal, but permitted to be separated.This case also established the Jim Crow Laws, which made the segregation of the races possible. In all reality, although Plessy v. Ferguson determined that black and white accommodations were separate but equal, the accommodations of the whites were of higher standards than those of the former slaves. The segregated and racist mindset of the whites in the South made it hard for the former slaves to make any progress because every step the African Americans took toward securing their civil liberties, the whites were there to take a stand against them by any means.Fredrick Douglass believe that all people in the South could live together in peace if the South merely cooperated (Document D). The Election of 1876 would be the death of Radical Reconstruction. After a discrepancy with the votes in the election, a compromise was made that would make Republican Rutherf ord B. Hayes the presidential winner. The victory of the Republican party would then mean that the Union army must pull out of the five Southern regions. Thus, the Freedmen are now turned away from by the Radical Republicans and are left for the Southerners to handle.The Southern whites will continue to oppress the former slaves and will try to take away every right they have come to gain. The only way for the Freemen to become rich with their civil rights and able to express them would be to take the opportunities away from the whites to oppress them. If the oppression of the blacks by the whites is continuously ignored, then it will be impossible for the blacks to even become completely equal with the whites among them. Reconstruction Dbq The Civil War was one of the most difficult and trying times during American history. The war ended with the the Union and Confederate states torn apart over one major issue: slavery. With the end of the Civil War came the end of slavery in the United States. Although the former black slaves were now free, they had no land and very few rights, and most did not even have family. Though out reconstruction, blacks were able to gain rights, but were continuously repressed by the white Southerners. The only way to truly enfranchise the former slaves was by effectively disenfranchising their former masters.The reign the masters had over their former slaves disabled the slaves from trying to fulfill their lives as equal American citizens. In most cases, the blacks of American were granted certain freedoms and then were taken away or oppressed by the whites. The former plantation and slave owners were not receptive to treating the blacks as their fellow counterparts. As Reconstruction began to start in the United States, the question of how the Southern states would be welcomed back into the Union begged at the issue. Reconstruction started to become a struggle between the executive and legislative branches.Radical Republicans, such as Thaddeus Stevens, wanted to approach Reconstruction from a military prospective because they were seeking revenge and felt the South needed to be taught a lesson because of the havoc and damage that they imposed on the Union (Document A). On the other hand, Andrew Johnson wanted to take a more moderate approach to reconstruction in order to quickly reincorporate the Southern states into the Union. To be allowed back into the Union, as per Andrew Johnson’s plan of reconstruction, the Southern states had to, among many other terms, agree to the 13th Constitutional Amendment that recognized the freedom of blacks.Many blacks felt that they knew their previous masters best and argued that although the states would agree to the recognit ion of 13th amendment, it was only â€Å"lip deep† (Document C). They also argued that the only way to really make the Southerners see the blacks as their equals was with the assistance of the federal government to put military reconstruction into place (Document C). The first Reconstruction act was passed in March 2nd, 1867 and divided the South into five military districts, each under a major general (Document I).In each of these districts, freed males slaves were granted suffrage. This act also offered readmission to the Union if the states ratified the Fourteenth Amendment, which would grant citizenship and civil liberties to all people born or naturalized in the United States. The Fourteenth Amendment was another step toward black equality and secured the rights of the former slaves (Document H). Although blacks were now allowed to vote, whites in the South would use severe intimidation tactics in order to oppress the newly acquired rights of the blacks.Voting is one of the most basic rights of an American citizen, so it would seem that the right to vote for all would equate peace and happiness between the whites and blacks (Document F). The idea of a master seeing his former slave at the same voting polls was an belligerent concept. During this time period, it seemed that the only way for the blacks to have their rights without being oppressed was to disenfranchise the whites. Even though the blacks were released from slavery, the whites still used tactics to keep the blacks in order beneath them.The Black Codes were created to make a cheap labor source for the South. Blacks would be arrested for vagrancy and judged by a jury that consisted of white men; blacks still could not serve on a jury at this time, still displaying that blacks did not receive full rights of white citizens. Thus, blacks would always be convicted by the jury of whites who wanted to ensure a labor force. Once convicted, the blacks were put on farms to work. Blacks would also have to pay a penalty if they were jumping contracts and moving from plantation to plantation; they could not leave the plantation.The whites were basically creating a â€Å"legal† system of slavery, which undermined the blacks newly acquired rights as a free citizen. Andrew Johnson would soon prove to be the oppressor in the fight for black equality during the time of reconstruction in the United States. First, the distribution of land was being brought about by a reconstruction-made institution, known as the Freedmen’s Bureau. The Freedmen’s Bureau provided food, clothing, education, and land to the blacks. By June 1865, the Bureau had settled nearly 10,000 black families on their own land, which was abandoned plantations.Just as the blacks were coming into and accepting their new freedom, the Southern white plantation owners were returning and demanding the return of their land. Andrew Johnson would support their demands and the government would eventually re turn all of the land. Just by this instance, it was proved that the whites in the South had tremendous control over the blacks and the government seemed to be supporting them. The North actually feared the potential power of the South in the most recent events of oppression (Document G). Andrew Johnson was also presented with the newly created Reconstruction Amendments, all of which he vetoed.Although he was overridden by Congress, this shows how the â€Å"white men† has once again oppressed the blacks. Also, Andrew Johnson would soon pull the institution of the Freedmen’s Bureau. This was once again preventing the blacks from bettering themselves as individuals and accepting their new rights and freedoms as citizens of the United States. Tensions ran extremely high between the whites and blacks that it started to become deadly. Hate groups were beginning to form in order to undermine the blacks where they were the majority. The most prevalent hate group was the Ku Klu x Klan.These groups policed themselves in groups around voting polls in order to keep the blacks from exercising their rights given to them in the Fifteenth Amendment. The treatment these hate groups, including the Knights of the White Camellia, oppressed the blacks from exercising the most basic of their civil rights and began to return them to their previous way of life. The hatred and means to put the blacks down was beginning to become incredible because the whites did not want to see blacks become their equals and wanted no help or interaction with their former chattel (Document B).Segregation in the South was becoming more relevant during the time of Reconstruction. At first, there were public areas, such as schools, that accepted both black and white children. Even with such established integrated public places, white Southerners still refused to send their children to school with black children. The court case Plessy v. Ferguson made the term â€Å"separate but equal† sanctified in Supreme Court. This means that black and white accommodations had to be equal, but permitted to be separated.This case also established the Jim Crow Laws, which made the segregation of the races possible. In all reality, although Plessy v. Ferguson determined that black and white accommodations were separate but equal, the accommodations of the whites were of higher standards than those of the former slaves. The segregated and racist mindset of the whites in the South made it hard for the former slaves to make any progress because every step the African Americans took toward securing their civil liberties, the whites were there to take a stand against them by any means.Fredrick Douglass believe that all people in the South could live together in peace if the South merely cooperated (Document D). The Election of 1876 would be the death of Radical Reconstruction. After a discrepancy with the votes in the election, a compromise was made that would make Republican Rutherf ord B. Hayes the presidential winner. The victory of the Republican party would then mean that the Union army must pull out of the five Southern regions. Thus, the Freedmen are now turned away from by the Radical Republicans and are left for the Southerners to handle.The Southern whites will continue to oppress the former slaves and will try to take away every right they have come to gain. The only way for the Freemen to become rich with their civil rights and able to express them would be to take the opportunities away from the whites to oppress them. If the oppression of the blacks by the whites is continuously ignored, then it will be impossible for the blacks to even become completely equal with the whites among them.

Causes of world war

Source based World war one, a great European war, nations conflicted and divided, aligning themselves with their own allies. World war one war one was a war not born from profound causes but triggered by a continents own insolence, competition and whom a nation was allied with. Each of the European nations had their own goals and motives as to why they did what they did. Some fought to preserve the interests that best served their nation, some fought to retaliate and some fought to become the king of Europe.A country like France ho pushed and encouraged nationalism and militarism was viewed as a powerful nation but because of Its strong policies It was also recognized as a huge threat to other European nations. A war seemed to be beneficial to every nation. Everybody was fending for themselves, For France if a war did break out especially between Germany and Russia, France would be able to attain previously lost lands from Germany. Lace and Lorraine, and this would only be a great ou tcome for France. Germany was another rising nation at the time, her and Russia had conflicts and a war between them seemed inevitable.Russia was trying to recover from a revolution that had occurred less than a decade ago. They had a big army but their soldiers were not well trained and their military was not well equipped to take on a nation Like Germany. Russia posed a threat to Germany but seeing as how Russia was not ready for a war, at least not yet, this was Germany's opportunity to attack and eliminate Russia as a potential future threat. Germany only cared about herself, not other nations, not even Austria. (SOURCE B) Germany provoked a war between Austria and Serbia because Russia was going to Intervene and Germany loud have their chance.This was wishful thinking on the part of Germany. They did not want bloodshed or war, yet they provoked one because it served their nations best Interests. Another powerful nation was Britain, a country that was mostly neutral and wanted n o part in war. Britain had a huge naval base that controlled most of the ports at sea; this trading system was highly beneficial for Britain because it was how their economy held up. Their economy was stable and that can only mean good things, but with a rising nation like Germany, Britain's economy was at stake.Britain needed to stay at the top and Germany wanted to be at the top, there was only room for one, with this two powerful nations competing, a war was dawning, and so Britain allied with France to fight against Germany. Without Britain France would have lost miserably and Germany would have gained control over some of the ports threatening Britain's supremacy over the waters. Each country was doing what was best for their own. Russia was the other nation fighting to get a stronger foothold in Europe, and just like the there nations, her too was serving her own interests.The Russians choose to align with Serbia because they both had similar political views and were both Slav ic countries. This was a difficult time for Russia because of revolution that had occurred not so long ago. The Tsar was losing control and his influence over the Russian 1 OFF land in Europe and hope for that brings peace within Russia. World war one was not motivated by aggression but by mere agency of solidifying one's nation as part of the European continent instead of ending up as an annexed territory in one's nation.

Theorist of Choice

Theorist of Choice In an effort to explain sociology based on how relevant it is in daily life, many sociologists today find the term sociological imagination coined by C. Wright Mills inevitable in their discussions. Through his work under a similar name, Wright Mills stands out as the most appealing sociological theorist to me.Advertising We will write a custom essay sample on Theorist of Choice specifically for you for only $16.05 $11/page Learn More Therefore, as pointed out by Mills, sociological imagination gives me a deep insight of the nature of sociology. It goes further to shed light on how it directly connects with the lives of individuals in the contemporary society. However, one might want to know what sociological imagination entails. Sociological imagination through Mills’ own words is the capacity to shift from one perspective to another. In other words, it is the capacity to range from the most impersonal and remote transformations to the intimate featu res of the human self, and to see the relations between the two of them (Mills, 1959, p. 3). The ability to connect between the two, according to Mills, is the driving force behind sociological imagination. The key to this theory is the reality of the existence of public issues, as well as private troubles. Public issues originate from the society. They go down to individuals who take them as being a result of their personal failures rather than seeing them for what they ought to be. On the other hand, private troubles arise because of a personal character. For instance, in a society where jobs are hard to get, circumstances may force a person to accept that he is not working simply because he is lazy. This, however, may turn out to be a public issue when many people cannot find anywhere to work, hence forced to stay idle. Wright Mills, through sociological imagination theory, gives an emphasis that sociology mostly focuses on the manner in which social institutions and forces shape the individual behaviors of people in the society. It shows how the affected people respond to the influence. By being able to see the bigger picture, and derive connections between public issues and private troubles, a person is more enlightened and aware of the happenings in his society. According to Brewer (2005, p.134), people will always be interested if their personal problems can be addressed merely by solving other external factors. It is pertinent to note that, when addressing issues in the society, it is indispensable to do so with the inspiration from Mills’ sociological imagination to see the issue in totality. By so doing, one stands a better chance to address it comprehensively.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is only through the ability to see the larger picture, as put forth by Mills, that people can derive sociological solutions and explanat ions. Other theorists under the inspiration of Mills came up with explanations on how some things happen in the society (Vissing, 2011, Para.3). For instance, Mills’ work formed a basis for theorists such as Emile Durkheim who came up with a theory to explain suicide in societies. The sociological imagination theory has, therefore, proven concrete since other scholars in the discipline view it as the only elaborate theory that brings forth reliable sociological explanations. In conclusion, a sociological theory should aim at giving details on sociological problems. By providing an avenue for one to relate issues in his/her private lives with the happenings in the society, Mills’ theory ensures that the real causes of problems in the society are analyzed. It provides accurate solutions to avoid future occurrence of such problems. Reference List Brewer, J. (2005). â€Å"The Public and the Private in C. Wright Mills Life and Work†.  Sociology, 39(4), 661-677. Mil ls, W. (1959). The Sociological Imagination. Oxford: Oxford University Press. Vissing, Y. (2011). Introduction to Sociology. San Diego, CA: Bridgepoint Education, Inc. Web.

Poner Conjugation in Spanish, Translation, Examples

Poner Conjugation in Spanish, Translation, Examples The conjugation of the Spanish verb poner, often translated as to put or to place, is highly irregular. In order to help you understand and use this verb, this article includes poner conjugations in the present, past, conditional, and future indicative; the present and past subjunctive; the imperative, and other verb forms. The same conjugation pattern is used for other verbs based on poner, such as componer, disponer, exponer, imponer, oponer, proponer, reponer and suponer. Using the Verb Poner vs. Ponerse The verb poner generally means to put or to place, but its meaning can vary when used in some common expressions like poner la mesa (to set the table), or poner huevos (to lay eggs). It can also mean to turn on, as in poner mà ºsica (to play music on the radio) or poner la televisià ³n (to turn the television on). The verb poner can also be used reflexively - ponerse- . Ponerse can mean to put something on, such as clothing or accessories. For example, Juan se puso el abrigo y Ana se puso el sombrero (Juan put the coat on and Ana put the hat on). In addition, ponerse can mean become when referring to a change in state of being, such as ponerse triste (become sad), ponerse rojo (to become red in the face), ponerse flaco (to become skinny), etc. Poner Present Indicative In the present indicative tense, the first person singular (yo) conjugation of the verb poner is irregular, but the rest of the conjugations follow a regular verb pattern. Yo pongo I put Yo pongo la mesa antes de la cena. Tà º pones You put Tà º pones el libro en la biblioteca. Usted/à ©l/ella pone You/he/she puts Ella pone flores para decorar la casa. Nosotros ponemos We put Nosotros ponemos el dinero en el banco. Vosotros ponà ©is You put Vosotros ponà ©is la ropa en el armario. Ustedes/ellos/ellas ponen You/they put Ellos ponen mucho esfuerzo en su trabajo. Poner Preterite Indicative The preterite tense conjugations of poner are irregular and use the stem pus-. Yo puse I put Yo pusela mesa antes de la cena. Tà º pusiste You put Tà º pusisteel libro en la biblioteca. Usted/à ©l/ella puso You/he/she put Ella pusoflores para decorar la casa. Nosotros pusimos We put Nosotros pusimosel dinero en el banco. Vosotros pusisteis You put Vosotros pusisteis la ropa en el armario. Ustedes/ellos/ellas pusieron You/they put Ellos pusieronmucho esfuerzo en su trabajo. Poner Imperfect Indicative The verb poner is conjugated regularly in the imperfect tense. You start with the stem pon and add the imperfect ending for -er verbs (à ­a, à ­as, à ­a, à ­amos, à ­ais, à ­an). The imperfect tense can be translated as was putting or used to put. Yo ponà ­a I used to put Yo ponà ­ala mesa antes de la cena. Tà º ponà ­as You used to put Tà º ponà ­asel libro en la biblioteca. Usted/à ©l/ella ponà ­a You/he/she used to put Ella ponà ­a flores para decorar la casa. Nosotros ponà ­amos We used to put Nosotros ponà ­amosel dinero en el banco. Vosotros ponà ­ais You used to put Vosotros ponà ­aisla ropa en el armario. Ustedes/ellos/ellas ponà ­an You/they used to put Ellos ponà ­anmucho esfuerzo en su trabajo. Poner Future Indicative For the irregular conjugation of poner in the future indicative, change the stem to pondr-. Yo pondrà © I will put Yo pondrà © la mesa antes de la cena. Tà º pondrs Youwill put Tà º pondrs el libro en la biblioteca. Usted/à ©l/ella pondr You/he/shewill put Ella pondr flores para decorar la casa. Nosotros pondremos Wewill put Nosotros pondremos el dinero en el banco. Vosotros pondrà ©is Youwill put Vosotros pondrà ©isla ropa en el armario. Ustedes/ellos/ellas pondrn You/theywill put Ellos pondrn mucho esfuerzo en su trabajo. Poner PeriphrasticFuture Indicative The periphrastic future is composed of the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive poner. Yo voy a poner I am going to put Yo voy a ponerla mesa antes de la cena. Tà º vasa poner You aregoing to put Tà º vasa poner el libro en la biblioteca. Usted/à ©l/ella vaa poner You/he/shegoing to put Ella vaa poner flores para decorar la casa. Nosotros vamosa poner We aregoing to put Nosotros vamos a poner el dinero en el banco. Vosotros vaisa poner You aregoing to put Vosotros vaisa poner la ropa en el armario. Ustedes/ellos/ellas vana poner You/they aregoing to put Ellos vana poner mucho esfuerzo en su trabajo. Poner Present Progressive/Gerund Form To form the gerund  or present participle, you start with the stem of the verb and then add the ending -ando (for -ar verbs) or -iendo (for -er and -ir verbs). The present participle is used to form progressive tenses like the present progressive, which is usually formed with the auxiliary verb estar, but can also use the verbs seguir, continuar or mantener as the auxiliary. Present Progressive ofPoner est poniendo is putting Ella est poniendo flores para decorar la casa. Poner Past Participle The past participle of poner is irregular - puesto- . This verb form can be used to form perfect tenses, such as the present perfect (with the auxiliary verb haber). Present Perfect of Poner ha puesto has put Ella ha puesto flores para decorar la casa. Poner Conditional Indicative To talk about possibilities, you can use the conditional tense, which is usually translated to English as would verb. Poner is also irregular in the conditional and uses the stem pondr-. Yo pondrà ­a I would put Yo pondrà ­ala mesa antes de la cena si llegara a tiempo. Tà º pondrà ­as Youwould put Tà º pondrà ­as el libro en la biblioteca si hubiera espacio. Usted/à ©l/ella pondrà ­a You/he/shewould put Ella pondrà ­a flores para decorar la casa, pero las flores estn muy caras. Nosotros pondrà ­amos Wewould put Nosotros pondrà ­amos el dinero en el banco si nos ganramos la loterà ­a. Vosotros pondrà ­ais Youwould put Vosotros pondrà ­ais la ropa en el armario si fuerais ms ordenados. Ustedes/ellos/ellas pondrà ­an You/theywould put Ellos pondrà ­an mucho esfuerzo en su trabajo, pero son perezosos. Poner Present Subjunctive The present subjunctive is formed with the stem of the first person singular in the present indicative (yo pongo). Que yo ponga That I put Mam pide que yo ponga la mesa antes de la cena. Que tà º pongas That you put El maestro quiere que tà º pongas el libro en la biblioteca. Que usted/à ©l/ella ponga That you/he/she put La decoradora recomienda que ella ponga flores para decorar la casa. Que nosotros pongamos That we put El contador sugiere que nosotros pongamos el dinero en el banco. Que vosotros pongis That you put Pap pide que vosotros pongis la ropa en el armario. Que ustedes/ellos/ellas pongan That you/they put La jefa espera que ellos pongan mucho esfuerzo en su trabajo. Poner Imperfect Subjunctive The imperfect subjunctive has two different conjugations. Both of them are correct. Option 1 Que yo pusiera That I put Mam pedà ­a que yo pusiera la mesa antes de la cena. Que tà º pusieras That you put El maestro sugerà ­a que tà º pusieras el libro en la biblioteca. Que usted/à ©l/ella pusiera That you/he/she put La decoradora recomendaba que ella pusiera flores para decorar la casa. Que nosotros pusià ©ramos That we put El contador sugerà ­a que nosotros pusià ©ramos el dinero en el banco. Que vosotros pusierais That you put Pap pedà ­a que vosotros pusierais la ropa en el armario. Que ustedes/ellos/ellas pusieran That you/they put La jefa esperaba que ellos pusieran mucho esfuerzo en su trabajo. Option 2 Que yo pusiese That I put Mam pedà ­a que yo pusiese la mesa antes de la cena. Que tà º pusieses That you put El maestro sugerà ­a que tà º pusieses el libro en la biblioteca. Que usted/à ©l/ella pusiese That you/he/she put La decoradora recomendaba que ella pusiese flores para decorar la casa. Que nosotros pusià ©semos That we put El contador sugerà ­a que nosotros pusià ©semosel dinero en el banco. Que vosotros pusieseis That you put Pap pedà ­a que vosotros pusieseis la ropa en el armario. Que ustedes/ellos/ellas pusiesen That you/they put La jefa esperaba que ellos pusiesen mucho esfuerzo en su trabajo. Poner Imperative The imperative mood is used to give orders or commands. Positive Commands Tà º pon Put!  ¡Pon el libro en la biblioteca! Usted ponga Put!  ¡Ponga flores para decorar la casa! Nosotros pongamos Let's put!  ¡Pongamos el dinero en el banco! Vosotros poned Put!  ¡Poned la ropa en el armario! Ustedes pongan Put!  ¡Pongan mucho esfuerzo en su trabajo! Negative Commands Tà º no pongas Don't put!  ¡No pongas el libro en la biblioteca! Usted no ponga Don't put!  ¡No ponga flores para decorar la casa! Nosotros no pongamos Let's not put!  ¡No pongamos el dinero en el banco! Vosotros no pongis Don't put!  ¡No pongis la ropa en el armario! Ustedes no pongan Don't put!  ¡No pongan mucho esfuerzo en su trabajo!

Paper 3 Assignment Example | Topics and Well Written Essays - 1750 words

Paper 3 - Assignment Example Friedman tries to explain that targeted sanctions were used by the Greek Empire to address territorial conflicts. The aim was to pressure the enemy or political foes to change tactics.Friedman analyzes the evolution of politically motivated sanctions in the ancient Greeks. Also, he also explains that there has been a lengthy history of nations blockading their opponents to force a change in behavior. Friedman concludes that sanctions have become a new political tool in the 20th century since they are currently active compared to the 2,400 years ago as a result of several changes in civilization and new appearance in political arena as compared to the 17th, 18th and 19th centuries. European pacifists enacted a series of conferences in the early 20th century in order to discuss how to enforce the decisions of the proposed International System of the arbitration. This was a regulation body handling any aspect of dispute resolutions. Henri La Fontaine, Belgian International law professor persuaded delegates to approve peaceful sanctions through acquiring the legal terms from the nations who had better governance. As a result, delegates from member countries adopted the resolution as a solution to national conflicts. However, French representatives endorsed a treaty to isolate countries in times of war. The French officials described the resolutions as a diplomatic expression. In 2011, the US and the United Nations enforced political, economic and territorial sanctions against the Libyan president. The mission of the enforcement was to isolate the Libyan president and his allies. During the sanctions in Libya, struggles for bank software to recognize the various s pending of the Librarian president was to be ascertained. However, the sanctions could not achieve their objectives because of technical flaws. Between 2011 and 2012, the US imposed

Turkey military and islamists Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Turkey military and islamists - Research Paper Example retained the leadership for three consecutive terms without being overthrown by the military or being removed through the intervention of a constitutional court since multipartism in 1946. The conflict between political parties and the military have destabilized Turkey’s leadership over a long period. The fight between the constitution and Muslim religion has characterized the politics of Turkey. Turkey is officially a secular state as per the provisions of the constitution and their traditions. The constitution governs the activities of the political parties; it provides that any anti-secular political party can be banned by the constitutional court. An Islamic movement started finding its way in the country’s politics in the 1980s in an effort to fight for the economic inequality in the country. The movement has stood in favour of Islamic democracy based on the Islamic Sharia law and has attempted to bring these aspects in the Turkish politics. The military has intervened severally to bring down the extremism by some of these parties. The current leadership by the Justice and Development party has veered off from the stands that were upheld by the previous regimes. The party has Islamic roots but its ideologies have helped it in retaining leadership in the country that h as seen intensive military confrontation with the Islamic parties. Erdogan has been pro-west and has distanced his party from any religious inclination, an aspect that has helped the party remain in harmony with the constitutional provisions. The history of the rise of Islamic politics and the military engagements dates way back in the early 20th Century. Kemalism is an ideology that has been developed from the founder of the country, Mustafa Kemal Ataturk . In the process of its development, the country made a number of changes including an education system that focussed on the pre-Islamic civilizations of the Turkish people. The reforms that were made did not deter the people from