Monday, January 20, 2020
The Effects of Media Violence on Children Essay examples -- Media Viol
 Abstract             In recent times, the news media has cried out against violent media, painting it as the leading cause for youth violence. Following events such as the Columbine massacre, news sources have vilified violent media, claiming that it is a primary cause of violent behavior in youths. This analysis provides firm research on the subject from the opposing and supporting sources, giving a thorough definition to the term â€Å"violent media†and  brings forth evidence that other psychological effects and environmental factors are more significant causes of increased youth aggression than violent media.               Youth violence is a significant issue in modern society. Every new generation of high school and college students seems to have a new and increasingly violent incident of students being violent to others, often resulting in large numbers of injured or killed children. Whether it be the Columbine High School shooting, the Virginia Tech incident, or any of the dozens of school shootings that have occurred worldwide in the twenty-first century, violence is rapidly becoming more prevalent and more recognizable in youth culture. That being said, shootings are not the only source of violence in the new youth generation. Fighting, gang activity, and other organized violence is quickly increasing in number and severity.             The most intimidating factor of this massive increase in violent behavior is that nobody really knows why it is happening. Youths are simply becoming more violent. Researchers in child psychology are trying to find the leading causes of violence, but simply cannotâ€â€a child or young adult can easily have his or her mind influenced by a number of outside factors. One's peers may make any measurable change in how a child behaves, leading the child to act in a more violent or aggressive manner to fit in. A youth may be influenced by his or her environment, whether it is poor and obtrusive enough to lead the youth to begin making poor lifestyle decisions or positive to the point the youth begins rebelling by lashing out. Witnessing violence first-hand may also have a lasting effect on a child, in some cases going as far as to give the child a permanent personality disorder.             News authorities constantly fill the airwaves with stories of youths committing heinous, harmful acts against othersâ€â€whether they ar... ...Of Violent Video Games." Psychiatric Quarterly 78.4 (2007): 309-316. Academic Search Premier. Web. 26 Apr. 2015.  Ferguson, Christopher J. "The School Shooting/Violent Video Game Link: Causal Relationship Or Moral Panic?." Journal Of Investigative Psychology & Offender Profiling 5.1/2 (2008): 25-37. Academic Search Premier. Web. 26 Apr. 2015.  Margolin, Gayla, and Katrina A. Vickerman. "Posttraumatic Stress In Children And Adolescents Exposed To Family Violence: I. Overview And Issues." Professional Psychology, Research & Practice 38.6 (2007): 613-619. Academic Search Premier. Web. 26 Apr. 2015. Polman, Hanneke, Bram Orobio de Castro, and Marcel A.G. van Aken. "Experimental Study Of The Differential Effects Of Playing Versus Watching Violent Video Games On Children's Aggressive Behavior." Aggressive Behavior 34.3 (2008): 256-264. Academic Search Premier. Web. 26 Apr. 2015. T. L. Cheng, et al. "Urban Youths' Perspectives On Violence And The Necessity Of Fighting." Injury Prevention 10.5 (2014): 287-91. Academic Search Premier. Web. 26 Apr. 2015. "Violence." Collins English Dictionary - Complete & Unabridged 10th Edition. HarperCollins Publishers. Web. 26 Apr. 2015.  The Effects of Media Violence on Children Essay examples -- Media Viol  Abstract             In recent times, the news media has cried out against violent media, painting it as the leading cause for youth violence. Following events such as the Columbine massacre, news sources have vilified violent media, claiming that it is a primary cause of violent behavior in youths. This analysis provides firm research on the subject from the opposing and supporting sources, giving a thorough definition to the term â€Å"violent media†and  brings forth evidence that other psychological effects and environmental factors are more significant causes of increased youth aggression than violent media.               Youth violence is a significant issue in modern society. Every new generation of high school and college students seems to have a new and increasingly violent incident of students being violent to others, often resulting in large numbers of injured or killed children. Whether it be the Columbine High School shooting, the Virginia Tech incident, or any of the dozens of school shootings that have occurred worldwide in the twenty-first century, violence is rapidly becoming more prevalent and more recognizable in youth culture. That being said, shootings are not the only source of violence in the new youth generation. Fighting, gang activity, and other organized violence is quickly increasing in number and severity.             The most intimidating factor of this massive increase in violent behavior is that nobody really knows why it is happening. Youths are simply becoming more violent. Researchers in child psychology are trying to find the leading causes of violence, but simply cannotâ€â€a child or young adult can easily have his or her mind influenced by a number of outside factors. One's peers may make any measurable change in how a child behaves, leading the child to act in a more violent or aggressive manner to fit in. A youth may be influenced by his or her environment, whether it is poor and obtrusive enough to lead the youth to begin making poor lifestyle decisions or positive to the point the youth begins rebelling by lashing out. Witnessing violence first-hand may also have a lasting effect on a child, in some cases going as far as to give the child a permanent personality disorder.             News authorities constantly fill the airwaves with stories of youths committing heinous, harmful acts against othersâ€â€whether they ar... ...Of Violent Video Games." Psychiatric Quarterly 78.4 (2007): 309-316. Academic Search Premier. Web. 26 Apr. 2015.  Ferguson, Christopher J. "The School Shooting/Violent Video Game Link: Causal Relationship Or Moral Panic?." Journal Of Investigative Psychology & Offender Profiling 5.1/2 (2008): 25-37. Academic Search Premier. Web. 26 Apr. 2015.  Margolin, Gayla, and Katrina A. Vickerman. "Posttraumatic Stress In Children And Adolescents Exposed To Family Violence: I. Overview And Issues." Professional Psychology, Research & Practice 38.6 (2007): 613-619. Academic Search Premier. Web. 26 Apr. 2015. Polman, Hanneke, Bram Orobio de Castro, and Marcel A.G. van Aken. "Experimental Study Of The Differential Effects Of Playing Versus Watching Violent Video Games On Children's Aggressive Behavior." Aggressive Behavior 34.3 (2008): 256-264. Academic Search Premier. Web. 26 Apr. 2015. T. L. Cheng, et al. "Urban Youths' Perspectives On Violence And The Necessity Of Fighting." Injury Prevention 10.5 (2014): 287-91. Academic Search Premier. Web. 26 Apr. 2015. "Violence." Collins English Dictionary - Complete & Unabridged 10th Edition. HarperCollins Publishers. Web. 26 Apr. 2015. Â
Sunday, January 12, 2020
Bullying And Violence: The Effects Introduction Essay
Bullying will become an increasingly important problem for parents, school, administrators, and teachers, and will affect our society at large if not prevented. People started to realize action needed to be taken. Some suggested a behavioral approach. Tamanini (2017) on the other hand, feels that the best way to prevent bullying is starting at home. There was also Cordi and Masturzo (2013) who suggested getting students to talk about bullying using fiction and non-fiction books that focus on that subject. They claim that it puts them in a safe place. Throughout time, people have created different interventions and programs and even disciplinary actions to slow down the excessive growth of bullying. Some have been successful and some not so much. Background Bullying is the act of intentionally harming someone physically, verbally, or psychologically. Bullying is often repeated over time and involves an imbalance of power. Acts of bullying include unwelcome touching, teasing and name-calling, sending threatening or mean-spirited messages (such as texts, chats, voicemails, or e-mails) or spreading of hurtful rumors. Bullying and cyberbullying, or bullying that occurs online, are sensitive issues for many children, educators, and families. Some children may be embarrassed that they have been bullied or have bullied others, so it’s important to create a safe environment, where they feel they can share their thoughts. My Position The position I have chosen to pursue is the fact that bullying starts at home. Parents must realize the effect they have on their children and the examples that they are setting. If they see you act on violence, they will do as they see and bring it to their own environment. This is a problem a lot of parents face and don’t realize that to prevent this issue it starts with them. They should even monitor their television and what they allow their kids to watch, especially at a young age. A simple show that your child watches can change their behavior instantly because what they watch they might consider it to be ok. With them being so young and not knowing any better is the best time for them to be influenced. Parents need to step up and be more involved with their children because neglect is a big issue. Parents will focus on what they have going on like work or everything else except their own kids. And that will cause them to act out. Basically, the influence of bullying sta rts at home all around. Forecast Main Points In this essay, I will discuss the cause and effect of bullying. It will touch bases on bullying starting at home and how to prevent it. It will also cover the different types of bullying and how books can help children overcome. Lastly, it will talk about how television has an impact on kid’s behavior towards bullying. Evidence It seems that kids that choose to bully others usually come from the influence of their parents. They come from a home where they see their parents fight a lot and or physical punishment is used (Tamanini, et al., 2017). She suggests that parents start taking disciplinary action on their child early. Students tend to also act out due to lack of attention from their parents, so they lash out to seek attention from others. This can include neglected children, children of divorced parents, children who come from homes where their parents abuse the use of drugs/alcohol. Tamanini (2017) stated, â€Å"Early intervention and effective discipline and boundaries truly are the best way to stop bullying, but parents of the victims or therapists cannot change the bully’s home environment†(2017). Espelage, Ryzin and Polanin (2015), studies the distal outcomes including bullying, cyberbullying, homophobic name-calling, and sexual harassment perpetration (2015). Cyberbullying is enga ging in rumor spreading through cell phone and or the internet. Homophobic name-calling is gender-based name-calling such as â€Å"gay’ or â€Å"dike†. And sexual harassment is unwanted sexual commentary or sexual rumor spreading. They used social-emotional programs to address the troubled behaviors and promote academic success. This program is meant to help young kids and teenagers become more self-aware, manage their emotions and build friendship skills. Cordi and Masturzo (2013) believe that students should use fiction and non-fiction books to talk about bullying. It helps students to feel as if they are not alone and put students in safe place. Just by reading fictional books helps them pay attention and question the choices of others. Whether a student chooses a book that is a classic or just a picture book, they can use books as aides in telling their own stories in a digital and audio form (Cordi & Masturzo, 2013). Students became very active using this method that was presented to them and they felt more comfortable. Television shows surprisingly have a major negative effect when it comes to bullying. Take for example the show â€Å"Survivor†, which has the concept of a last-man-standing elimination game. It encourages people to form alliances to manipulate the other players just to gain their trust. Meanwhile plotting schemes of their own to go against their own alliances. According to Seale (2004), she states, †Å"These shows send the subtle but clear message to our kids that deceit, gossip, and verbal/physical aggression are perfectly acceptable ways to manipulate your social world towards your own personal gain.†(Seale, 2004). In our society, we seem to feed into the gossip, the humiliation or even the conflict. Opposing Argument Although television shows do play a role in children growing to be bullied, I do not agree that that is the only thing they do. Some shows do give out good messages. For example, the show â€Å"13 Reasons Why†talks about a young lady who had been dealing with bullying through-out her high school experience. At the end of the show, she commits suicide. But before she does, she creates 13 tapes where each person has their own tape and she explains how they played a role in why she took her life. The whole lesson of this show was to let young people know that even if you don’t think you are, you can push someone over the edge. Not everyone is as strong as you think. Some show project ways that kids themselves can intervene or even show parents how they can be more involved. Not all television shows are bad influences but still should be monitored.  Conclusion. Bullying seems to be inevitable. But it is not something that cannot be stopped or slowed down. Children and teens seem to get their bullying habits from many different sources. But one that I most agree with is that it starts at home. Parents need to pay more attention to their kids. Monitor what they watch so that media will not be an issue. Although I do know that you cannot keep everything on T.V from them, you can still educate them that what is shown on television is not always meant to be brought into real life. That the things they display aren’t always right. Parents need to also stop neglecting their children so that they will not go and seek attention in an appropriate way. Pay attention to how you act and what you say around them. Because what they learn from you they will unto others. Kids should feel comfortable in their own environment. Non-the less in their own skin. Students tend to see bullying as power. It is highly recommended that parents get involved with their children in bullying programs and become more engaged in the matter. References Cordi, K., & Masturzo, K. (2013). Using literature and digital storytelling to create a safe place to address bullying. Voices from the Middle, 20(3), 21-26. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/1324444987?accountid=27203Espelage, D. L., Low, S., Van Ryzin, M., J., & Polanin, J. R. (2015). A clinical trial of the second step middle school program: Impact on bullying, cyberbullying, homophobic teasing, and sexual harassment perpetration. School Psychology Review, 44(4), 464-479. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/1770814955?accountid=27203Tamanini, K. (2016). How Do We Stop Bullying in Schools?. Psych Central. Retrieved on November 16, 2017, From https://psychcentral.com/lib/how-do-we-stop-bullying-in-schools/ Seale, A., (2004). Divorce Help & Family Divorce Information. Television Bullying and the Role of the Media. p. 9. Retrieved from http://www.keepyourchildsafe.org/bullying/media-television-bullying.html
Saturday, January 4, 2020
Using Legal Pluralism And The Concept Of The Title
According to some higher ordered levels the corruption is defined as the misuse of public office or private gain. In the current study we argue about the corruption which is interrupted from a Western centric perspective and then faces some problems during the deal with the local categories which needs the multifaceted meanings of power relations and exchanges in different cultural formalities such as Uzbek. We moderate the need to take into consideration by scholars). They argue the [Rasanayagam, J. (2009)]boundaries between public office and private sphere which are not clear cut and even the meaning of word abuse varies as per the local legal and cultural standards. Therefore we can suggest that the focus moves from the Western centric perspective to ethnographic analysis of everyday life and socio economic rules. It also provides us the theoretical homework to understand the study using legal pluralism and the concept of the title. We also discuss [Shami, S. 2000] the methodology considerations and show the results of their ethnographic field work that conducted between the years 20092012 in the place named Ferghana, Uzbekistan. Finally it’s also drags out the implications of ethnographic material for western-centric perspective, and populates the study. [Kandiyoti, D. 2007.]Corruption has become, without any doubt, a fashionable topic of research in the anthropological The example related to the corruption is the literature on ‘anthropology of corruption’ thatShow MoreRelatedAmerican History: Life After the Declaration of Independence 1184 Words  | 5 Pages2012). 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Friday, December 27, 2019
Learn German Numbers, Dates, and Arithmetic Terms
For each number below, two forms are shown for German language learners: Kardinalzahl (Cardinal number: 1, 2, 3, etc.)Ordinalzahl (Ordinal number: 1st, 2nd, 3rd, etc.) Notes on Fractions, Decimals, Articles, and Gender In some cases, a fractional number (Bruchzahl: 1/2, 1/5, 1/100) is also given. To make fractions (Brà ¼che) for five and above, just add -el to the number, or -tel if the number does not end in t: acht  el  achtel (an eighth)zehn  tel  zehntel (a tenth) For Dezimalzahlen (decimal numbers), Germans use das Komma (a comma), not a decimal point: 0.638 0,638 (null Komma sechs drei acht)1.08 1,08 (eins Komma null acht) Fun Fact The German expression in null Komma nichts (â€Å"in zero point zero†) means in an instant or in a flash. Although the masculine (calendar date) form is shown for the ordinal numbers, they can also be feminine (die), neuter (das) or plural, depending on the noun they are used with: das erste Auto (the first car)die zweite Tà ¼r (the second door)die ersten Menschen (the first humans) When referring to individual numbers in German, you say die zwei (two) or die einundzwanzig (twenty-one), short for die Nummer/Zahl. An example would be naming the winning numbers for the lottery on television. Numbers From One to Ten (1-10) 0: null (zero or nought)1: eins (one)der erste, der 1. (first)Time Construction: no ending on ein in ein Uhr (one oclock); but eine Uhr (one clock or a clock) with -e ending on the article eineDate Construction: am ersten (on the first); am ersten Mai or am 1. Mai (on May first, on the first of May, on 1 May, or on May 1st)2: zwei (two); the alternative form zwo is often used to avoid confusion with dreider zweite, der 2. (second)halb, die Hà ¤lfte (half or one-half)Time Construction: zwei Uhr (two oclock), but zwei Uhren (two clocks)3: drei (three)der dritte, der 3. (third)drittel (one third or a third)4: vier (four)der vierte (fourth)viertel-, das Viertel (one fourth, one quarter, a fourth, a quarter or quarter)5: fà ¼nf (five)der fà ¼nfte (fifth)6: sechs (six)der sechste (sixth)7: sieben (seven)der siebte (seventh)8: acht (eight)der achte (eighth)9: neun (nine)der neunte (ninth) 10s, Tens, or Teens 10: zehn (ten)der zehnte, der 10. (tenth)11: elf (eleven)der elfte, der 11. (eleventh)12: zwà ¶lf (twelve)der zwà ¶lfte, der 12. (twelfth)13: dreizehn (thirteen)der dreizehnte, der 13. (thirteenth)am dreizehnten (on the thirteenth)14: vierzehn (fourteen)der vierzehnte, der 14. (fourteenth)am vierzehnten (on the fourteenth)15: fà ¼nfzehn (fifteen)der fà ¼nfzehnte, der 15. (fifteenth)am fà ¼nfzehnten (on the fifteenth)16: sechzehn (sixteen)der sechzehnte, der 16. (sixteenth)17: siebzehn (seventeen)der siebzehnte, der 17. (seventeenth)18: achtzehn (eighteen)der achtzehnte, der 18. (eighteenth)19: neunzehn (nineteen)der neunzehnte, der 19. (nineteenth) 20s or Twenties In German, to say in the twenties, short for the 1920s, you say in den zwanziger Jahren. The same method is used for the following decades. The 1900s and the teens are a little different. 20: zwanzig (twenty)der zwanzigste, der 20. (twentieth)am zwanzigsten Juni, am 20. Juni (on the twentieth of June or on June 20th)21: einundzwanzig (twenty-one)der einundzwanzigste, der 21. (twenty-first)am einundzwanzigsten Juni, am 21. Juni (on the twenty-first of June or on June 21st)22: zweiundzwanzig (twenty-two)der zweiundzwanzigste, der 22. (twenty-second)23: dreiundzwanzig (twenty-three)der dreiundzwanzigste, der 23. (twenty-third)24: vierundzwanzig (twenty-four)der vierundzwanzigste, der 24. (twenty-fourth)25: fà ¼nfundzwanzig (twenty-five)der fà ¼nfundzwanzigste, der 25. (twenty-fifth)26: sechsundzwanzig (twenty-six)der sechsundzwanzigste, der 26. (twenty-sixth)27: siebenundzwanzig (twenty-seven)der siebenundzwanzigste, der 27. (twenty-seventh)28: achtundzwanzig (twenty-eight)der achtundzwanzigste, der 28. (twenty-eighth)29: neunundzwanzig (twenty-nine)der neunundzwanzigste, der 29. (twenty-ninth) 30s or Thirties Note that unlike the other tens, dreißig has no z in its spelling. 30: dreißig (thirty)der dreißigste, der 30. (thirtieth)31: einunddreißig (thirty-one)der einunddreißigste, der 31. (thirty-first)32: zweiunddreißig (thirty-two)der zweiunddreißigste, der 32. (thirty-second)33: dreiunddreißig (thirty-three)der dreiunddreißigste, der 33. (thirty-third)34 to 39: consistent with the system from the 20s 40s or Forties 40: vierzig (forty)der vierzigste, der 40. (fortieth)41: einundvierzig (forty-one)der einundvierzigste, der 41. (forty-first)42: zweiundvierzig (forty-two)der zweiundvierzigste, der 42. (forty-second)43: dreiundvierzig (forty-three)der dreiundvierzigste, der 43. (forty-third)44 to 49: consistent with previous systems 50s or Fifties 50: fà ¼nfzig (fifty)der fà ¼nfzigste, der 50. (fiftieth)51: einundfà ¼nfzig (fifty-one)der einundfà ¼nfzigste, der 51. (fifty-first)52: zweiundfà ¼nfzig (fifty-two)der zweiundfà ¼nfzigste, der 52. (fifty-second)53: dreiundfà ¼nfzig (fifty-three)der dreiundfà ¼nfzigste, der 53. (fifty-third)54 to 59: consistent with previous systems 60s or Sixties 60: sechzig (sixty)der sechzigste, der 60. (sixtieth)61: einundsechzig (sixty-one)der einundsechzigste, der 61. (sixty-first)62: zweiundsechzig (sixty-two)der zweiundsechzigste, der 62. (sixty-second)63: dreiundsechzig (sixty-three)der dreiundsechzigste, der 63. (sixty-third)64 to 69: consistent with previous systems 70s or Seventies 70: siebzig (seventy)der siebzigste, der 70. (seventieth)71: einundsiebzig (seventy-one)der einundsiebzigste, der 71. (seventy-first)72: zweiundsiebzig (seventy-two)der zweiundsiebzigste, der 72. (seventy-second)73: dreiundsiebzig (seventy-three)der dreiundsiebzigste, der 73. (seventy-third)74 to 79: consistent with previous systems 80s or Eighties 80: achtzig (eighty)der achtzigste, der 80. (eightieth)81: einundachtzig (eighty-one)der einundachtzigste, der 81. (eighty-first)82: zweiundachtzig (eighty-two)der zweiundachtzigste, der 82. (eighty-second)83: dreiundachtzig (eighty-three)der dreiundachtzigste, der 83. (eighty-third)84 to 89: consistent with previous systems 90s or Nineties 90: neunzig (ninety)der neunzigste, der 90. (ninetieth)91: einundneunzig (ninety-one)der einundneunzigste, der 91. (ninety-first)92: zweiundneunzig (ninety-two)der zweiundneunzigste, der 92. (ninety-second)93: dreiundneunzig (ninety-three)der dreiundneunzigste, der 93. (ninety-third)94 to 99: consistent with previous systems 100s or One Hundreds 100: hundert or einhundert (hundred, a hundred or one hundred)der hundertste, der 100. (hundredth)(ein) hundertstel (one-hundredth or one out of one hundred)101: hunderteins (hundred-and-one)der hunderterste, der 101. (hundred-and-first)102: hundertzwei (hundred-and-two)der hundertzweite, der 102. (hundred-and-second)103: hundertdrei (hundred-and-three)der hundertdritte, der 103. (hundred-and-third)104 to 199: continue in the same way 200s or Two Hundreds, and Other Hundreds 200: zweihundert (two hundred)der zweihundertste, der 200. (two-hundredth)201: zweihunderteins (two-hundred-and-one)der zweihunderterste, der 201. (two-hundred-and-first)202: zweihundertzwei (two-hundred-and-two)der zweihundertzweite, der 202. (two-hundred-and-second)203: zweihundertdrei (two-hundred-and-three)der zweihundertdritte, der 203. (two-hundred-and-third)204 to 899: continue in the same way 900s or Nine Hundreds 900: neunhundert (nine-hundred)der neunhundertste, der 900. (nine-hundredth)901: neunhunderteinsder neunhunderterste, der 901. (nine-hundred-and-one)902 to 997: continue in the same way998: neunhundertachtundneunzig (nine-hundred-ninety-eight)der neunhundertachtundneunzigste, der 998. (nine-hundred-ninety-eighth)999: neunhundertneunundneunzig (nine-hundred-ninety-nine)der neunhundertneunundneunzigste, der 999. (nine-hundred-ninety-ninth) 1000s or One Thousands In German, one thousand is written or printed as either 1000, 1.000 or 1 000, using a Punkt (decimal point) or a space instead of a comma. This also applies to all German numbers above 1,000. 1000: tausend or eintausend (thousand, a thousand, or one thousand)der tausendste, der 1000. (thousandth)tausendstel (one-thousandth or one out of a thousand)1001: tausendeins (thousand-one or one-thousand-and-one)der tausenderste, der 1001. (thousand-first)1002: tausendzwei (thousand-two)der tausendzweite, der 1002. (thousand-second)1003 to 1999: continue in the same way Fun Fact 1001 Arabian Nights becomes Tausendundeine Arabische Nacht, but its 1001 Nà ¤chte (tausendeine Nà ¤chte) otherwise. 2000s or Two Thousands, and Other Thousands 2000: zweitausend (two-thousand)der zweitausendste, der 2000. (two-thousandth)2001: zweitausendeins (two-thousand-one or two-thousand-and-one)der zweitausenderste, der 2001. (two-thousand-first)2002: zweitausendzwei (two-thousand-two)der zweitausendzweite, der 2002. (two-thousand-second)2003: zweitausenddrei (two-thousand-three)der zweitausenddritte, der 2003. (two-thousand-third)2004: zweitausendvier (two-thousand-four)der zweitausendvierte, der 2004. (two-thousand-fourth)2005 to 9998: continue in the same way9999: neuntausendneunhundertneunundneunzig (nine-thousand-nine-hundred-ninety-nine)der neuntausendneunhundertneunundneunzigste, der 9.999. (nine-thousand-nine-hundred-ninety-ninth) Talking About Jahre (Years) For the years 1100 to 1999 in German, you must say the hundert rather than the tausend, as for 1152 (elfhundertzweiundfà ¼nfzig) or 1864 (achtzehnhundertvierundsechzig). 1100: elfhundert (year, number)tausendeinhundert (number only)1200: zwà ¶lfhundert (year, number)tausendzweihundert (number only)1800: achtzehnhundert (year, number)1900: neunzehnhundert (year, number)2000: zweitausend (year, number) In the year 2001 can be spoken or written in German as im Jahre 2001 or im Jahr 2001 (zweitausendeins). The phrase im Jahre means in the year, as in: Im Jahre 1350 (dreizehnhundertfà ¼nfzig) (In the year 1350). If the word Jahr is left out, then the year is used by itself, with no im (in the). For example: Er ist im Jahre 2001 geboren. | Er ist 2001 geboren. (He was born in (the year) 2001.)Er ist im Jahre 1958 geboren. | Er ist 1958 geboren. (He was born in 1958.)Kolumbus hat 1492 (vierzehnhundertzweiundneunzig) Amerika entdeckt. (Columbus discovered America in 1492) To convey the Christian calendar use of A.D. (anno domini, year of our Lord) and B.C. (Before Christ), German uses n.Chr. (nach Christus) for A.D. and v.Chr. (vor Christus for B.C. C.E. and B.C.E., for Common Era and Before Common Era, were used mostly in East Germany like so: u.Z. (unserer Zeitrechnung) for C.E., and v.u.Z. (vor unserer Zeitrechnung) for B.C.E. 10,000 and Up 10,000: zehntausend (ten-thousand)der zehntausendste, der 10.000. (ten-thousandth)20,000: zwanzigtausend (twenty-thousand)der zwanzigtausendste, der 20.000. (twenty-thousandth)100,000: hunderttausend (hundred-thousand)der hunderttausendste, der 100.000. (hundred-thousandth)1,000,000: (eine) Million (million, one million, or a million)der millionste, der 1.000.000. (millionth)2,000,000: zwei Millionen (two million)der zweimillionste, der 2.000.000. (two-millionth)1,000,000,000: (eine) Milliarde (billion, one billion, or a billion)der milliardste, der 1,000,000,000. (the billionth)1,000,000,000,000: (eine) Billion (trillion, one trillion, or a trillion)der billionste, der 1,000,000,000,000 (the trillionth) Fun Fact In German, one million is eine Million, but two million is zwei Millionen (two millions). An American billion is a German Milliarde. A German Billion is an American trillion.​ Mathematische Ausdrà ¼cke (German Math Terms) German English addieren "add" die Algebra "algebra" das Differentialrechnendas Integralrechnen "calculus" dividieren "divide" durchzehn durch zwei (10/2) "divided by""ten divided by two" istgleichfà ¼nf und sechs ist elf "equals""five plus six equals eleven" die Gleichunge Gleichungsformel "equation" die Formel "formula" die Geometrie "geometry" minusweniger "minus""less" multiplizieren "multiply" plusundzwei und/plus zwei "plus""and""two plus two" subtrahieren "subtract" die Trigonometrie "trigonometry"
Thursday, December 19, 2019
Music And Lyrics With The Bonding Process - 959 Words
Music and lyrics correlate with the bonding process. Thus, the more a piece is listened to, the more it is identified with. It is extraordinarily easy for fans to jump to the defense of their favorite artists. They have heard everything that the musician has gone through, and they certainly may begin to see why the performer responded to certain things and felt the way they did. When Taylor Swift is scrutinized for her sometimes-considered-excessive-amount of exes, fans are quick to jump to her defense. Music truly â€Å"bridg[es] gaps and creat[es] bonds between people who might otherwise have little in common†(Atkins). Educationally speaking, music can benefit teens, children, and even the elderly. It can easily enhance the learning environment of the classroom. Teachers that instruct toddlers often play soothing music during naptime to lull the children to sleep. High schools have been known to play classical music during passing periods to calm the overall atmosphere of the hallways. Cognitive faculties such as the ability to memorize can be enhanced by the capability of playing a musical instrument (Atkins). Most psychologists believe that playing an instrument broadens one’s capacity to understand math and science. This may be in part because language, math, and music are all processed in the temporal lobes of the brain. Learning to enjoy a wide variety of musical genres can enhance the processing all of these things. 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He prefers solitude, is visual, and is a perfectionist. He identifies positive traits of Asperger’s as highly intellectual, (scoring 128 on the IQ test at a young age of 12) and artistic. He enjoys instrumental music, not music with lyrics. He prefers picture instructions, rather than written, due to his knack for visual comprehension. He even has a knack for spotting homosexuality. He seconds this talent by addressing his acceptance for all people possibly from not beingRead MoreA Interview On The Interview2335 Words  | 10 Pages and have been limited. He prefers solitude, is very visual, and is a perfectionist. He identifies good traits of Asperger’s as highly intellectual, (scoring 128 on the IQ test at a young age of 12) and artistic. He enjoys instrumental music, not music with lyrics. He likes picture instructions, rather than written because he visually scans them for comprehension. He even has a knack for spotting homos exuality. 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Understanding social relationships and the way other cultures work is the groundwork of successful globalization busi ness efforts. 2.2 The way of intercultural communication Inter-cultural communication principles guide the process of exchanging meaningful and unambiguous information across cultural boundaries, in a way that preserves mutual respect and minimises antagonism. For these purposes, culture is a shared system of symbols, beliefs, attitudes, values, expectations,Read MoreStephen P. Robbins Timothy A. 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Tuesday, December 10, 2019
Nomination Letter of a Head Girl free essay sample
Applying for head girl could you tell me what you think? Dear _____, Please accept this letter as my expression of interest for the position of Head Girl, commencing September 2013. In structuring my response, and pondering on exactly what to say, I found myself asking three questions; What is the role of Head Girl? What would being Head Girl mean to me? Why am I the right girl? What is the role of Head Girl? The role of a Head Girl is without question one of great importance, playing a critical role, internally and externally; internally, not someone of greater importance than the rest of the Sixth Form, but someone with the ability to work effectively within a team and yet still demonstrate leadership. The role of the Head Girl requires the ability to inspire those around you, whilst equally being motivated yourself to create a calm, comfortable and memorable environment for what can be an extremely stressful final year. We will write a custom essay sample on Nomination Letter of a Head Girl or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Equally internally, the role goes beyond the sixth form, spanning the rest of the school; listening, supporting and most significantly giving equal importance to every student whether they be a new starter in year 7 or a year 9 trying to understand and decide what options they should choose. Externally, the role supports the reputation of the school, given the political picture with Academy schools this is key and I see this role supporting you and the other teachers in developing our reputation. What would being Head Girl mean to me? First and foremost I recognise the significant and demanding nature of this role. Having spoken to teachers and current members the Head Girl team, I am excited by the challenge the role presents and cannot think of a more rewarding way to conclude my final year at _____ I have never been one to cower from a challenge, for example taking on Music as a GCSE subject when it wasn’t naturally one of my strengths. I will embrace this role and provide a valued interface between the teachers and students. Secondly, I want to leave this school knowing I have given something back and made a difference. what can i add here about making a difference? how can i suggest i can make a difference? * I have spent many hours within the school, and so many of the staff have gone the extra mile for me. Being Head Girl would mean I could go the extra mile for others; something I envisage in the role would be to set up a drop in advice ‘clinic’ for younger students who perhaps feel the y could not approach a member of staff; I hope to offer guidance and support, as I strongly believe that a problem shared is a problem halved. Why am I the right girl? Over the last five years that I have spent at ____ I have come to understand many things including responsibility, hard work, commitment and confidence. When I reflect on my five years here, I cant say it has all been easy. From initially struggling in lessons to broken friendships, I have faced many challenges. However, being here has taught me resilience and shear determination to the extent that I achieved my goal of gaining 11A*s at GCSE. Beyond academic achievements, I have also enjoyed myself. Enjoyment is a key element in the experience of school; I have found that if you are content and happy in your working environment then you will naturally work harder and put more effort into both school work and extra-curricular activities, which equally both contribute, to creating a well-rounded student. I would try my hardest to make sure that younger members of our school were able to enjoy themselves in an environment where they can flourish. I believe I have always set an example; I am passionate, approachable, determined, motivated and above all, genuine. I look forward to hearing from you soon. Yours Sincerely
Tuesday, December 3, 2019
The Tuskegee Airman Essays - Tuskegee Airmen, Benjamin O. Davis Jr.
The Tuskegee Airman For my term paper I chose the Tuskegee Airman. They will alway be the most influential air squadron during WWII. I think this because there where a lot racist people that did not want them to succeed, but they did more than just succeed. They became the first black Airforce pilots. It all started when President Roosevelt arranged a meeting in September 1940 with three African-American leaders and members of the Army and Navy. During the meeting, the leaders emphasized three points:(1)equal opportunity for jobs in the defense industry, (2)impartial administration of the new draftlaw, and (3)an opportunity for qualified blacks to learn to fly in desegrated units.*1* A few days later after the meeting, the War Department issued a policy directives stating that black men generally would be admitted into the armed force in numbers equivalent to their percentage in the civilian population. But it was not until a couple months after the meeting in December 1940, that the Army Air Corps submitted a plan for the experiment to establish an all-black fighter squadron. The plan was not official until July 19, 1941 when Major General Walter Weaver, commander of the U.S. Army's Southeastern Air Corps spoke at the Tuskegee Institute Campus.*2* It was then that 13 black men became the first black pilot trainees. Most of the trainees were college graduates, including a policeman, an army officer, a factory inspector, and several young men who were fresh out of college. Also, all of the men were trained at Chanute Air Field in Ratoul, Illinois at the US Army Air Corps Technical Training School. The men of this first squadron were so smart that they established a grade point average never equaled before or after their training.*3* A few miles from the Tuskegee Campus, two air fields were built for the training of the new cadets. The two air fields were Moton Field and the Tuskegee Army Air Field(TAAF). About six miles from the fields was the town of Tuskegee. It was very hostile toward blacks, especially its sheriff. At the TAAF base, very diverse entertainment was offered. Musicians such as Louis Armstrong and Lena Horne, other celebrities like Joe Louis and the Camel Caravan Orchestra. The first trainer plane used by the squadron was the PT- 17.*4*It was a biplane with unretractable landing gear. The instructor rode with the cadet during the first practice, whether the trainee knew how to fly or not. Before the cadets could earn their wings, they had to complete three phases of the training. These were the primary, basic and advanced courses. In the primary and basic, the cadets would have ground school classroom courses and flying lessons. In the advanced, the cadets would concentrate on military flying. On September 2, 1941, Captain Benjamin O. Davis Jr. became the first black man to officially solo an aircraft as an officer of the Army Air Corps.*5* A few days after Davis's solo flight on December 7,1941, in the midst of class 42C's training, the Japanese bombed the US Navy base at Pearl Harbor, Hawaii. That next day the United States declared war, joining allies with Great Britain, France, and Russia in the fight against the Axis powers Germany, Italy and Japan. It was not until July 3, 1942 that the fourth class of the Tuskegee Institute graduated. The men of this class became the cadets that would fill the 99th squadron, which became the first black squadron of the Army Air Corps. Joining the pilots in the 99th were 14 other officers who provided support services and commanded the 35 enlisted men who serviced the planes. In nine months to a year, they had mastered skills the Air Force said should require at least five years. The 99th then perfected their skills in the P-40, the plane they would fly in combat. After receiving word from their officers, in October 1942, the Inspector General of the Third Air Force said the 99th was in excellent condition and was ready for immediate departure.*6* Finally on April 1, 1943, over a year after the graduation of the first class, word came "moving out." The next day the 99th climbed aboard a train that would take them to New York where they would board a troop ship. They did not board the ship until April 15,1943, which was bound for North Africa. Then the 99th finally reached Moroco on May 1,1943. When getting off the ship, they said immediately Arab children swarmed them asking for cigarettes and food.*7* While at the first camp in Oved, Nija, Josephine Baker, a well known black performer, entertained the troops. Also, while being at their first camp received their P-40l War
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