Maths Coursework Trays Essays

Maths Coursework Trays Essays Maths Coursework Trays Essay Maths Coursework Trays Essay In this coursework competitors were given an assignment entitled Trays. The assignment comprised of a businesspeople articulation upon the volume of a plate which was to be produced using a 1818 bit of card. The retailers explanation was that, When the territory of the base is equivalent to the region of the four sides, the volume of the plate will be most extreme. By saying this, the businessperson fundamentally implied that when the territory of the base of the plate is equivalent to the all out zone of the sides the volume of the plate will be at its most noteworthy. We were advised to examine this claim.Plan.1. I will examine the various sizes of plate conceivable from a 1818 bit of card.2. In the wake of picking up my outcomes I will at that point put them in a table.3. I will attempt to recognize any examples from my table.4. I will communicate any examples or other formulae in scientific notation.To explore the various volumes given by various plate, I initially choose to comp romise in rising request from 1-8. (The longest conceivable corner must be 8 as after this there would be no base.) After this I worked out the equation expected to work out the volume for the different plate. For the corner size 11 the manner in which I worked out the volume was 16x16x1 which equalled 256cm. In this manner the recipe to work out the volume for a plate made by a 18x18cm card is (n 2X) X. In this equation the letter X speaks to the size of the corner. I attempted my recipe for the corner length of 2cm,(18-2 x 2) x 2(n 2 X) x X(n 2 X) x XI take off two the corners from each side as the card is square.After discovering the equation I worked out the volume for the remaining trays.CornersVolume (cm)16x16x11x125614x14x22x239212x12x33x343210x10x44x44008x8x55x53206x6x66x62164x4x77x71122x2x88x832From my table I can see that the most elevated volume for a plate made by 18x18cm card is 432 cm this volume is reached if the corners cut are 3cm x 3cm. I can likewise observe that the volume of the plate ascends as the length of each corner ascends until the corner size goes more than 3. After this the volume begins to diminish as the size of the corner increases.After working out the volume for the plate I proceeded to work out the region of the bases of the plate alongside the territories of the sides of the plate. I worked out the zone of the base of the plate by finding the size of the side after the corner had been cut off and afterward square this number. For instance to discover the zone of the base of the plate where the corners were 1x1cm ,I previously discovered the size of the sides which were 16 and squared it. The appropriate response was 256cm . The equation for this was (n 2x) which out would be 18 (n) less multiple times 1(x) squared. I than continued to work out the territory of the sides, which would be basic in demonstrating that the retailer is correct. To work out the are of the sides of the plate I utilized the recipe 4x (n-2x). Here aga in the n speaks to the size of card 18cm. The x speaks to the size of the corner. You need to times your answer by four as there are four sides. To work out the zone of the sides for a corner measured 1x1cm the figurings would be:4x (n 2x)4 x 1 (18 2 x 1)4 ( 16 )64cmCornersVolume cmArea of base cmArea of sides cm1x1256256642x23921961123x34321441444x44001001605x5320641606x6216361447x7112161128x832464From my outcomes I can see that with respect to the zone of the base, the zone brings down as the corner size is expanded. Anyway the territory of the sides increments as the size of the corner increments until the corner arrives at the size 44 cm. After this the regions are rehashed backward order.I then took a gander at my outcomes to see whether any territories matched.I saw that for the corner size of 3x3cm the zones coordinated as the territory of the base was 144cm and the zone of the sides was 144cm . I additionally saw that the most noteworthy volume for a plate produced using a 1 8 by 18cm bit of card was 432cm which likewise got from the corner size 3cmX 3cm. I would thus be able to make the end that the retailer is right.However to ensure that 432cm was the most elevated conceivable volume accessible from a 18 by 18 bit of card I chose to utilize decimals. I settled on examining corners of 2.9cm and 3.1cm . I utilized the equivalent formulas.CornersVolumeArea of base cmArea of sides cm2.92.9431.636148.84141.52334321441443.13.1431.64139.24146.32From these arrangement of results I can see that the corner size of 3cm has a higher volume than the corner 2.9cm or the corner 3.1cm. Additionally the regions of the sides and of the base possibly coordinate when the corners slice out are equivalent to 3cm. I can in this manner make the end that to get the greatest volume from a 18cm by 18 cm card you have to need to remove corners of three centimetres.I chose to see whether the retailers hypothesis was right on various measured square cards. The card of which the p late would now be caused will to be measured 20 x 20 cm. I moved similar formulae for the 18 x 18cm card. I recorded the accompanying results:CornersVolume cmArea of base cmArea of sides cm1x1324324722x25122561283x35881961684x45761441925x55001002006x6364621927x7294361688x8256161289x9162472You can see from the outcomes that they are fundamentally the same as those which were recorded on the 18 by 18cm card. Anyway there is one fundamental distinction, the greatest volume isn't given when both the regions of the base and region of sides is equivalent. Hence I diagramed the zone of the sides against the region of the base.You can see from my chart that the two territory esteems went somewhere in the range of 3 and 4 thus the most elevated worth lay between these two numbers if the businessperson was right.CornerVolumeArea of baseArea of Sides3.05589.2905193.21169.583.1590.364190.44171.123.15591.2235187.69172.623.2591.872184.96174.083.25592.3125182.25175.53.3592.548179.56176.883.35592.5 815176.89178.223.4592.416174.24179.523.45592.0545171.61180.783.5591.51691823.55590.7555166.41183.183.6589.824163.84184.323.65588.7085161.29185.423.7587.412158.76186.483.75585.9375156.25187.53.8584.288153.76188.483.85582.4665151.29189.423.9580.476148.84190.323.95578.3195146.41191.1845761441924.1570.884139.24193.524.15568.0935136.89194.224.2565.152134.56194.884.25562.0625132.25195.54.3558.828129.96196.084.35555.4515127.69196.62I close from my outcomes that the businesspeople articulation isn't accurate on a 20x20cm card.

New Fitness Trends And Crazes Physical Education Essay

New Fitness Trends And Crazes Physical Education Essay The wellness business is continually differentiating with new wellness patterns and rages. The latest pattern is Zumba. Zumba is being showcased as another energizing method to remain dynamic and sound. It gloats of its great angle and its capacity to unite individuals to get fit and have a ton of fun simultaneously. Author, Alberto Perez a Miami based artist once overlooked his customary music to a wellness class he was driving and rather utilized some Latin music tapes. He conveyed the meeting allowing the music to music and guide him like in a club. The members adored it thus Zumba was conceived. Presently, in excess of 3 million DVDs have been sold in more than 30 nations. In an ongoing survey, Zumba positioned ninth for worldwide wellness slants in the year 2012 (Thompson, 2012). Zumba at present has well more than 9,000 educators worldwide and on October 15, 2007 Zumba was exhibited on the Today Show. In October 2008, overall Virgin Active game habitats began proposing Zumba classes in their projects (Zumba Fitness, 2012). Today, Virgin Active in Norwich offers a restrictive scope of wellness classes including; body siphon, body battle and step classes. Zumba includes in their high-impact classes, and is quickly developing in notoriety says the Norwich Virgin Active Fitness Manager in a meeting (see reference sections). Anyway in spite of the ever-developing notoriety and across the board of Zumba, there is still almost no recorded examination featuring the expected wellness and medical advantages of the moving wonder. The creator, a volunteer at Virgin Active concurred with wellness chiefs that deciding the normal exercise power and vitality use during a Zumba class could give important data about the classes Virgin brings to the table and a remarkable selling point. This venture set out to decide the normal exercise force and vitality consumption during a Zumba wellness class at Virgin Active. Writing audit Melissa Napier directed a contextual investigation, researching if and how, Zumba wellness has affected womens support in Doon Valley Leisure Center. The goals were to source out the reasons and factors that were affecting female interest levels inside physical action. The examination found that for a wellness community in Dalmellington, most of Zumba members were matured between 40-59 years. Anyway these outcomes were gotten from both Zumba and Aqua Zumba members which supports proof in the auxiliary exploration that Aqua wellness is famous and prescribed to the older populace. Zumba members said they go to classes since they think Zumba is a charming activity and permits them to mingle while expanding their wellness. Segment 2 of the poll asked the Zumba members what they think makes Zumba extraordinary and more engaging than different types of activity, 44% addressed Fun. Different exercises that the Zumba members said they appreciate include: Aqua Zumba and swimming. For the non Zumba members they said they favored exercise center, swim and wellness classes other than Zumba. This isn't unexpected as 80% of non Zumba members will be individuals and every one of these administrations are open to them as they are remembered for the participation c osts. Proof in Secondary exploration shows that enthusiasm for sport decays with age anyway the agents essential examination shows that 53% of Zumba/Aqua Zumba members are 40-59 years of age with just 7% matured 16-24 years of age. In spite of the fact that Zumba may not engage all, it is 16-24yrs with inactive interest for progressively physical movement choices as indicated by the Active People Survey did by the Womens Sport and Fitness Foundation. The main other writing which inspected the activity force of Zumba was led at Adelphi University (Otto et al., 2011). It revealed caloric consumption during Zumba to be somewhere in the range of 6.6 and 7.4 Kcalâ ·min-1 relying upon the specific move style being performed. Anyway there gives off an impression of being a wide range in the force of Zumba and other gathering wellness classes, contingent on the movement and eagerness of the teacher. The eagerness of the educator, just as the experience of being in a gathering setting, regularly overflows to the members, who at that point work more earnestly. This can't be caught when following video-taped exercises and the developing prominence of Zumba warrants extra examination into this developing wellness pattern. Strategy Twelve sound female volunteers (20  ± 1.5 years, 1.57  ± 0.08 m, 61.9  ± 22.6 kg) were chosen from the Virgin Active wellness club in Norwich. All members were ordinary exercisers and were generally competent at taking an interest in Zumba wellness classes. Before taking an interest in the examination venture, all subjects were approached to finish a PAR-Q and give composed educated assent. Members finished a wellbeing history survey to check for any contra-signs which would keep them from taking part, and were educated that they could pull back from the examination whenever, much in the wake of giving their composed assent. The information created from the investigation was kept private and the members had the option to get to their specific information whenever mentioned. Preceding the Zumba class, every member needed to play out a gradual, maximal treadmill test in the Norwich City College sports research facility. This test estimated the members pulse (HR) and oxygen utilization (VO2). Test methods can be found in informative supplements. From this test, an individual straight relapse condition was created for each subject to anticipate VO2 from HR. This condition was hence used to foresee VO2 (mlâ ·kg-1â ·min-1) during the Zumba meeting for that subject. Estimations of consistent state oxygen take-up by the members were utilized as a roundabout strategy to gauge vitality consumption (calorimetry). Vitality use was determined from the anticipated VO2 information expecting a consistent of 5 Kcal ·L-1 of O2 expended. Comparative examinations had exhibited that the HR-VO2 relationship during treadmill practice precisely mirrored the HR-VO2 relationship during Zumba. After treadmill testing, subjects were given a Zumba DVD and advised to rehearse the everyday practice in any event multiple times preceding the class. Following the treadmill test, all members participated in a Zumba meeting. The Zumba class was conveyed by a completely qualified zumba educator in a games lobby at Virgin Active. During the class, all members wore a pulse screen which recorded all the information all through the meeting. After the meeting, the information was embedded into the people HR-VO2 relapse condition to gauge the VO2 and vitality use of the member during the class. Inspecting Members were enlisted from Virgin Active. Members were discovered utilizing a basic snowball testing method on account of the informal organizations that existed between class individuals. Zumba devotees were approached to suggest other proper individuals for the task. Information assortment The exploration configuration depended intensely on numerical information, subsequently the examination venture embraced a quantitative methodology. Numerical information included pulses, vO2 max information and Kcal information. The undertaking utilized relapse examination to recognize the connection between practice power and calorie consumption. Information were examined utilizing the measurable bundle IBM SPSS, PC program, rendition 7.5 Information Analysis Physiological reactions to the Zumba meeting can be found in Table 1. The normal HR was 154  ± 14 bpm, which related to 79  ± 7.0% of HRmax. The normal assessed VO2 was 66  ± 10.5% of VO2 max. The normal assessed vitality use of taking an interest in a Zumba meeting was 9.5  ± 2.69 Kcalâ ·min-1, which related to a normal of 369  ± 108 Kcal per class. To improve cardiovascular wellness, ACSM suggests that clearly sound grown-ups should practice between 64-94% of HRmax and 40-85% of VO2max (ACSM, 2010). So as to control body weight, it is suggested people exhaust a normal of at least 1500 kcal every week, which is 300 kcal per practice meeting when practicing five times each week (ACSM,2010). In view of the above suggestions, the Zumba class met ACSM rules for the two boundaries. Exercise power arrived at the midpoint of 79% of HRmax and 66% of VO2max, separately, and each subject fell inside the suggested rules. Ends and proposals Zumba is likely most appropriate for the individuals who are as of now alright with wellness schedules and with move, as it could offer a wonderful change and members would definitely realize that they could stay aware of move wellness schedule. Anyway Zumba is likewise appropriate for members of all age and wellness levels. The force of the exercise is moderately abstract so this implies the members can make the exercise anyway hard or simple they might want contingent upon their energy and hindrances. ACSM suggests that people should consume atleast 300 Kcals per exercise so as to advance weight reduction and keep up a solid body sythesis (ACSM, 2010). This investigation presumed that taking an interest in a Zumba move class utilized a normal of 369 Kcal for a normal length class. It ought to be brought up that normal class length in the present investigation was roughly 39 minutes long. Longer classes would clearly bring about more noteworthy vitality consumption. Hence, normal in terest in Zumba ought to emphatically influence body piece. Future examinations might need to concentrate on the physiological advantages following a 8-multi week Zumba preparing period. 1475 WORDS

Lord of the Flies How Jack Represents the Id free essay sample

Jack begins as pioneer for the ensemble young men until Ralph is casted a ballot boss which Jack is vexed because of his aspiration for power. These are reasons why jack can be seens as the id in Lord of the Flies. Jack is more centered around endurance more than being safeguarded and he does whatever he satisfies. For example, when Jack left to go chasing, the sign fire was forgotten about to go which lead to the passing boat, a potential salvage coming up short. Jack attempts to turn the young men against Ralph by addressing Ralphs administration. Jack defies the guidelines by talking without the conch and causes a ruckus, â€Å"And you shut up! Who are you, at any rate? Staying there instructing individuals. You can’t chase, you can’t sing I’m boss. I was picked. For what reason ought to picking have any effect? Simply providing orders that don’t bode well Piggy’s got the conch (Golding 152). We will compose a custom exposition test on Ruler of the Flies: How Jack Represents the Id or then again any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Another verification Jack is the id in Lord of the Flies is on the grounds that he shows no compassion for other people, for example, piggy. Jack chooses to take Piggys glasses since he needs fire despite the fact that Ralphs gathering would have shared their fire. â€Å"That was Jack and his trackers, said Ralph harshly. Why can’t they disregard us? The central drove at that point, jogging consistently, delighting in his accomplishment. He was a main now in truth, and he made wounding movements with his lance. From his left hand dangled Piggy’s broken glasses (Shakespeare 938). Therefor, this is proof that demonstrates jack is the id in Lord of the Flies.The character that speaks to inner self in Lord of the Flies is Ralph. Ralph is at first a decent pioneer by building up the authority of the conch. There are numerous ways you can see Ralph is the self image and being stuck between jack as the id and piggy as the superego is one. From the get-go in the book, Ralph is indicating a portrayal of self image by doing the dependable thing and rising up to Jack when he releases the sign fire. This in direct statement demonstrates Ralph thinks reasonable in circumstances. In this way, Ralph is to be viewed as the Ego.

Charles W. Chesnutt :: essays research papers

Abrahamic Covenant

ABRAHAMIC COVENANT Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which create the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 12:1-The Lord has said to Abram, â€Å"Leave your nation, your kin and your father’s family unit and go to the land I will show you. Abram| God called Abram to move from Haran to Canaan| Faith | This all began with a call from God| The accentuation here is put on Faith as God calls Abram by Faith| | Genesis 12:2-â€Å"I will make you into an incredible country and I will favor you; I will make your name extraordinary, and you will be a gift. | Abram| Abram is called by God to move by Faith| Blessing/Seed| God calls Abram| God vows to Bless Abram| | Genesis 12:3-I will favor the individuals who favor you, and whoever curses you I will revile; and all people groups on earth will be honored through you. | Abram| Abram is called to move by Faith| Blessing/ Curse| This call is only the beginning| God guarantees Blessings and cursing’s to the individuals who favor and revile Abram. | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which create the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 12: 7-The Lord appeared to Abram and stated, â€Å"To your posterity I will give this land. † So he manufactured a special stepped area there to the Lord, who had appeared to him. Abram| Abram was in the Land that God guaranteed him. | Seed/Land| | Genesis 13: 14-15-The Lord said to Abram after Lot had separated from him, â€Å"Lift up your eyes from where you are and look north and south, east and west. All the land that you see I will provide for you and your posterity until the end of time. | Abram| Abram in Canaan| Seed/Land| | Genesis 13: 16-I will make your posterity like the residue of the earth, so that on the off chance that anyb ody could tally the residue, at that point your posterity could be tallied. Abram| Abram in Canaan| Seed| | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which create the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 13:17-Go, stroll through the length and broadness of the land, for I am offering it to you. †| Abram| Abram in Canaan| Land| | Genesis 15: 4-Then the expression of the Lord came to him: â€Å"This man won't be your beneficiary, however a child originating from your own body will be your beneficiary. | Abram| Abram’s Vision| Seed| | Genesis 15: 5-He took him outside and stated, â€Å"Look up at the sky and tally the stars-if for sure you can check them. † Then he said to him, â€Å"So will your posterity be. †| Abram| Abram’s Vision| Seed| | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Wh ich create the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 15: 7-He likewise said to him, â€Å"I am the Lord, who brought you out of Ur of the Chaldeans to give you this land to claim it. | Abram| Abram’s Vision| Land| | Genesis 15: 18-19-On that day the Lord made an agreement with Abram and stated, â€Å"To your relatives I give this land, from the waterway of Egypt to the incredible stream, the Euphrates-the place where there is the Kenites, Kenizzites, Kadomonites, Hittites, Perizzites, Rephaites, Amorites, Canaanites, Girgashites and Jebusites. | Abram| Abram’s Vision | Seed/Land| | Genesis 16: 10-Then the holy messenger included, â€Å"I will so build your relatives that they will be too various to even think about counting. | Hagar| Hagar Flees to a spring in the desert close to the way to Shur| Seed| | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which make the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 17: 2-I will affirm my pledge among me and you and will significantly build your numbers. | Abram| | Seed| | Genesis 17: 4-â€Å"As for me, this is my pledge with you: You will be the dad of numerous countries. Abram| | Seed| | Genesis 17: 5-No longer will you be called Abram; your name will be Abraham, for I have made you a dad of numerous countries. | Abraham| | Seed| | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which create the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 17: 6-I will make you extremely productive; I will make countries of you, and lords will originate from you. Abraham| | Seed| | Genesis 17: 7-I will set up my contract as an everlasting pledge among me and you and your relatives after you for the ages to come, to be your God and the God of your relatives after you . | Abraham| | Seed| | Genesis 17: 8-The entire place that is known for Canaan, where you are currently an outsider, I will give as an everlasting belonging to you and your relatives after you; and I will be their God. †| Abraham| | Land/Seed| | |Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which form the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 17: 9-Then God said to Abraham, â€Å"As for you, you should keep my pledge, you and your relatives after you for the ages to come. | Abraham| | Seed| | Genesis 17: 10-This is my pledge with you and your relatives after you, the contract you are to keep: Every male among you will be circumcised. Abraham| | Seed/Circumcision| | Genesis 17: 11-You are to experience circumcision, and it will be the indication of the pledge among me and you. | Abraham| | Circumcision| | Reference:| Addressed To:| Circumstance Under Which it was Reitera ted:| â€Å"Ingredients†Which form the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 17: 12-For the ages to come each male among you who is eight days old must be circumcised, remembering those conceived for your family unit or purchased with cash from an outsider the individuals who are not your offspring.My contract in your substance is to be an everlasting pledge. | Abraham| | Circumcision/Flesh| | Genesis 17: 13-Any uncircumcised male, who has not been circumcised in the tissue, will be cut off from his kin; he has broken my agreement. †| Abraham| | Circumcision| | Genesis 17: 15-17-God additionally said to Abraham, â€Å"As for Sarai your significant other, you are no longer to call her Sarai; her name will be Sarah. I will favor her and will without a doubt give you a child by her. I will favor her with the goal that she will be the mother of countries; rulers of people groups will originate from her. † | Abra ham| | Blessing/Seed| | |Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which form the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 17: 19-Then God stated, â€Å"Yes, however your significant other Sarah will bear you a child, and you will call him Isaac. I will build up my agreement with him as an everlasting pledge for his relatives after him. | Abraham| | Seed| | Genesis 17: 20-And with respect to Ishmael, I have heard you: I will without a doubt favor him; I will make him productive and will significantly build his numbers.He will be the dad of twelve rulers, and I will make him into an incredible country. | Abraham| | Seed/Land| | Genesis 17: 21-But my contract I will build up with Isaac, whom Sarah will bear to you around this time one year from now. | Abraham| | Seed| | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which make t he Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 18: 18-Abraham will without a doubt become an incredible and ground-breaking country, and all countries on earth will be honored through him. Abraham| God uncovers to Abraham that He will crush Sodom| Seed/Blessing| | Genesis 18: 19-For I have picked him, with the goal that he will coordinate his kids and his family unit after him to keep the method of the Lord by making the right decision and just, so the Lord will achieve for Abraham what he has guaranteed him. †| Abraham| Abraham’s disclosure from God| Seed/Land/Promise| | Genesis 21: 1-Now the Lord was benevolent to Sarah as he had stated, and the Lord accomplished for Sarah what he had guaranteed. Sarah| Sarah brings forth Isaac| Seed| | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which make the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 21: 2-Sarah got pregnant and bore a child to Abraham in his mature age, at the very time God had guaranteed him. | Abraham| The introduction of the guaranteed beneficiary, Isaac| Seed/Promise| | Genesis 21: 4-When his child Isaac was eight days old, Abraham circumcised him, as God instructed him. | Abraham| Abraham eaffirmed the pledge through the circumcision of Isaac| Circumcision| | Genesis 21: 13-I will make the child of the maidservant into a country additionally, in light of the fact that he is your posterity. | Abraham| God consoles Abraham that he will favor Ishmael. | Seed| | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which make the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 21: 18-Lift the kid up and take him by the hand, for I will make him into an incredible country. Hagar| God hears Ishmael’s cries and gives while consoling Hagar of His gu arantee. | Seed| | Genesis 22: 17-I will without a doubt favor you and make your relatives as various as the stars in the sky and as the sand on the beach. Your relatives will claim the urban communities of their foes, | Abraham| Abraham obeys God and is compensated with H

Why graduate school is going global COLUMBIA UNIVERSITY - SIPA Admissions Blog

Why graduate school is going global COLUMBIA UNIVERSITY - SIPA Admissions Blog Business. Politics. Education. Public Health. Communications. Job-seekers are realizing a new reality: most careers â€" down to the local level â€" have an international component to them. It’s all global now. Whether you’re interested in the public, private, or non-governmental sector, you cannot escape the internationalization of the job market. An understanding of international affairs is critical for success. People and products move fluidly around the world. Ninety-five percent of the world’s consumers live outside of the United States. One in five American jobs is tied to international trade (Texas alone has seen an 84% increase in such jobs in the last 20 years). The U.S. Department of Commerce expects more than 88 million international visitors per year will come to the United States by 2019, up from 69.8 million in 2013. There are more than 25.7 million immigrants in the civilian U.S. workforce, according to the Migration Policy Institute, so â€" chances are â€" dealing with coworkers, employees, or even your boss already requires some cross-cultural understanding. Health, environmental, and security challenges do not follow national borders either, as the recent situation with Ebola patients in several states demonstrates. Are you ready for this global marketplace? Can you follow the economic, security, and political factors influencing the places with which you’d like to do business? Do you know how to attract international tourists (and the millions of dollars in revenue they represent) to your community? Can you communicate successfully with your constituents and colleagues from different linguistic and cultural backgrounds? Can you monitor developments around the world, identify challenges, and recommend ways for your organization to address them? So, How Do I Prepare? Job-seekers in every sector need to prepare now for the job market of the future with key international competencies. Know how to evaluate trends across a global landscape. Be ready to succinctly explain other countries’ political, economic, social, and security situations so as to anticipate where opportunities and risks might emerge. Learn to communicate with those from different backgrounds and pay attention to cultural cues to guide a successful conversation or negotiation. While many presume that the only path to success lies with a law or MBA program, the study of international affairs enables you to master the elements of our complex, interconnected world and sets you apart from other candidates. International affairs programs equip graduates with an understanding of regions, languages, and global trends, as well as project management, trade and economic development, and analytical skills. Teaching methods stress the application of theory to practical issues. Joint degrees enable students to combine technical programs in public health, business, law, or computer systems with a focus on international affairs. Cross-cultural training is part of the curriculum, as well as a part of daily life when students mix with classmates from a diverse range of backgrounds. More than 800,000 international students attend U.S. institutions of higher education. They are preparing for the international marketplace and learning important cross-cultural skills. Are you ready? It’s all global now. With training in the competencies of international affairs, you can be a competitive candidate for jobs today and into the future. Want to learn more? Join SIPA and the Association of Professional Schools of International Affairs (APSIA) during our  Graduate School Recruitment Fairs across the globe this fall. See our recruitment schedule here. Article and Image Reprinted With Permission By Carmen Iezzi Mezzera, Executive Director, Association of Professional Schools of International Affairs (@apsiainfo), via CareersinGovernment.com.

Media literacy, statistics, and the SAT essay (a little disturbing)

While browsing through Daniel Willingham’s blog the other night, I came across a link to an intriguing — and very worrisome — article about students’ media literacy that seemed to back up some of my misgivings about the redesigned SAT essay and, more generally, about the peculiar use of the term â€Å"evidence in Common Core-land. The authors describe one of the studies as follows: One high school task presented students with screenshots of two articles on global climate change from a national news magazine’s website. One screenshot was a traditional news story from the magazine’s â€Å"Science† section. The other was a post sponsored by an oil company, which was labeled â€Å"sponsored content† and prominently displayed the company’s logo. Students had to explain which of the two sources was more reliable†¦ We administered this task to more than 200 high school students. Nearly 70 percent selected the sponsored content (which contained a chart with data) posted by the oil company as the more reliable source. Responses showed that rather than considering the source and purpose of each item, students were often taken in by the eye-catching pie chart in the oil company’s post. Although there was no evidence that the chart represented reliable data, students concluded that the post was fact-based. One student wrote that the oil company’s article was more reliable because â€Å"it’s easier to understand with the graph and seems more reliable because the chart shows facts right in front of you.† Only 15 percent of students concluded that the news article was the more trustworthy source of the two. (https://www.aft.org/ae/fall2017/mcgrew_ortega_breakstone_wineburg) Think about that: the sponsored content was explicitly labeled as such, but still the vast majority of the students thought it was true because it had a cool graphic and presented information in a way that was easy for them to comprehend. If that many students had trouble with content that was labeled, what percentage would have trouble with content that wasnt labeled? These findings link up with a big part of what I find so disturbing about the rhetoric about â€Å"evidence† surrounding the redesigned SAT. The College Board’s contention is that learning to interpret data in graph(ic) form is about learning how to â€Å"use evidence† — but at least insofar as the test is concerned, there is exactly zero consideration of where that data comes from, what viewpoints or biases its sources may espouse, and whether it is actually valid. In other words, all of what using evidence effectively actually entails. The only thing that matters is whether students can figure out what information the graph is literally conveying. There’s a word for that: comprehension. As I’ve written about recently, one of the things I find most concerning about the redesigned SAT essay is students’ tendency to write things like, Through the use of strong diction, metaphors, and statistics, author x makes a compelling case for why self-driving vehicles should be embraced. The problem is that students are given no information about the source of the statistics, and as the excerpt above clearly illustrates, the use of statistics (even lots of them!) by itself says absolutely nothing about whether a source is trustworthy. But students are in no way penalized for suggesting that citing lots of numbers automatically makes an authors argument strong. And that is huge, whopping, not to mention potentially dangerous, misunderstanding. Moreover, students are also permitted to project their misconceptions onto the audience as a whole, e.g., Readers cannot fail to be impressed by the plethora of large numbers the author cites. (Actually, yes, some readers probably can fail to be impressed, but only if they actually know something about the subject.) Taking these kinds of subtleties into account is largely beyond the scope of the graders — but then, the entire scoring model itself is part of the problem. To be sure, this type of fallacy is a lot less over-the-top— and therefore less interesting to the media — than the patent absurdities students could get away with on the old essay, but it’s a lot more insidious and in its own way just as damaging (if not more so). Condoning these types of statements only encourages students to conflate appearance and reality — exactly the sort of thing that leaves them open to being easily manipulated. That is exactly the opposite of fostering critical thinking. In the real world, as I think is obvious by now, these types of misconceptions can have pretty huge consequences.

Essay on African Innsurrections on Board Slave Ships

4th January 1610 7:00pm Today, will be a day I will never forget. The day started off as usual, I helped my father in the fields while mom prepared a bag for me to carry with me to the other side of town. I was going to spend some time with my relatives who lived not far from where my family and I lived. It had been the custom for me to visit since my uncle died three months ago and left my aunt and two little cousins. My cousins and I were playing through the woods as we would normally do every day before going to the river to take a bath. After playing, we were heading to the river to take our bath when we stumbled upon a group of men who accused us of stealing from the chief of the village. We denied the accusations and turned in the†¦show more content†¦18th January 1610 8:00am I could see the coast line and the vessel that he guards were speaking about a few days back. I couldn’t believe that this was going to be the last time I would see the land of my birth and my family. We had reached the area where we were shown to the persons purchasing us. They inspected us from head to toe ensuring that they were getting what they were paying for and that we were in good health with no deformities. Once this inspection was over and we passed the test we were placed on board the vessel. On board the vessels we remained shackled and the women and the children were placed separately from us the men. 19th January 1610 6:00pm The condition upon the ship was horrible. It was the worst I had ever seen, the scent was despicable. We were placed tightly together. We were crammed. They made sure to use every inch of the space available. We were placed so close together that a simple thing as turning from side to another became a problem. We laid head to toe and though I wasn’t able to count how many of us there were I knew it was plenty because even the air to breathe was limited. We were stored as cargo the name that we were eventually called aside from Negroes. I couldn’t tell if the women were stored in the same manner, but I assumed so. The vessel was filled to capacity with little or no room left. We were now ready to be taken to the white man country. I lay on the bunk and

Symbolic And Interpretive Anthropology Of The 1960 s And...

The 1960’s and 1970’s in both Britain and the United States found a resurgence of interest in cultural meaning, in the field of symbolic and interpretive anthropology. Symbolic and Interpretive anthropology studies the way people understand their surroundings, actions and utterance of other members of their society through the examinations of symbols. These symbols can be displayed through processes of myth and ritual and reveal how humans/social groups assign meanings to these symbols in order to address fundamental questions about human social life. Symbolic and interpretative anthropology can be divided into two major approaches, wherein, one is associated with Victor Turner and the other with Clifford Geertz. Victor Turner was a British anthropologist who studied rituals and social change particularly among the Ndembu of Zambia. Through his work Turner was able to reveal how the process of social change unfolded from the point of view of the individual experiences and the development of common beliefs that are maintained by the social group. From the excerpt, â€Å"Symbols in Ndembu Ritual†, Turner depicts his search for the meaning of ritual and symbolism in puberty/circumcision rights of passage among young girls and boys in relation to the adults in their tribes. Reminiscent of Max Gluckman, Turner viewed all rituals as containing religious or spiritual components in the referents of the symbolism involved and described symbols as â€Å"the smallest unit of ritual whichShow MoreRelatedSummary of the Development of Anthropological Theory from the XIX century to the Present XXI century2646 Words   |  11 Pagescomplex groups and would occasionally pass another group or merge w ith another group in passing it would seem reasonable to assume that a base curiosity must have been piqued. 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Capital Punishment Deters Crime - 876 Words

The question that it seemed to be taken into consideration is whether capital punishment deters crime? There are two types of deterrence theories that are stretched across statistical studies in the law of criminology. The first notable theory is known as â€Å"specific deterrence† it is exercised in order to stop a criminal offence from occurring in the future. The theory evaluates that when punished for an unlawful offence it is less likely of the perpetrator to commit the crime again. Another crucial theory is â€Å"retribution† in Gregg v. Georgia the Supreme Court claimed that â€Å"retribution also known as retributivism is another justified use of death penalty† (183-84). Despite the universal terminology of retribution, most theorist have consolidated a unified notion of retributivism. According to the theory, punishment is on the basis of a perpetrator’s illegal actions and mainly for vengeance. Evident studies found the deterrent effect to be in conclusive; therefore, no firm evidence tied back with the statistical data. Despite of the executions in the late 1980’s, the Supreme Court emphasized that the imposition of capital punishment should be considered by psychiatric analysis based on the conception of mental disorders. In 1972 the Court ruled that perpetrators were not allowed â€Å"untrammeled discretion† in the way death penalty was imposed. Some states changed the ruling of capital punishment to make death penalty automatic when homicides were committed under specificShow MoreRelatedDoes Capital Punishment Deter Crime? Essay939 Words   |  4 PagesDoes Capital Punishment Deter Crime? Ahmed Salman Argosy University July, 10, 2015 Introduction Capital punishment or death penalty is punishing by death. Crimes that can attract capital punishment are called capital crimes or offenses. 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My Past Internship Of Working With History Maker Homes As...

Introduction The intent of this report, is to convey a summary of my past internship of working with History Maker Homes as a superintendent. This assignment will include various aspects of my internship from the first hand experiences I have encountered. Topics such as orientation and preparation, experiences, communication enhancement and lessons learned will all be covered in this report. Internship Orientation and Preparation One requirement that I feel should be significantly stressed, is check with the company multiple times on where one will be working. I was informed early in the previous semester to starting my internship that I would be set in a particular area of south Fort Worth. As soon as I acquired this information,†¦show more content†¦As far as knowledge learned from lower level courses are concerned, I used this information every single day while on my internship. Although most students see them as merely the basic classes that we just need to get through, they come to be extremely relevant over the course of working in the field. Everything from estimating to materials and methods come into play and it is always exciting to see the knowledge learned in those classes come to life in the real world. Application of Technology Technology did not play a significant role during the course of my internship. The only software that I worked with was the company’s main scheduling system, Field Management System, or FMS. This program entailed every activity and event that was to be accomplished on the houses under construction. Events included brick and masonry work, inspections, foundation work and paint to name a few. I was put in charge of accomplishing the task of ensuring that the homes under construction stayed on schedule. If a task was not marked as completed or assigned to a different work day, our office would get a notice and email us about the issue. It was quite the task when I first began my internship because I did not know the addresses by memory or the current progress of each house. After a few weeks, however, I was able to promptly submit the schedules on time on a daily basis. Energy and Environmental Awareness, and

Edgar Allan Poe Analaysis Free Essays

Isaiah Mutakabbir Dille Senior English 2 23, March, 2013 Edgar Allan Poe Literary Analysis Edgar Allan Poe was born on January 19, 1809, Massachusetts. Poe died at the age of 40. The cause of his death is undetermined and has been attributed to alcohol, drugs, cholera, rabies, and other agents. We will write a custom essay sample on Edgar Allan Poe Analaysis or any similar topic only for you Order Now He is most known for his poems and short stories such as The Raven, Tell-Tale Heart, and The Black Cat. Poe was one of the early American practitioners of the short story and a progenitor of detective fiction and crime fiction. Poe used many different forms of figurative language in his poems but the one I find as his best and most used is his use of symbolism. Poe’s use of this literary element is seen all throughout his works. In one of his greatest poems, The Raven, symbolism is used very many times. Such as the main symbol in the poem which is a raven. It symbolizes never ending and mournful remembrance. Many others also agree that symbolism is Poe’s greatest form of figurative language is his use of symbolism. Such as Tyler G. who said that Poe â€Å"masters it in his every work. He also said that â€Å"in The Pit and the Pendulum, the whole story symbolizes the dark and rough time in the torture chambers. † Another critic named Christoffer Hallqvist agrees and says that â€Å"Poe uses several symbols to take the poem to a higher level. † In his online essay written about Poe’s use of figurative elements he is also quoted saying that Poe’s â€Å"way of interp reting signs that do not bear a real meaning, is one of the most profound impulses of human nature. † Though many believe that symbolism is Poe’s greatest literary element others believe that it is his use of foreshadowing that should be known as his best element. In an article on 123helpme. com it was written that Poe’s â€Å"most common literary element used †¦throughout many of his works is foreshadowing. † The article also stated that When Fortunato states, â€Å"I shall not die of a mere cough†, Monstressor enthusiastically agrees with him. If you read into this meaning behind this it is direct foreshadowing that he will not die of a mere cough, but starvation and dehydration caused by Monstressor burying him in a wall will be what kills him. Though this is a good example of Poe’s use of figurative language I still believe that it s his use of symbolism that should be accredited with being his most and greatest used literary element. Poe overall is one of the post modern pioneers of symbolism. Works Cited Magill’s Survey of American Literature, Revised Edition, September 2006, p1, 10p â€Å"Edgar Allan Poe and His Use of Literary Devices. †Ã‚  Teen Ink. N. p. , n. d. Web. 23 Mar. 2013.  "Edgar Allan Poe. †Ã‚  A Brief Biography of including Selected Works to Read Online. N. p. , n. d. Web. 23 Mar. 2013. â€Å"Literary Elements Used by Poe :: Essays Research Papers. †Ã‚  Literary Elements Used by Poe :: Essays Research Papers. N. p. , n. d. Web. 23 Mar. 2013. How to cite Edgar Allan Poe Analaysis, Essay examples

Early Childhood Education Past And Present Analysis Essay Example For Students

Early Childhood Education Past And Present Analysis Essay In order to make up ones mind how past doctrines. theories and educational theoretical accounts have influenced present thoughts and patterns related to early childhood instruction. we must foremost make up ones mind where we would wish to get down. I will get down with the thoughts of Aristotle. because I believe his thoughts on â€Å"mimesis† or imitations are apparent in the development of early instruction. and will ever be an built-in portion of effectual acquisition. Once we understand that kids learn and pattern what they see in others. we begin to recognize the demand for dedication and devotedness from parents and instructors. Aristotle was a pupil of Plato who argued for the early remotion of kids from their parents so that they could be cared for in a school like puting. ( Schwartz 1997 ) As we look back at history itself. we can see that the function of childhood instruction has been dependent upon the immediate demands and beliefs of a peculiar society. There have besides been many persons in the past 200 old ages who are responsible for making theories and doctrines based on their observations of kids and what is critical to them as they develop into grownups. However. it is of import that we acknowledge how new thoughts are non formed independently. but built upon old 1s. As pedagogues. we must use what we notice to be effectual. every bit good as the things that impacted us most as kids in an educational scene. The schemes and doctrines that I’ve implemented in peculiar are borrowed from several persons including Erikson. Vygotsky and Gardiner. Erikson’s psychosocial theory screens eight phases. each one built upon. and reliant on its predecessor. The first four are of greatest relevancy. but the staying four are worthy of a close expression because it is of import to cognize where you’re traveling when make up ones minding upon the best manner to acquire at that place. These phases besides remind me of the importance of fulfilling basic demand. and of sing kids as small people who need to believe in success before they can accomplish it. It’s one of the grounds why I would on occasion travel to recess with my pupils. I was able to detect how they treated and responded to others in a apparently more relaxed. societal scene. For some kids. deferral is by far the most nerve-racking 20 proceedingss of the twenty-four hours. The improbably minimum sum of clip given to my pupils was another ground I felt it was necessary to go to. I could acquire a boot ball game set up so they could do the best of what small clip they had. However. I must be honest. I still love to play. and showing good sportsmanship and a competitory spirit to my childs was every bit of import as the readying for any trial we had to look frontward to. Lastly. I had a 6th class instructor who used to make the same thing and I remember it vividly and highly lovingly. I find Gardiners’ theory of multiple intelligence highly helpful while constructing assurance in childs whose gifts were non overly apparent on the field at deferral. I have and will ever promote pupils to acknowledge and expose these gifts while still keeping a certain grade of humbleness. ( Hyson 2004 ) I’ve ever kept illustrations of completed activities inside and outside my schoolroom and anyplace else I could happen infinite in order to. among other things. initiate treatments approximately pride every bit good as humbleness. Our schoolroom clearly demonstrated the fact that comfort and acquaintance were held in high respect. .ufe55762af39ec6dbfb1d6f735eb7ceb5 , .ufe55762af39ec6dbfb1d6f735eb7ceb5 .postImageUrl , .ufe55762af39ec6dbfb1d6f735eb7ceb5 .centered-text-area { min-height: 80px; position: relative; } .ufe55762af39ec6dbfb1d6f735eb7ceb5 , .ufe55762af39ec6dbfb1d6f735eb7ceb5:hover , .ufe55762af39ec6dbfb1d6f735eb7ceb5:visited , .ufe55762af39ec6dbfb1d6f735eb7ceb5:active { border:0!important; } .ufe55762af39ec6dbfb1d6f735eb7ceb5 .clearfix:after { content: ""; display: table; clear: both; } .ufe55762af39ec6dbfb1d6f735eb7ceb5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufe55762af39ec6dbfb1d6f735eb7ceb5:active , .ufe55762af39ec6dbfb1d6f735eb7ceb5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufe55762af39ec6dbfb1d6f735eb7ceb5 .centered-text-area { width: 100%; position: relative ; } .ufe55762af39ec6dbfb1d6f735eb7ceb5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufe55762af39ec6dbfb1d6f735eb7ceb5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufe55762af39ec6dbfb1d6f735eb7ceb5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufe55762af39ec6dbfb1d6f735eb7ceb5:hover .ctaButton { background-color: #34495E!important; } .ufe55762af39ec6dbfb1d6f735eb7ceb5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufe55762af39ec6dbfb1d6f735eb7ceb5 .ufe55762af39ec6dbfb1d6f735eb7ceb5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufe55762af39ec6dbfb1d6f735eb7ceb5:after { content: ""; display: block; clear: both; } READ: The Hobit EssayAn equal accent was placed on regard. and this is the word that was invariably spelled out on the board. As my category or one of my pupils showed an obvious deficiency of regard. one of the letters would be erased. They would be put back as we were respectful of one another. and if the word was wholly spelled out on Friday afternoon. we would hold a â€Å"social gathering† for the last half hr of the twenty-four hours. If we were to walk into most. if non all early childhood educational scenes. we would happen many things that were initiated or influenced by past theoreticians or philosophers. We would detect blocks or other originative edifice stuffs. There would be countries to promote concerted acquisition. and most would reflect what is thought to be developmentally appropriate for the scope of members in the category. When finding what types of drama are developmentally appropriate. we need to see all persons. and the fact that differences will be. Members of a category who are either gifted or fighting should non hold to endure because of what is thought to be developmentally appropriate. These differences should be expected. utilised and appreciated. Computers. for illustration. will run plans with changing grades of trouble depending upon what is developmentally appropriate for an person. As concerns continue to turn over bridging the spread between early instruction pupils. authorities intercession has and will go on to turn. An addition in appraisals is inevitable. and even smaller sums of clip will be devoted to active acquisition. geographic expedition and drama. The alterations that in fact demand to be made are those that reflect the thoughts of the great heads of theoreticians who dedicated their lives in order to find the most effectual methods of early childhood instruction.

How Computers Affect Human Being Essay Example

How Computers Affect Human Being Essay The night is dark and silent. A young boy and his father are alone in a hut in the middle of the jungle. Soon the father leaves his son alone and goes out into the jungle. Where does he go and why? OBJECTIVES At the end of this lesson, you will be able to: †¢ †¢ †¢ †¢ †¢ read and understand a story in English; use homophones correctly; use the to-infinite, gerunds and participles appropriately; edit your writing; and give and take messages. 13. 1 SECTION I Tembu, the boy, opened his eyes in the dark and wondered if his father was ready to leave the hut on his nightly errand. There was no moon that night, and the deathly stillness of the surrounding jungle was broken only occasionally by the shrill cry of a cicada. Sometimes from far off came the hollow hammering of a woodpecker, carried along on the faint breeze. Or the grunt of a wild boar could be heard as he dug up a favourite root. But these sounds were rare, and the silence of the forest always returned to swallow them up. ENGLISH 111 The Tiger in the Tunnel The Tiger in the Tunnel Baldeo, the watchman, was awake. He stretched himself slowly unwinding the heavy shawl that covered him. It was close on midnight and the chill air made him shiver. The station, a small shack backed by heavy jungle, was a station in name only; for trains only stopped there, if at all, for a few seconds before entering the deep cutting that led to the tunnel. Most trains merely slowed down before taking the sharp curve before cutting. Baldeo was responsible for signalling whether or not the tunnel was clear of obstruction, and his manual signal stood before the entrance. At night it was his duty to see that the lamp was burning, and that the overland mail passed through safely. ‘Shall I come too, Father? ’ asked Tembu sleepily, still lying in a huddle in a corner of the hut. ‘No, it is cold tonight. Do not get up. ’ Tembu, who was twelve, did not always sleep with his father at the station, for he had also to help in the home, where his mother and small sister were usually alone. We will write a custom essay sample on How Computers Affect Human Being specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How Computers Affect Human Being specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How Computers Affect Human Being specifically for you FOR ONLY $16.38 $13.9/page Hire Writer They lived in a small tribal village on the outskirts of the forest, about three miles from the station. Their small rice fields did not provide them with more than a bare living and Baldeo considered himself lucky to have got the job of Khalasi at this small wayside signal stop. Still drowsy, Baldeo, groped for his lamp in darkness then fumbled about in search of matches. When he had produced a light he left the hut, closed the door behind him and set off along the permanent way. Tembu had fallen asleep again. Notes INTEXT QUESTIONS 13. 1 I. a. What is the father’s name? . What is his son’s name? c. How old is the son? II. a. Where did Baldeo spend the night? b. What was Baldeo responsible for? III. a. Where did Baldeo’s family live? b. Why did Baldeo have to take up the job of a Khalasi? IV. Pick out three phrases which describe the station from the list below. dark and cold; a small shack; surrounded by rice fields; in the middle of a thick forest; near a tunn el; in a tribal village. 112 ENGLISH The Tiger in the Tunnel The Tiger in the Tunnel 13. 2 SECTION II At midnight, Baldeo goes out of his hut, into the thick forest. The jungle is full of dangerous animals, but Baldeo has a job to do and it is important. Notes Baldeo wondered whether the lamp on the signal- post was still alight. Gathering his shawl closer about him, he stumbled on, sometimes along the rails, sometimes along the ballast. He longed to get back to his warm corner in the hut. The eeriness of the place was increased by the neighbouring hills which overhung the main line threateningly. On entering the cutting with its sheer rock walls towering high above the rails, Baldeo could not help thinking about the wild animals he might encounter. He had heard many tales of the famous tunnel tiger, a man-eater, which was supposed to frequent this spot; he hardly believed these stories for since his arrival at this place a month ago, he had not seen or even heard a tiger. There had, of course, been panthers, and only a few days ago the villagers had killed one with their spears and axes. Baldeo had occasionally heard the sawing of a panther calling to its mate, but they had not come near the tunnel or shed. Baldeo walked confidently for being a tribal himself, he was used to the jungle and its ways. Like his fore-fathers he carried a small axe; fragile to look at but deadly when in use. He prided himself in his skill in wielding it against wild animals. He had killed a young boar with it once and the family had feasted on the flesh for three days. The axehead of pure steel, thin but ringing true like a bell, had been made by his father over a charcoal fire. This axe was part of himself. And wherever he went, be it to the local market seven miles away, or to a tribal dance, the axe was always in his hand. Occasionally an official who had come to the station had offered him good money for the weapon, but Baldeo had no intention of parting with it. The cutting curved sharply, and in the darkness the black entrance to the tunnel looked up menacingly. The signal-light was out. Baldeo set to work to haul the lamp down by its chain. If the oil had finished, he would have to return to the hut for more. The mail train was due in five minutes. Once more he fumbled for his matches. Then suddenly he stood still and listened. The frightened cry of a barking deer followed by a crashing sound in the undergrowth, made Baldeo hurry. There was still a little oil in the lamp, and after an instant’s hesitation he lit the lamp again and hoisted it into position. Having done this, he walked quickly down the tunnel, swinging his own lamp, so that the shadows leapt up and down the soot-stained walls, and having made sure that the line was clear, he returned to the entrance and sat down to wait for the mail train. ENGLISH 113 The Tiger in the Tunnel The Tiger in the Tunnel The train was late. Sitting huddled up, almost dozing, he soon forgot his surroundings and began to nod. Back in the hut, the trembling of the ground told of the approach of the train, and a low, distant rumble woke the boy, who sat up rubbing the sleep from his eyes. Father, it’s time to light the lamp,’ he mumbled and then, realizing that his father had been gone some time, he lay down again, but he was wide awake now, waiting for the train to pass, waiting for his father’s returning footsteps. Notes INTEXT QUESTIONS 13. 2 1. Name the four wild animals which were to be found in the forest. 2. Was Baldeo afraid? Which sentence in the passage gives you the answer? 3. What weapon did he carry? Who had made it? 4. Did the barking deer call out because: a) it saw Baldeo? b) it saw a tiger? c) it was afraid of the dark? ) it was calling to its mate? 5. a) How did Tembu know that the train was coming. b) What is he waiting for? 13. 3 SECTION III Baldeo finds himself in a dangerous situation. How does he deal with it? A low grunt resounded from the top of the cutting. In a second Baldeo was awake, all his senses alert. Only a tiger could emit such a sound There was no shelter for Baldeo, but he grasped his axe firmly and tensed his body, trying to make out the direction from which the animal was approaching. For some time there was only silence. Even the usual jungle noises seemed to have ceased altogether. Then a thump and the rattle of small stones announced that the tiger had sprung into the cutting. Baldeo, listening as he had never listened before, wondered if it was making for the tunnel or the opposite direction the direction of the hut, in which Tembu would 114 ENGLISH The Tiger in the Tunnel be lying unprotected. He did not have to wonder for long. Before a minute had passed he made out the huge body of the tiger trotting steadily towards him. Its eyes shone a brilliant green in the light from the signal lamp. Flight was useless, for in the dark the tiger would be more sure-footed than Baldeo and would soon be upon him from behind. Baldeo stood with his back to the signal –post, motionless staring at the great brute moving rapidly towards him. The tiger, used to the ways of men, for it had been preying on them for years, came on fearlessly, and with a quick run and a snarl struck out with its right paw, expecting to bowl over this puny man who dared stand in the way. Baldeo, however, was ready. With a marvellously agile leap he avoided the paw and brought his axe down on the animal’s shoulder. The tiger gave a roar and attempted to close in. Again Baldeo drove his axe which caught the tiger on the shoulder, almost severing the leg. To make matters worse, the axe remained stuck in the bone, and Baldeo was left without a weapon. The tiger, roaring with pain, now sprang upon Baldeo, bringing him down and then tearing at his broken body. It was all over in a sharp few minutes. Baldeo was conscious only of a searing pain down his back, and then there was blackness and the night closed in on him forever. The Tiger in the Tunnel Notes INTEXT QUESTIONS 13. 3 1. What made Baldeo’s job as a signal man dangerous? . Pick out words and phrases from the text that describe the tiger. 3. What was Baldeo more worried about: his own safety or his son’s? 4. Why did Baldeo decide to fight the tiger? 5. How did Baldeo die? 13. 4 SECTION IV Baldeo, the bread winner of the family was dead. Who took on his responsibilities and how did he tackle them. The tiger drew off and sat down licking his wounded leg, roaring every now and then with agony. He did not notice the faint rumble that shook the earth, followed by the distant puffing of an engine steadily climbing. The overland mail was approaching. Through the trees beyond the cutting as the train advanced, the glow of the furnace could be seen, and showers of sparks fell like Divali lights over the forest. ENGLISH 115 The Tiger in the Tunnel The Tiger in the Tunnel As the train entered the cutting, the engine whistled once, loud and piercingly. The tiger raised his head, then slowly got to his feet. He found himself trapped like the man. Flight along the cutting was impossible. He entered the tunnel, running as fast as his wounded leg would carry him. And then, with a roar and a shower of sparks, the train entered the yawning tunnel. The noise in the confined space was deafening but, when the train came out into the open, on the other side, silence returned once more to the forest and the tunnel. At the next station the driver slowed down and stopped his train to water the engine. He got down to stretch his legs and decided to examine the head-lamps. He received the surprise of his life; for, just above the cow-catcher lay the major portion of the tiger, cut in half by the engine. There was considerable excitement and conjecture at the station, but back at the cutting there was no sound except for the sobs of the boy as he sat beside the body of his father. He sat there a long time, unafraid of the darkness, guarding the body from jackals and hyenas, until the first faint light of dawn brought with it the arrival of the relief-watchman. Tembu and his sister and mother were plunged in grief for two whole days; but life had to go on, and a living had to be made, and all the responsibility now fell on Tembu. Three nights later, he was at the cutting, lighting the signal-lamp for the overland mail. He sat down in the darkness to wait for the train, and sang softly to himself. There was noting to be afraid of – his father had killed the tiger, the forest gods were pleased; and besides, he had the axe with him, his father’s axe, and he now knew to use it. Notes INTEXT QUESTIONS 13. 4 1. Why did the tiger enter the tunnel? 2. What happened to the tiger? 3. Why was there excitement at the station? 4. What was happening at the cutting? 5. Why did Tembu sit by his father’s body? 6. Why did Tembu take up his father’s job soon after his death? 116 ENGLISH The Tiger in the Tunnel The Tiger in the Tunnel OVERALL QUESTIONS 1. Write two incidents to show the quality of responsibility in Baldeo and Tembu. . Most wild animals avoid human beings. Why did this tiger come straight to Baldeo. 3. Give three reasons why Tembu was not afraid of anything. Notes VOCABULARY ENRICHMENT 1. ‘Wood’ and ‘would’ are two words which sound the same, but have different meanings, and are spelt differently. Fill in the blanks in the sen tences below, with the correct words from the pairs of words given. e. g. wood, would This table is made of wood of poor quality. It is so cold tonight that I would not like to go out. 1. Bore: boar a) The film that we went to last night was badly made. It was quite a _____________. ) A wild __________ is a very dangerous animal 2. herd: heard a) A large __________ of spotted deer came out of the forest onto the road last night. b) I __________ that the examinations are to be postponed again this year. 3. root: route a) Some _____________ (s) like that of the tapioca are good to eat. b) The _________ to Jaisalmer is long and complicated. 4. weather: whether a) The ________ has been cold and damp all month. b) Baldeo was responsible for signaling __________ the tunnel was free of obstruction or not. 5. male: mail a) The ______________ has been delayed due to the strike by postmen. ) The _________ birds are always more decorative than the females. ENGLISH 117 The Tiger in the Tunnel T he Tiger in the Tunnel 6. threw: through a) Amar __________ away all the fish curry thinking it had gone bad. b) The train to Mumbai goes __________ many tunnels. Notes 7. bare : bear a) The black Himalayan ________ is very dangerous. b) People have been cutting trees so carelessly that many beautiful forests have become __________ of vegetation. 8. steel : steal a) ___________ utensils are easy to keep clean. b) Ravi knew that there was Rs. 10 in his father’s almirah, and he needed some money. But he did not take it because it is wrong to __________. 9. their : there a) __________ is no time to go shopping before we leave for the station. b) Ravi and Neha are friends. I have forgotten ________ phone numbers. 2. Pick out the odd words from each set of words below:Example : watchman, engine, driver, fireman, boy, cook (boy) 1. tiger, deer, panther, hyena, jackal ________ 2. father, brother, neighbour, son, aunt __________ 3. bullock cart, train, car, aeroplane, scooter. 4. axe, gun, spear, knife, blade 5. grunt, roar, cry, shout, men 6. hut, house, cave, station, garage 7. see, hear, read, taste, feel 8. eap, run, jump, walk, sleep 9. cow, dog, hen, crow, pig GRAMMAR: Non- Finites I. To-Infinitives Look at the following sentences. Study the underlined words. 118 ENGLISH The Tiger in the Tunnel a. Tembu wondered if his father was ready to leave the hut b. At night it was his duty to see the lamp was burning. The underlined words are called Infinitives. They are formed by writ ing to + verb – e. g. 1. He had also to help at home. 2. It’s time to light the lamp i. e. to + help, to + light Note: ‘to’ is followed by the first form of the verb i. e. the original form of a verb without any change. Exercise I Underline the Infinitives in the following sentences. 1. He agreed to postpone the meeting. 2. It is dangerous to play with a gun. 3. We tried to open the door, but it had jammed. 4. We have to learn more about Infinitives. 5. Bank is a place to deposit money. 6. Children go to play in a park. Exercise II Fill in the blanks using the infinitive form of the verb in the box. post help go sleep accompany report park live sit waste 1. I forgot ________ you letter. 2. He wants ________ to the station. 3. She pretended __________. 4. Would you like __________us? 5. He asked her _________ the progress of the project. . Is it safe __________ the car here? 7. _________ without air is impossible. 8. __________ in the sun in winter is pleasant. 9. __________ water is foolish. 10. I shall be glad ___________ you. The Tiger in the Tunnel Notes ENGLISH 119 The Tiger in the Tunnel The Tiger in the Tunnel II. Gerunds Observe the following sentences and see how the underlined words functio n. a) Swimming is good for health Notes b) Sita loves dancing. Swimming and dancing are used as Nouns although they are derived from verbs. A word which was a verb does the work of a Noun by adding ‘ing’. It is used in the same way as a noun. Hence we say – He likes driving. Writing poems is his hobby. Exercise I Underline the gerunds in the following sentences. 1. Anju likes reading novels by Thomas Hardy. 2. Boys like playing cricket. 3. Riding is an interesting hobby. 4. Giving is better than receiving. 5. Singing gives us joy. Exercise II Use the gerundial form of the verb in the brackets and fill in the blanks: 1. __________ (bath) is necessary for good health. 2. _______ (see) is _________(believe). 3. We go to school for __________ (study). 4. He dislikes _______ (wear) a green shirt. 5. Baldeo was responsible for _________ (signal). . He heard the __________ (hammer) of a woodpecker. 7. He stopped __________ (tremble) when he was that the tiger was dead. 8. The leopard waited at the _______________ (cut). 9. __________ (shop) had made her tired. 10. _________ (study) grammar is fun. III. The Present Participle You saw/that by adding ‘ing,’ we can use the verbs as Nouns also. Now look at 120 ENG LISH The Tiger in the Tunnel the underlined words in the following sentences. The ‘ing’ words function like adjectives or adverbs. They are present participles. a) He heard a barking deer. b) The toy was a dancing girl in a glass case. Exercise I Pick out the present participles in the following sentences. 1. The boy sitting in the corner is my friend. 2. He jumped into a moving bus. 3. The frightening cry was followed by a crashing sound in the under growth. 4. They disapproved of playing cards. Exercise II Fill in the blanks with the present participle of the words in the box speak menace excite learn yawn write 1. We got some _________ news last evening. 2. We had a ________ activity in class today. 3. The black entrance to the tunnel looked _______. 4. The train entered the ___________ tunnel. 5. She was busy __________ letters. 6. It was a _________ experience for us. V. The Past Participle Observe the following sentences a) They found hidden treasure under the stone. b) They ate cooked food. c) They cut a fallen tree. d) These are burnt sticks. The past participle (hidden, cooked, fallen) use – ed, en or – t (hide+en, cook+ed, fall+en, burn+t) to express a completed action as an adjective to qualify- treasure, food, tree, sticks. The Tiger in the Tunnel Notes ENGLISH 121 The Tiger in the Tunnel The Tiger in the Tunnel A. Pick out the past participles in the following sentences and underline them. a. A frightened child ran to his mother. b. He is a changed man now. Notes c. Don’t use a broken scale. B. Fill in the blanks with the past participle form of the verbs in the box. write, complete, paint steal break a) Submit a _________ report. b) The police found the ________ goods. c) Please submit your _________ assignment. d) Don’t play with ________ toys. e) It is a _________ picture not a photograph. LET’S WRITE Editing Spelling Compare the sentences given in the boxes below: I. The cuting curved sharpli, and in the darknes the black entrence to the tunel looked up menacingly II The cutting curved sharply, and in the darkness the black entrance to the tunnel looked up menacingly. Do you notice that the sentence in box I had a lot of spelling mistakes. But in box II the same sentence has seen corrected and all the spelling are corrected. That is, the sentence have been edited. a) Now edit the following sentences by correcting the spelling. It swa about 10 o’clock on Hali day and the gaty had began. The grounds of the twonshipe were filing up with people splashing colurs at each other. Forteen year old Minal Pawar, who lives in one of the ground –floor flats was hanging out the whashed cloths in the courtyard. She planed to join the fun as soon as she finished. 22 ENGLISH The Tiger in the Tunnel Now you have edited the spelling mistakes . You can also edit the punctuation marks like capital letters, commas, full stops, question marks, use of ‘I’, like the one give below. e. g. Box I ‘shall i come too father asked tembu sleeply still lying hunddled in a corner of the hut. Box II ‘Shall I come too, Father? ’ asked Tem bu sleepily, still lying huddled in a a corner of the hut. The sentences in Box I have been edited by putting the punctuation marks. They have been underlined in Box II. Now edit the following passage by correcting the punctuation. Exercise I are you going far asked the doctor i’m going all the way to Detroit said the man a rather thin man with small black eyes filled with tears from the wind. The Tiger in the Tunnel Notes LET’S TALK Worksheet Listen to conversation number on giving and taking messages on tape. Then fill in the blanks below Ravi wanted to speak to _____. ________ offered to pass on Ravi’s message to _______. Ravi said that Ajit should contact __________ regarding a trip to __________. Ravi also said that Suresh will give Abhay all details including how much __________ will be needed for the trip. CHECK YOUR ANSWERS Intext Questions 13. 1 I. a) Baldeo b) Tembu c) Twelve II. a) In a railway station/small station/ signal stop ENGLISH 123 The Tiger in the Tunnel The Tiger in the Tunnel b) Signalling whether or not the tunnel was clear of obstruction (to see the signal lamp was burning) III. a) In a small village three miles from the station. Notes b) Their rice fields did not provide the family with a living. IV. A small shack; in the middle of a thick forest; near a tunnel Intext Questions 13. 2 1. tiger, panther, bear, barking deer. 2. No; Baldeo walked confidently, for being a tribal himself he was used to the jungle and its ways. . A small axe; his father 4. (b) 5. a) by the trembling of the ground b) for the train to pass and his father’s returning foot steps/his father to return. Intext Question 13. 3 1. He had to face the tiger any time. 2. It was a man eater. 3. Tembu’s/his son’s 4. He had an axe to kill it; he didn’t think the tiger was dangerous. 5. The axe got stuck in the tiger’s shoulder so he couldn’t fight it. Intext Question 13. 4 1. He was trapped when the train came, flight along the cutting was impossible. 2. It got caught in the cow-catcher of the engine. 3. The driver found a tiger cut in half just above the cow-catcher of the engine 4. There was no sound, the boy sat beside the body of his father. 5. To guard the body from jackals and hyenas. 6. All the responsibility fell on Tembu. OVERALL QUESTIONS 1. Baldeo – 1) took up his job inspite of the dangers. 2) tried to kill the tiger. Tembu – 1) took up his father’s job 2) looked after the family in place of his father. 124 ENGLISH The Tiger in the Tunnel 2. It was used to the ways of men and expected to bowl over Baldeo who stood in the way. 3. 1. his father had killed the tiger. 2. the forest gods were pleased. . he had his father’s axe. VOCABULARY ENRICHMENT 1. (a) bore, (b) boar 3. (a) root, 5. (a) mail, 7. (a) beer, (b) route (b) male (b) bare 2. (a) herd, (b) heard The Tiger in the Tunnel Notes 4. (a) weather, (b) whether 6. (a) threw, 8. (a) steel, (b) through (b) steal 9. (a) there, (b) their 2. (1) deer, (5) men, (2) neighbour, (3) bullock cart, (4) gu n, (6) cave, (7) read, (8) sleep (9) crow CHECK YOUR ANSWERS Grammar To-Infinitives Exercise I 1. to postpone 4. to tearn Exercise II 1. to post 5. to report 9. to waste Gerunds Exercise I 1. reading 4. giving, receiving ENGLISH 2. to play 5. o deposit 3. to open 6. to play 2. to go 6. to park 10. to help 3. to sleep 7. to live 4. to accompany 8. to sit 2. playing 5. singing 3. riding 125 The Tiger in the Tunnel The Tiger in the Tunnel Exercise II 1. Bating 5. wearing 2. seeing 6. signaling 10. shopping 3. believing 4. studying, 7. hammering 8. trembling 11. studying Notes 9. cutting The present Participle Exercise I 1. sitting 4. playing. Exercise II 1. exciting 4. yawning The Past Participle A. (a) frightened B. a) written d) broken (b) changed b) stolen e) painted. (c) broken c) completed 2. speaking 5. writing 3. menacing 6. earning 2. moving 3. frightening, crashing CHECK YOUR ANSWER Let’s write a) It was about 10 o’clock on Holi day and the gaiety had begun. The grounds of the township were filling up with people splashing colours at each other. Fourteen year old Minal Pawar, who lives in one of the ground-floor flats was hanging out the washed clothes in the courtyard. She planned to join the fun as soon as she finished. Exercise I â€Å"Are you going far? † asked the doctor. â€Å"I’m going all the way to Detroit,† said the man, a rather thin man with small black eyes filled with tears from the wind. 126 ENGLISH

Gender Roles in The Good Earth Essays - O-Lan, The Good Earth

Gender Roles in The Good Earth Essays - O-Lan, The Good Earth Daniel Kang Ms. Menard Honors English 8 13 May 2014 Gender Roles in The Good Earth Pearl S. Buck's opinion about the gender roles of China of the time is plainly written in her texts of The Good Earth. In the book, Wang Lung treats woman differently based on their looks. In the beginning of the story, Wang Lung treats O-lan as an equal because she works and cooks and at that time, that is all that he cared about. Then, after Wang Lung buys the land and becomes very prosperous off of it, he suddenly, as if a veil had been lifted from his eyes, he notices O-lan's ugliness. Lotus on the other hand, is treated a totally different way by Wang Lung. Lotus comes into play when Cuckoo tempts Wang Lung at a teahouse. He adores Lotus and gives her everything she desires in return for her satisfying his lust. Pearl S. Buck shows that beauty ranked a woman not their usefulness. One of the main topics that Pearl S. Buck focuses on in this book is how unfair women were treated. She shows the reader that Wang Lung made a mistake near the end of the book when O-lan dies. Wang Lung is very proud of his sons. Then, he remembers that it was O-lan that gave birth to them. He regrets how he mistreated O-lan. The author does a great job showing the reader the violation of women's rights and how it should be changed. Gender roles play a great role in China during the time period that The Good Earth by Pearl S. Buck takes place. Women, were just property in Wang Lung's household. Wang Lung definitely shows favoritism in woman. "He saw for the first time that her hair was rough and brown and unoiled and that her face was large and flat and coarse-skinned, and her features too large altogether and without any sort of beauty or light. Her eyebrows were scattered and the hairs too few, and her lips were too wide, and her hands and feet were large and spreading" (The Good Earth 169). After becoming rich, Wang Lung starts to notice O-lan's ugliness and becomes angry. Treasured by Wang Lung, Lotus satisfies him. Cuckoo, previously a slave in the House of Hwang, said to Wang Lung, "There they are, their pictures. Choose which one you wish to see and put the silver in my hand and I will place her before you" (The Good Earth 176). Wang Lung is tempted into a life of lust by Cuckoo. He meets Lotus and can never stop seeing her. He goes to great lengths to ensure that Lotus is his. He brings her to his house and adores her. The difference between men and women becomes a main focus of the book. Pearl S. Buck wrote this book to signify the importance of gender roles. Wang Lung appreciates O-lan for her sons and as time goes on and he becomes rich, he notices her ugliness and gives his attention to a woman named Lotus. Gender roles play an important part in this book and are signified in the way Wang Lung treats the women in his life.

A Beginners Look at the Subjunctive Mood in Spanish

A Beginners Look at the Subjunctive Mood in Spanish One of the most confusing aspects of Spanish for beginners is the subjunctive mood. In fact, it usually isnt taught, at least to those using English as a first language, until at least the intermediate level. But even as a beginning Spanish student, you should be aware of what role the subjunctive mood plays, if only so you can recognize it when you come across it in speech or reading. What is the Subjunctive Mood? The mood of a verb, sometimes known as its mode, indicates what type of role it plays in a sentence and/or the speakers attitude toward it. For the most part, in English as well as Spanish, the most common verb mood is the indicative mood. In general, it is the normal verb form, indicating both action and state of being. Both Spanish and English have two other verb moods. One of them is the imperative mood, used in making direct commands. For example. the Spanish Hazlo, and its direct English equivalent, Do it, use a verb in the imperative mood. A third mood, extremely common in Spanish and other Romance languages such as French and Italian, is the subjunctive mood. The subjunctive mood also exists in English, although we dont use it very much and its use is less common than it used to be. (The were in if I were you is an example of the subjunctive mood in English.) Without limiting yourself much, you can speak English for days and get by without using a subjunctive form. But that isnt true in Spanish. The subjunctive mood is essential to Spanish, and even many simple types of statements cant be made properly without it. In general, the subjunctive is a verb mood that is used to express an action or state of being in the context of the speakers reaction to it. Most commonly (although not always), the subjunctive verb is used in a clause that starts with the relative pronoun que (meaning which, that or who). Frequently, the sentences that contain a subjunctive verb are used to express doubt, uncertainty, denial, desire, commands, or reactions to the clause containing the subjunctive verb. Comparing the Indicative and Subjunctive Moods The most important differences between indicative and subjunctive moods can be seen by comparing two simple sentences: Indicative: Los hombres trabajan. (The men are working.)Subjunctive: Espero que los hombres trabajen. (I hope the men are working.) The first sentence is in the indicative mood, and the mens working is stated as a fact. In the second sentence, the mens working is placed in the context of what the speaker hopes for. It isnt particularly important to the sentence whether men work or not; what is important is the speakers reaction to it. Note also that while the Spanish distinguishes the subjunctive through the conjugation of trabajar, no such distinction is made in English. Although not common, sometimes a Spanish sentence using the subjunctive is translated to English using the subjunctive: Indicative: Insisto que Britney est sana. (I insist that Britney is healthy.)Subjunctive: Insisto en que Britney està © feliz. (I insist that Britney be happy.) Note how the first sentence in both languages asserts Britneys health as a fact. But in the second sentence, her health is stated as a strong desire. Insist is one of very few verbs in English that can trigger the subjunctive mood, but Spanish has thousands of such verbs. The following sentences show other reasons for using the subjunctive; note how a distinctive subjunctive form is used in English in only the final translation. Indicative (statement of fact): Britney est sana. (Britney is healthy.)Indicative (statement of fact): Sà © que Britney est sana. (I know that Britney is healthy.)Subjunctive (doubt): No es cierto que Britney està © sana. (It is uncertain that Britney is healthy.)Subjunctive (likelihood): Es probable que Britney està © sana. (It is likely that Britney is healthy.)Subjunctive (denial): No es verdad que Britney està © sana. (It is not true that Britney is healthy.)Subjunctive (reaction): Estoy feliz que Britney està © sana. (I am happy that Britney is healthy.)Subjunctive (permission): Es prohibido que Britney est sana. (It is prohibited for Britney to be healthy.)Subjunctive (desire): Espero que Britney està © sana. (I hope that Britney is healthy.)Subjunctive (preference): Preferimos que Britney està © sana. (We prefer that Britney be healthy.) Recognizing the Subjunctive Mood In everyday Spanish, the subjunctive is used in only two of the simple tenses, the present and the imperfect (a type of past tense). Although Spanish has a future subjunctive, it is nearly obsolete. While you may not need to memorize the subjunctive conjugations as a beginning Spanish student, becoming familiar with them can help you learn to recognize them.. Here are the subjunctive forms for regular -ar verbs, using hablar as an example: Present subjunctive: yo hable, tà º hables, usted/à ©l/ella hable, nosotros/nosotras hablemos, vosotros/vosotras hablà ©is, ellos/ellas hablen.Imperfect subjunctive: yo hablara, tà º hablara, usted/à ©l/ella hablara, nosotros/nosotras hablaramos, vosotros/vosotras hablareis, ellos/ellas hablaren. (There are two forms of the imperfect subjunctive. This one is the more common.) And the subjunctive forms for regular -er and -ir verbs using beber as an example: Present subjunctive: yo beba, tà º bebas, usted/à ©l/ella beba, nosotros/nosotras bebamos, vosotros/vosotras bebis, ellos/ellas beban.Imperfect subjunctive: yo bebiera, tà º bebieras, usted/à ©l/ella bebiera, nosotros/nosotras bebià ©ramos, vosotros/vosotras bebierais, ellos/ellas bebieran. The subjunctive perfect tenses and progressive tenses are formed by using the appropriate subjunctive form of haber or estar followed by the appropriate participle. Key Takeaways The subjunctive mood is a key aspect of Spanish grammar and is much more common in Spanish than it is in English.The subjunctive is used primarily for viewing a verbs action from the perspective of the speaker rather than stating it as a fact.The subjunctive mood is used in the present and imperfect tenses.