Irregular Past Participle Forms

Irregular Past Participle Forms Irregular Past Participle Forms Irregular Past Participle Forms By Maeve Maddox I went through elementary school in the bad old days, when teachers drilled the class on irregular verbs. For example: Teacher: go Student A: go, went, have gone Teacher: come Student B: come, came, have come Teacher: write Student C: write, wrote, have written I don’t recall when the drills began, but I’m pretty sure we didn’t do them after the sixth grade. By then, as they say, we knew the drill. From my experience I conclude that a child of eleven or twelve is capable of mastering the irregular verb forms. That’s why I don’t understand why so many grown-ups writing on the Web get them wrong. Here’s a sampling. By the way, one of these examples is from a writer of British English, and one is from the official web site of a museum in a large American city. I’ve had this post sitting around for a while. Since I’ve written it, I’ve went back and forth about posting it. A few weeks ago I started having wrist pain from playing too much basketball. Since then Ive went to many doctors and some have said its tendonitis, I want to publish my book I have wrote. Paleo-Indian people are thought to have came to Wisconsin from the west and south about 12,000 years ago. Old English had hundreds of what we now call irregular verbs, most of which have become regularized with -ed endings. For example, the old past forms of help–holp and holpen–now have the regular forms helped and helped. The process of regularization continues. For example, while many speakers still prefer to say slay, slew, (have) slain, others have begun to say slay, slayed, (have) slayed. The irregular verbs most resistant to change are the ones we use most frequently, like come and go. Because they are such high-frequency words, one can only wonder why speakers who have completed six or more years of formal education haven’t mastered their forms. Perhaps readers of forums or amateur blogs aren’t troubled by â€Å"have came† or â€Å"have began,† but readers in search of accurate information probably wouldn’t attach much confidence to anything written on the following sites, each of which presents itself as a reliable source of knowledge: Giant asteroids might have began the age of dinosaurs as well as ended it. (headline on science site) Over the last few decades humans have began to bend and break the laws of natural selection- laws that have governed life on Earth for the past four billion years.  (course offerings, university site) Working with what we have at the moment, we have began putting some of our birds together so we can open up enclosures and make them much bigger! (Australian wildlife park) Related post: Beware of the Irregular Past Participle Forms Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Coordinating vs. Subordinating Conjunctions35 Genres and Other Varieties of FictionThrew and Through

Text Features to Navigate - Table of Contents, Glossary and Index

Text Features to Navigate - Table of Contents, Glossary and Index   A positive approach to teaching text features is not only to use them in instruction, or create worksheets, but to give students practice using those text features in other ways, as a group.   The features in this article (Table of Contents, Index and Glossary) are not found directly in the text but either in the front of the book (Table of Contents) or in the back (Index and Glossary) and are tools to help the student use the text to find information.    The Text Features Table of Contents The first page after the frontispiece and the publishers information is usually The Table of Contents.   You will find the same features in an ebook, as well (since they are usually digital forms of the printed text.)    Usually they will have the title of each chapter and the page number.   Some will even have subtitles for subsections which the author uses to organize the text. Glossary Often, especially in a student text book, words that appear in the glossary will be highlighted or even highlighted in a color.   As the age of the student and difficulty of the text increases, the glossary words will not appearthe student is expected to know that they can find specific vocabulary for the subject in the glossary.   Ã‚   Glossary entries are very much like dictionary entries, and will often have a pronunciation key and at least the definition for the word as used in the text and subject.   Sometimes authors will provide other definitions, but in either case, it is important for students to understand that when there is only one, there may be more than one meaning, and when there are multiples, only one definition should be chosen to make sense of the word in the context.    Index The index, at the end of the book, helps students find information in the body of the text.   We know that in order to research for a paper, we need to know how to find information in a text using an index.   We can also help students understand that when they have read a text and cant recall specific information, that information can be found in the index.   At the same time, students need to understand how to use synonyms to find information they are looking for - They may not know that to learn about the signing of the constitution, they should look first for Constitution in the index, and then hopefully find Signing as a sub subject.   Instructional Strategies Introduce the Terms Table of Contents, Index and Glossary First, of course, you need to find out if your students can name and then find text features.   Text features are being introduced almost as soon as students begin reading, in late first grade.    Still, students have significant difficulty with reading, they probably havent been paying attentionthey have probably been more attentive to ways to avoid having to read aloud.   So . . .   Choose a text.   It may be one you are using in your class, or you may want a non-fiction text that the students can have in front of them.   I find that Reading A-Z has excellent non-fiction.   (I will be using a text later to illustrate using the Treasure Hunt strategy for practice.)    I would recommend, for these purposes, to use a text that is at or below the students independent reading level, so that the code (decoding the text) is not the focus of your lesson.   Ã‚   Find the text features.   Send the students to specific page numbers and have students put their finger on the text feature, or have students find the particular item. i.e. Find the Table of Contents and put your finger on the words Table of Contents to show me you know how to find it.   Model using the text feature: Table of Contents:   i.e. Find the third chapter. What is the Title? What will you probably read about in this chapter? Index:   We know our book is about dogs.   I have a chihuahua, so help me find where I can read about chihuahuas.   (Be sure to check there is a section, first!) Glossary:   Find a word in the textIve chosen apprentice from Sellman, Jane.   Benjamin Franklin from Reading A - Z.   (p.7)   Read the text aloud.   When you get to the word, remind students where the glossary is and have a student find the word in the glossary, and read it aloud to you.    Games Cant beat games to get students motivated and give them practice!   Use favorite games and give your students practice.   here are some ideas for these text features. Glossary Go:   Put all the words in a books glossary on 3 X 5 cards and  shuffle.   Assign a caller, and divide your group into teams.   Have the caller read the word and place it on the table.   Have a child from each team ready when the word is read and find it 1) in the glossary and then 2) find the sentence in the text.   The first person to find the word in the text raises their hand and then reads the sentence.    This game asks the students to use the glossary to find the page and then to search the page for the word in context.   Text Feature Treasure Hunt Two ways I see to play this: Individually.   Make this a race to see who finds the items first:   i.e.   What does colonial mean? Go! The student who finds the answer first gets a point.   Play until you have a winner.   Requires some preparation. In a Group.   Make each task a clue from the text.   Make two or three sets so you can divide your group/class into more than one group.   Have the words in the answer correspond to something in your class, or . . . label locations where you hide the next clue with a word in the answer.

Trading goods and jobs Essay Example | Topics and Well Written Essays - 500 words

Trading goods and jobs - Essay Example Sweatshops are working environments with unhygienic inhumane conditions that are often viewed by most people in industrialised nations to be difficult and unsafe. The employees do not have much say in how the business is managed and how they are treated by their bosses. This can include extreme high temperatures, abuse from the employers, dangerous situations and exposure to harmful materials (Gordon, 65). The workers are normally required to work for such long hours without a break in between. Sweatshops are often associated with developing countries, although they may still exist in any country. The problem does not only stop with the working environment but there is also the problem of the low wages associated with sweatshops. In most countries with sweatshops, the employees are paid lower than the minimum wage that has been set by the government. Expecting someone to live on these low salaries is almost impossible. Majority of the employees spend more than they make, which implies that they go to bed hungry most of the time. In addition, the low wages are not enough to pay for their basic needs; it cannot take care of their families, school, rent and medical bills (Gordon, 70). Due to this, most of these people are forced to include the whole family in the work. The other major problem with sweatshops is child labour. For decades, people have been fighting against this although not much has changed. However, people still need to earn a living, even if it means that children are also involved in the work. Most families in the sweatshops are from poor families and are amenable to do whatever it takes to earn income. The employers, on the other hand, have no problem with this because child labour to them means cheap labour. Sweatshops usually involve low levels of technology and produce a variety of goods at once. This implies that it is cost saving for

Financial Accounting Questions Assignment Example | Topics and Well Written Essays - 250 words

Financial Accounting Questions - Assignment Example The international financial market is closely related to the very important and valuable concept of exchange rate. The exchange rate is basically establishes a relationship between currencies (Meese & Rogofp, 1988). If Dollar is dropping against Euro then, the trade-man should opt for receiving payments in Euros because it is more stable of the two involved currencies. Additionally, the seller will have the option of converting Euros into Dollars at a later stage in order to make a capital gain due to increasing disparity between the two currencies. In short, by delaying the conversion the seller can make more dollars against the same amount of Euros. The company’s management has the ultimate responsibility and duty to safeguard the company’s assets because they are hired to do so by shareholders who do not have the required expertise to manage their business on their

80 yard run Essay Example for Free

80 yard run Essay 80 yard run BY tmille30 The main character of the short story, The Eighty Yard Run is Christian Darling. Everything in life cannot be handed to anyone on a silver platter and Christian finds this out the hard way. He is a man who thinks he is a famous football player but soon finds out he is not as good as he thinks. He was an athlete but not a gifted one, he spent the most of his career blocking for someone else better. Louise is Christians wife and she treats him like gold and spoils him with many gifts. Christian Darlings haracter completely changes throughout this short story as he goes from riches to rags. A mans football career is never remembered by what he does at practice. It might be remembered for a day but never a lifetime. Football is Judged by what you do on the field when a war between two teams is at hand. Christian did not have many long runs in his life while playing running back. I think this is why an eighty-yard run was so important to him at practice. He was trying to make his legacy in life more about football rather than something else better than that. Football is not all that people make it out to be, yes if you are great you may get the fame and fortune but the chance of that happening are slim to none. Football is a sport that is terrible on the body no matter what the age of person playing is. All is does is beat your body every single day but that is why some people love it. Football was all Christian knew and he makes it out to be that it is the only thing he loved in life. He wanted to be running the ball every down rather than blocking and wants to be making the big plays rather than going unnoticed. What he does not realize is the fact that football is a team sport and not everyone gets the glory. Linemen block every single play and they have no glory that comes from I but they still do their Job. The real glory of football is walking off the field after every game knowing you did all you could do to help your team win. That is the true meaning of football and Christian is not smart enough to realize that, he is Just blinded by spotlight. Christian wants to be remembered as a great football player but at the end of the short story they are at a game and people o not even know who he is let alone even if they have heard of Christian Darling. Christian is a very well liked man by all, Just from his football standpoint. It seems like everyone loves football players Just because of the lone fact they are popular. Louise loved him for who he really was; they got married after they both graduated college. He is very spoiled and does not seem to do anything on his own, everything seems to be given to him in life and in most cases it is nota good thing. It seems Darling is only with Louise for all that she gives him and does for him. I think this because once he was out of money and her fathers company gave them debt up to their heads he began to constantly drink and lost his mind. This would make Louise extremely unhappy and Christian is lucky he did not lose the only thing that has stayed with him for the majority of his life. Football is a sport that you cannot play your whole life because of how hard the game has to be played and Darling does not realize this. Louise is a woman that will always be there for him unlike football. Christian needs to wake up and realize that he needs to treat Louise with respect and love her like he hould. It is not her fault football is no longer in his life or the fact her fathers you have to make the best of them rather than crumble under all the pressure and just give up. Everything was fine when Louise was wealthy and good buy him gifts all the time. This Just shows that Darling does not truly care about anyone but himself. A relationship is not about gifts or money; it is about being truly happy with your significant other for who they are. In conclusion Christian Darling is a man who starts at the top with a loving wife, lots of money, and a football career but lets life rag him down when life get tough. He drastically changes as a person when he has to make the transition from football player to a man that has to work an everyday Job. Darling stays at home and drinks his life away and lives in shame while his wife goes out and works for all the money she can to try and pay the debt off. This character just goes to show us that no matter how easy life seems, anything can change for the worse at anytime and you must be ready. You must make the best out of it rather than sit back and feel sorry for yourself or let someone else do everything for you.

Death and the African American Literature Essay -- Racial Relations, R

Racism in the United States is without a doubt one of the most gruesome forms of inhumanity. This disease generated the dehumanization of slavery which has taken the lives of innumerable innocent African Americans. It has also robbed a whole race of their identities, heritages and cultures. Throughout the myriad of novels, excerpts, poems, videos and other forms of literature that we encountered in this course, it is unmistakable that the African American literary tradition demonstrates that the past (the unbelievable sufferings of African Americans) can never be arrested and forgotten. The many that have perished at the feet of racism are the history of African Americans themselves, and the African American literary tradition makes it a priority to be true to that history. So why is death a theme in the African American literary tradition? Death, in itself, is a universal phenomenon, with no exception; it touches the lives of all persons regardless of their social status or ethnic heritage. Likewise, death is a universal theme in literature, but its relevance in the African American literature is particularly poignant because of the loyalty that African American writers have to their history. With the help of works of Frederick Douglass’ Narrative of the Life of Frederick Douglass an American Slave , Negro spirituals (â€Å"I feel like my time ain’t long† and â€Å"Many Thousands Gone†) and Abel Meeropol’s â€Å"Strange Fruits,† modern African American literature like late sermons from Martine Luther King Jr. and Elizabeth Alexander’s â€Å" Praise Song for the Day† has utilize the universal theme of death to symbolize the racial injustice that African Americans experience in the own country and they also utilize such a strong theme to declare ... ...rt-breaking result of racism in the United States and the subject has made its way into the African American literary tradition. Slave narratives such as Douglass’ Narratives and Negro spirituals such as â€Å"I feel like my time ain’t long† and â€Å"Many Thousands Gone† have made African American literature true to the history that has been recorded. A present day controversial subject in our society is why can’t people, especially African Americans, forget about slavery and the adversity against African Americans? It is believed that African Americans have progressed and made advancement since that time; however, with writers like Elizabeth Alexander, the past just can’t go away forgotten; especially a past that was as gruesome as that of African Americans. Every single bloody lash, death and groaning happened and as she said we have to â€Å"say it plain† that it happened.

My Career Goal Essay

I always ask myself a question of what I want to be and what goals I am going to achieve four years later. Four years later, it is hoped that I can get the most out of my education, becoming more independent and mature. Four years later, it is hoped that I can be a journalist who contribute as much value as I can to my city. My first career goal is to be a journalist who writes for newspaper. A journalist who sees and tells the truth with honesty. Reporting the news completely. Presenting all sides of viewpoints unbiasedly. Seeking more sources when writing a news so as to be sure of multiple sides are presented. Secondly, helping the public society but the government will become one of my main concern. It is hoped that I can be independent from the government. Keeping a watchful eye on the government and making representation to the government about the unjust policy or measure. Therefore, I can supervise the government as to be sure that they do their work properly. Moreover, bridge the gap between society and real life is also my concern. Passionate on providing the information of the causes of the accident so as to raise the public awareness of the things going on the social issues. Finally, sincerely hope that I can hold on the mission which inspired by principle of freedom, of information, of expression in my career life with all attempt, determination and faith in justice. I always ask myself a question of what I want to be and what goals I am going to achieve four years later. Four years later, it is hoped that I can get the most out of my education, becoming more independent and mature. Four years later, it is hoped that I can be a journalist who contribute as much value as I can to my city. My first career goal is to be a journalist who writes for newspaper. A journalist who sees and tells the truth with honesty. Reporting the news  completely. Presenting all sides of viewpoints unbiasedly. Seeking more sources when writing a news so as to be sure of multiple sides are presented. Secondly, helping the public society but the government will become one of my main concern. It is hoped that I can be independent from the government. Keeping a watchful eye on the government and making representation to the government about the unjust policy or measure. Therefore, I can supervise the government as to be sure that they do their work properly. Moreover, bridge the gap between society and real life is also my concern. Passionate on providing the information of the causes of the accident so as to raise the public awareness of the things going on the social issues. Finally, sincerely hope that I can hold on the mission which inspired by principle of freedom, of information, of expression in my career life with all attempt, determination and faith in justice.

Goods That Must Be Provided by the Government Essay

Public goods are good that have two special characteristics-non excludable and non-rivalable. Non-rivalable means that consume the goods of one person do not influence the consumption of others, of example traffic light, when a person use the traffic light, the quanlity of the light do not decrease, other can also use the goods under the same quanlity. Non-excludable means that every one can use the goods, nobody is exclude from using the goods, for example, national defences, no one is unprotectable when they are in the country. Merit goods are goods that are under provided because of lack of information. Individual do not appreciate the benefit that will occur, these goods should be provided in a greater quantity. For example, museums, education there are lots of benefit to consume them. People can gets more knoeledge there and this is not only benefit for themselves but also people around and the society, the suicides may decrease and people with eider knowledge entered in works will make the process efficiency. So it is clearly that public good are goods that is under provided but this does not means that it only provided by government. They can provided by the market mechanism but to make more available the government provides them, subsidizes them or leigislates to make consumption compulsory, and for public goods they suffer from the free rider problem, if asked whether they would pay for them, households would lie and say because once provided, they could benefit anyway. No one is willing to pay for the goods, they will not be provided in the free market. So government must provided them. Public goods must be provided by the government but merit goods not must be provided by the government. It can provided by free market mechanism.

Robinson Crusoe and The Tempest Essays

Robinson Crusoe and The Tempest Essays Robinson Crusoe and The Tempest Paper Robinson Crusoe and The Tempest Paper Essay Topic: Literature The Secret Life Of Bees The Tempest Throughout Shakespeares The Tempest and Defoes Robinson Crusoe, the protagonists roles as omnipotent rulers change dramatically. In this essay, I aim to compare and contrast Crusoe and Prosperos roles as rulers, specifically focusing on their relationships with others through which their omnipotence is demonstrated. As much as Defoes Robinson Crusoe is a story of survival against all odds and a spiritually fulfilling life lived in solitude, it also makes clear a persons need for society, and in Crusoes case, the need to be a leader within the societal structure of the 17th Century world. Defoe clearly defines Crusoe as ruler of his islands society. However, even before he is shipwrecked, Crusoe exercises power and authority, the tendencies of a ruler, over his fellow men. Most noticeable is Crusoes exploitation of slavery. Slavery was a key component of society within the British Empire and is first found in the novel when Crusoe himself is enslaved, kept by the captain. Upon escaping, Crusoe despite his disgust at his miserable enslavement bends a slave-boy, Xury, to his will by force after briefly considering drowning him. He offers the boy a choice; to either be faithful to him or to be thrown over-board. Crusoes immediate assumption of power over Xury tells us three things about rulers within the social hierarchy that Defoe was a component of. Firstly, due to Xurys foreign descent, Crusoe, an English man, considers himself instantly to be the master. Secondly, Crusoes maturity granted him ownership of the boy despite the fact that they were both slaves. Lastly, Crusoe believed the boy to owe him a life-debt due to Crusoes planning and initiation of their escape. Crusoe goes as far to consider that Xury may not be deserving of such slavery, calling him a better counselor than himself. Further more, Xury notifies Crusoe of, a lance, among the people they spot on their travels. Even though this observation may have prevented a life-threatening situation, Crusoe is proudly omnipotent as never in thought, word or deed gives thanks to Xury; though he recognizes the good advice, and keeps a safe distance. Crusoe, in accustom with his society, treats slaves as little other than possessions, even though a reader would expect sympathy from a man who has experienced slavery first-hand. Even when he is no longer permitted to trade in slaves publicly, he embarks on a secret voyage to kid-nap his equal share of negroes. Defoe presents Crusoe as a man who it seems will go to any extent to greaten his rule over others. He possesses a birth-given right to power in Defoes society, owned by all white, imperialist peoples as well as those with wealth and seniority. Slavery featured no less in the society in which Shakespeare wrote The Tempest, thus it is also found within the play. Just as Crusoe is established by Defoe as a master of others, Shakespeares play features a protagonist, Prospero, possessing two slaves, Caliban and Ariel. Unlike Crusoe and Xury, it is not entirely through saving their lives however, that Prospero becomes a ruler. It is by the use of knowledge and also the art of magic that Prospero acquires, and overpowers, his slaves. Undisputedly, Prospero reigns supreme within the social hierarchy of The Tempest, and although Ariel and Caliban possess a more unique magic then their master, they are in his debt as Xury is in Crusoes and are his slaves until he sees fit to free them. Neither of them are as seemingly content with their enslavement as Defoes Xury is Ariel begs for his freedom, reminding Prospero of the worthy service he has performed, how he has; Told thee no lies, made thee no mistakings, servd Without or grudge, or grumblings. Prosperos response is remarkably similar to one that Crusoe would inevitably give if ever challenged, he reminds Ariel of the way in which he saved and freed him, from what a torment, and more terrible previous master, The foul witch Sycorax. Calibans rebellions are far less pleading and more insulting, cursing Prospero with, wicked dew. Prospero responds with punishment an exertion, demonstration, and reminder of his omnipotent rule causing Caliban to suffer; cramps, side-stiches, that shall pen thy breath up ach pinch more stinging Than bees that made em. Although written a century apart, Shakespeare and Defoes opinions are synonymous. Both believe that power is held by those who free others for their own prosperity, and this exists in both presentations of their ruling protagonists. Crusoes power augments upon being ship-wrecked. He elevates himself from the position of Master to King, even going as far as to recognize the island as his, little kingdom, and his shelter as his, castle, he even administers justice upon the birds who threaten his crop! Although Crusoe is isolated, elements of materialistic society are found in his self-proclaimed wealth, having, two plantations in the island; one my little fortification or tent, and my country habitation. Such is Defoes description of Crusoes surrounding habitat that it seems almost luxurious it is definitely comfortable. However, no matter how Defoe presents Crusoes power and wealth in solitude, the author makes it clear that Crusoes omnipotence is meaningless as he is effectively only ruler of himself. Crusoe recognizes his need for another to represent the lower classes, and/or slavery in his imperialistic empire. He arrogantly fanaticizes that he may be, able to manage one, nay, two or three savages, in, whatever I should direct them. He rationalizes that acquiring such slaves is his, only way to go about an attempt for an escape, but from Defoes previous portrayals of his character specifically his domination of others to fulfill his superciliousness it is obvious to the reader that a slave would only complete his kingdom, giving him subjects to rule over. Fridays arrival upon the island is eagerly and frightfully anticipated by both Crusoe and the reader. Defoe makes it so through Crusoes many years deliberation over the footprint in the sand. In the past, Crusoe has feared sickness and Gods judgment upon his soul, but now he spends years fearing the arrival of men into his domain. It is not only the cannibals weapons he is afraid of for he is armed with seven muskets and made inconspicuous by a self-cultivated forest he fears opposition to his position of authority. Crusoes unjustified fear undermines his position of power as he is aptly armed to tackle anything other than a small, imperialist army. Crusoe has dreamt that a man would come running towards his hideout and that he would take him in and make him his servant. In reality, Crusoes rule falters in his indecision; he procrastinates, not immediately offering Friday safety but instead watching him flee murderous savages. A critic has said that many white-dominated narratives, such as Robinson Crusoe, have shaped the cultures and beliefs of the colonized, placing them at the ultimate mercy of the colonizer. This description exactly matches Defoes creation of Friday and Crusoes relationship and how Defoe depicts Crusoes advantageous use of it to restore his own power and arrogance. Defoe immediately places Crusoe in a position of power over Friday due to the life debt owed by Friday to his new master, similar to Xurys, Calibans, and Ariels situations. When naming the slave, Crusoe chooses the name Friday as a constant reminder of, the day I savd his life. This comparatively effortless saving of Fridays life on Crusoes behalf causes Friday to, set my foot upon his head swearing to be my slave for ever. This is not an image of service; it is undoubtedly one of slavery. More noticeably, Crusoe teaches Friday to call him master before teaching him any other English. Fridays purpose it seems is as little more than reinforcement to Crusoes emerging, omnipotent rule. Crusoes intentions, however, are good, if conceited, as his reaction to Fridays willingness to serve him is: I took him up nd encouraged him all I could. The fact that Friday possesses a faith other than Christianity causes Crusoe to call him a poor savage. True, as Crusoes faith has increased, so has his quality of life, but he dismisses the, brutish and barbarous, savages own beliefs, referring to his kind as blinded, ignorant pagans. Many aspects of Crusoe, beside his language and religion are utterly alien to Friday, and Defoe presents these as instilling uncertainty and fear. In reaction to Crusoe shooting a goat with a musket, Friday, came and kneeled down to me o pray me not to kill him. Crusoe, recognizing his fright, chooses to abuse this new found power by loading the gun, and not let him see me do it. Although Defoe describes the events with almost a farcical sense of humor, how it caused confused astonishment, in, the poor creature, the reader is more accustomed to Crusoes mannerisms and recognizes how he is exploiting his omnipotence simply for the fun of terrifying his only human company. Correspondingly, Prospero also possesses knowledge different to the natives he encounters. Similarly to Crusoe, he assumes this knowledge to be entirely superior and this creates distinctive parallels between Crusoe and Friday and Prospero and Caliban. Upon enslaving Caliban, Prospero teaches the spirit his language, in this sense, he strengthens his position as ruler, giving himself the means to converse with Caliban, leading to greater domination and control. It is an entirely selfish act, and Caliban describes his only benefit as the following: You taught me language, and my profit ont Is I know how to curse. Crusoe and Prosperos situations of rule are analogous, although, unlike Crusoes treatment of Friday, Prosperos attitude towards Caliban is cruel. He frequently insults Caliban, calling him; poisonous slave, got by the devil himself. Soon after, he goes even further, calling him, a devil. Caliban, similar to the negroes and savages Defoe describes, is at the bottom of social hierarchy. Unlike Crusoes slaves, however, he is not human, and is therefore considered even lower by his master, functioning to represent native cultures suppressed by European Imperialist societies. Prosperos abuse of Caliban leads to extreme paranoia. The spirit, upon noticing Trinculo, believes he is a spirit sent to torment him. He lies close to the ground, terrified that Trinculo might find him, and when Trinculo begins attempting to speak to Caliban, he apologizes as he would to his ruler, Prospero: Do not torment me prithee: Ill bring my wood home faster. Further more, Caliban and Ariel, like the slaves found in Defoes novel, are natives and it is the white colonialists assumptions that they are masters over them. Calibans claim that the island is his own, by Sycorax my mother, is met with insults from Prospero who calls him a, lying slave, showing 16th Century English societys attitude to foreign slaves, that they are permitted to possess only what is granted to them by their colonizing masters. However, Prosperos words and deeds as ruler over Caliban are not entirely unjustified. Shakespeare reveals that in the past, Caliban attempted to rape Miranda: In mine own cell, till thou didst seek to violate The honour of my child Prosperos insults and treatment of the spirit are consequence of horrific intentions in the past. Further more, Caliban is presented by Shakespeare as a naturally subservient character as shortly after meeting Stephano and Trinculo; he begs to serve them. As a native, he possesses greater knowledge than them, and yet he immediately begins to kneel to him [Stephano], calling him a god. Calibans willingness to serve a new master shows extreme imprudence as Stephano could treat him far worse then his current ruler, Prospero his rationality destroyed by Stephanos celestial liquor. Once again, Caliban is shown to be dominated by those possessing knowledge unknown, or property alien to him. In this sense, Prosperos rule of Caliban is not as imposed as it is sometimes shown, as Caliban naturally conforms to such dominance. Just as Crusoes role as King becomes one of Master with Defoes introduction of Friday; with the arrival of even more people, whom he also rescues from savages, his status of King is restored: My island now peopled, and I thought myself very rich in subjects how like a king I lookd. With his power, and, undoubted right of dominion, Crusoe has found supplementation to his haughtiness, and an almost capitalist existence things worlds away from his previous despair upon being ship wrecked. Crusoes status on the island is elevated even further when he frees the English Captain from the mutineers. At first, the captain believes Crusoe to be a God-sent angel. Upon realizing his mistake, the Captain and his crew choose to serve Crusoe, recognizing him as an English sailor, and calling him Governour. Once again, others feel obliged to serve Crusoe, his omnipotent rule relies on their willingness to repay the debt they owe. In contrast to Friday, his father, and the Spaniard, the Captain as a leader of men himself questions Crusoes authority, challenging Crusoes ownership of members of the mutinous crew. Throughout all the situations in which Defoe places Crusoe as a ruler, no one has ever disagreed with him. It is the pairs striking similarities which cause the Captain to challenge Crusoes rule. They are both English, middle-class, merchant sailors, who, by no fault of their own, have found themselves in situations of grave peril. Unlike the savages, the Captain is not scared by Crusoes weapons. I would even go as far as to suggest that he recognizes Crusoes arrogant manner, as that of 17th Century England. Crusoes restrained anger does little to quell what could be seen as subtle rebellion against his rapidly fading omnipotence, as upon witnessing two prisoners begging the Captain to spare their lives, the Captain pretended to have no power without Crusoe. The Captains authority over his mutinous crew has been restored whereas Crusoes power, over his people, has diminished. With the arrival of others on Prosperos island, the rulers status, opposite to Crusoes, increases. Prospero is in control of everyone who happens to visit, intentionally or otherwise, and he acknowledges this, using it to shape the direction of the play towards his will and overarching aim. Shakespeare presents Prospero less as a character but more as a divine, inventive force behind the plot, the most obvious example of this being his forming of the Tempest. Prosperos role as a director blossoms towards the end of the play. Like Crusoes slaughter of the savages, he exercises judgment upon others, acting Godlike when he prevents Antonio and Sebastian from committing murder he protects the innocent. In a reversal of power, Prospero is even in control of his mutinous brother Antonio. As Prospero explains to Miranda, Antonios actions, and evil nature, forced them to leave Milan, reducing Prospero to (in his own words) an, incapable poor man. Conversely, away from Italy and ship-wrecked on his brothers island, Antonios control is lessened to the same level as his fellow voyagers. Even Alonso, the King of Naples, is powerless when plunged into Prosperos magical domain, shown in his fearful words in Act II, scene iii; O, it is monstrous: monstrous: Methought the bellows spoke, and told me of it, The winds did sing to me: and the thunder (That deep and dreadful organ pipe) pronouncd The name of Prosper. The elaborate and powerful language that Shakespeare uses to describe the Kings fear is reflected in Prosperos own elaborateness as ruler and he simply, but terrifyingly, sums up his position of complete omnipotence in Act IV, scene i: t this hour lies at my mercy all mine enemies: Shortly shall my labors end, and thou Shalt have the air at freedom. Prospero is Shakespeare, in control of the characters lives and ultimately, the plot. In no other Shakespearean play is one single character given such omnipotent rule, and in the Epilogue, Prospero likens himself to a playwright, asking the audience for their applause of his creation: Let your indulgence set me free. In conclusion, both Defoes character Robinson Crusoe and Shakespeares Prospero are at times, if not permanently, omnipotent rulers over their fellows. Prospero differs from Crusoe in his conscious decision to end his rule whereas Crusoe cannot help but leave his subjects on his island to continue his legacy. Both their rules originate and increase due to possession of knowledge alien to the natives they come into contact with, and by saving lives in selfish acts of apparent chivalry. However, the protagonists acts seem more significant, questionable even, to modern audiences and readers, who view the characters as racist or presumptuous when they are merely adhering to the society into which they were created.

Using the Latin Intensive Pronoun Ipse (Self)

Using the Latin Intensive Pronoun ''Ipse'' (''Self'') When learning Latin, intensive pronouns function much as they do in English, intensifying the action or the noun they modify. For example, in English, we might say, The experts themselves say so. The intensive pronoun themselves  intensifies the noun experts, with the implication that if the emphasized experts say so, it must be correct. The intensive pronoun in the following Latin sentence,  Antonius  ipse  me laudavit,  means Anthony himself praised me. In both Latin ipse and English himself, the pronoun intensifies or emphasizes the noun. Ipso Facto The expression ipso facto is the best-known remnant in English of the Latin intensive pronoun. In Latin,  ipso  is masculine and in agreement with facto. Its in the ablative case (ablative indicates that a thing or person is being used as an instrument or tool by another and is translated as by or by means of). Thus ipso facto means by that very fact or act; as an inevitable result. A Few Rules There are a few generalizations we can make about Latin intensive pronouns: They intensify (thus, their name) the function or the noun they modify.Latin intensive pronouns  typically translate as the English -self pronouns: myself, yourself, herself, himself, itself in the singular and ourselves, yourselves and themselves in the plural.  But they  can also translate in English as the very... as in  femina ipsa...  (the very woman as an alternative to the woman herself).Latin intensive pronouns double as adjectives  and take the same form when doing so.   Intensive vs. Reflexive Intensive pronouns are often confused with Latin reflexive pronouns, but the two types of pronouns  have different functions. Latin reflexive pronouns  and adjectives (suus, sua, suum) show possession and translate as his or her own, its own, and their own. The reflexive pronoun must agree with the noun it describes in gender, number, and case, and the pronoun always refers back to the subject. Intensives emphasize other words besides the subject. This means that reflexive pronouns can never be nominative. Intensive pronouns, on the other hand, do not indicate possession. They intensify and they can be any case, including nominative. For example: Intensive pronoun:  Praefectus honores civibus ipsis dedit.  (The prefect bestowed/gave honors on/to the citizens themselves.)Reflexive pronoun:  Praefectus honores sibi dedit.  (The prefect bestowed/gave honors on/to himself.) Declension of Latin Intensive Pronouns   Singular (by case and gender: masculine, feminine, neuter) Nominative:  ipse, ipsa, ipsumGenitive:  ipsius, ipsius, ipsiusDative:  ipsi, ipsi, ipsiAccusative:  ipsum, ipsam, ipsumAblative:  ipso, ipsa, ipso Plural (by case and gender: masculine, feminine, neuter) Nominative: ipsi, ipsae, ipsaGenitive: ipsorum, ipsarum, ipsorumDative: ipsis, ipsis, ipsisAccusative: ipsos, ipsas, ipsaAblative: ipsis, ipsis, ipsis

Collaborative Scholarly Journal ( sport ) Essay

Collaborative Scholarly Journal ( sport ) - Essay Example From early teenage years, persons seem paying attention on the collection of a vocation sport that makes them the all rounder and the excitement and the enjoyment taken up by them. Normally, this childhood selection rotates approximately a fire fighter, veterinarian, sportsperson, channel, and the resembling. The sport science discipline and the business of sport are without difference in regards to other respective industries. The study was mainly to analyze the advantages and the benefits of sports on the students self concept. The method we adopt to understand the particular method is the systematic review; the systematic review helps to get the entire information and the opinions of the various opinions of the various authors about the topic. Usually, research has specified students who are elsewhere for exercise be likely to perform better than non-athletes in the class rooms, Student-athletes frequently have to go behind a system of manner. This code of conduct can comprise abstaining from alcohol consumption and smoking, subsequent to correct behaviors, and preserving minimum grade in arrange to uphold eligibility (Medford School Policy Handbook, 2000). The findings of Zaugg (1998) sustain the plan that athletes have less behavioral problems than non-athletes. This is typically a consequence of school policy that state if an athlete miss lessons (unexcused) they do not engage in recreation or perform with the team that day. in addition, students with detentions or postponement miss practice and games awaiting the detention is provided. Many instructors will often dismiss players who have behaved badly throughout school. â€Å"Social recognition of sport participation and competition are external sources of enjoyment for many. Student-athletes often enjoy being rewarded for their work and dedication. In many schools, athletes are recognized through announcements,