Humanities Final Flashcard

Humanities Final

French Exercise - Si Clause Threads, Second Conditional

French Exercise - Si Clause Threads, Second Conditional This practice exercise can be done as a class or in small groups. It requires familiarity with the second conditional (si clauses), including imperfect and conditional conjugations. What to Do Print out a table for each group (see below).Write the first part of a conditional sentence beginning with si (see suggestions below) in the first table cell. Since this is the second conditional, the si clause needs to be in the imperfect. Invent a result clause, using the conditional, for the second cell.For example: Next, transform the result clause into a si clause and write it in the first column of the second row. (Remember that the verb which was in the conditional now needs to be in the imperfect.) Then invent a corresponding result clause to continue the thread. If clause Result clause Si je gagnais au loto, jachterais une nouvelle voiture. Si je gagnais au loto, jachterais une nouvelle voiture. Si jachetais une nouvelle voiture, je la mnerais lcole. Transform the second result clause into a si clause, and so on, until you have completed the thread. Si je gagnais au loto, jachterais une nouvelle voiture. Si jachetais une nouvelle voiture, je la mnerais lcole. Si je la menais lcole, les autres tudiants madmireraient. Si les autres tudiants madmiraient, ils minviteraient djeuner. To make sure students understand the exercise, start by demonstrating on the board: write a si clause and call on students as you go through the entire thread collectively. Then divide the class into groups of 2 to 4 students and provide each group with an if clause, or have them come up with their own. After each group has completed their thread, either have students read them out loud, or - if there are likely to be a lot of mistakes, as in the case of weaker students - collect the papers and read the threads out loud yourself, either correcting them as you read, or writing the sentences on the board and going over them together. Variations To challenge students creativity, have each group start with the same si clause, and then compare how each one turned out at the end.Assign a different si clause to each group, and after they have each completed one row of the table, have them trade with another group. Each group will then complete the clause in the other groups tables, and then exchange once again with a third group.You can also use this exercise to practice the first conditional and the third conditional. Starter Clauses You and your students can of course invent your own if clauses,* but here are some ideas to get started: Si jallais la luneSi javais un souhaitSi je navais quune semaine vivreSi jà ©tais le prà ©sidentSi jà ©tais richeSi jà ©tais toiSi je faisais mes devoirs tous les joursSi je me cassais la jambeSi je me mariaisSi je pouvais faire la connaissance de nimporte qui dans le mondeSi je pouvais remonter dans le tempsSi je pouvais visiter nimporte quel paysSi je trouvais un portefeuille dans la rueSi je voyais un OVNI (objet volant non identifià ©)Sil y avait des formes de vie intelligente sur dautres planà ¨tesSi les chiens pouvaient parlerSi mon meilleur ami me mentaitSi notre professeur à ©tait en retardSi nous à ©tudiions ensembleSi nous savions le secret du bonheur *If you come up with a great starter clause, please share your ideas. Tables This exercise needs tables with two columns and four rows. Printable pages of tables are available in  Microsoft Word format; you can save and edit this if, for example, you want to type the starter if clause into the first cell of each table. Print enough copies so that you can cut them up and provide at least one table for each group of students. Si Clauses LessonFirst conditional practiceThird conditional practice

French Exercise - Si Clause Threads, Second Conditional

French Exercise - Si Clause Threads, Second Conditional This practice exercise can be done as a class or in small groups. It requires familiarity with the second conditional (si clauses), including imperfect and conditional conjugations. What to Do Print out a table for each group (see below).Write the first part of a conditional sentence beginning with si (see suggestions below) in the first table cell. Since this is the second conditional, the si clause needs to be in the imperfect. Invent a result clause, using the conditional, for the second cell.For example: Next, transform the result clause into a si clause and write it in the first column of the second row. (Remember that the verb which was in the conditional now needs to be in the imperfect.) Then invent a corresponding result clause to continue the thread. If clause Result clause Si je gagnais au loto, jachterais une nouvelle voiture. Si je gagnais au loto, jachterais une nouvelle voiture. Si jachetais une nouvelle voiture, je la mnerais lcole. Transform the second result clause into a si clause, and so on, until you have completed the thread. Si je gagnais au loto, jachterais une nouvelle voiture. Si jachetais une nouvelle voiture, je la mnerais lcole. Si je la menais lcole, les autres tudiants madmireraient. Si les autres tudiants madmiraient, ils minviteraient djeuner. To make sure students understand the exercise, start by demonstrating on the board: write a si clause and call on students as you go through the entire thread collectively. Then divide the class into groups of 2 to 4 students and provide each group with an if clause, or have them come up with their own. After each group has completed their thread, either have students read them out loud, or - if there are likely to be a lot of mistakes, as in the case of weaker students - collect the papers and read the threads out loud yourself, either correcting them as you read, or writing the sentences on the board and going over them together. Variations To challenge students creativity, have each group start with the same si clause, and then compare how each one turned out at the end.Assign a different si clause to each group, and after they have each completed one row of the table, have them trade with another group. Each group will then complete the clause in the other groups tables, and then exchange once again with a third group.You can also use this exercise to practice the first conditional and the third conditional. Starter Clauses You and your students can of course invent your own if clauses,* but here are some ideas to get started: Si jallais la luneSi javais un souhaitSi je navais quune semaine vivreSi jà ©tais le prà ©sidentSi jà ©tais richeSi jà ©tais toiSi je faisais mes devoirs tous les joursSi je me cassais la jambeSi je me mariaisSi je pouvais faire la connaissance de nimporte qui dans le mondeSi je pouvais remonter dans le tempsSi je pouvais visiter nimporte quel paysSi je trouvais un portefeuille dans la rueSi je voyais un OVNI (objet volant non identifià ©)Sil y avait des formes de vie intelligente sur dautres planà ¨tesSi les chiens pouvaient parlerSi mon meilleur ami me mentaitSi notre professeur à ©tait en retardSi nous à ©tudiions ensembleSi nous savions le secret du bonheur *If you come up with a great starter clause, please share your ideas. Tables This exercise needs tables with two columns and four rows. Printable pages of tables are available in  Microsoft Word format; you can save and edit this if, for example, you want to type the starter if clause into the first cell of each table. Print enough copies so that you can cut them up and provide at least one table for each group of students. Si Clauses LessonFirst conditional practiceThird conditional practice

Reading response in language discrimination Essay

Reading response in language discrimination - Essay Example In these chapters Lippi Green discussed openly through examples that how language subordination had negatively affected the speakers of different languages resides in the United States. Since the 18th century this is the problem that persists in the United States where people are still facing discrimination due to their non-American accent. The author raised several evidences to support her arguments therefore; she used several authentic information and facts and figures in her findings from 1800 to onward. America has been the house for several immigrants and people are visiting this country for several reasons, but no matter how long they lived in the United States they are unable to learn the accent of Native Americans. Lippi Green had strongly opposed discrimination on the basis of language and accent and called it just a myth. The topic has been researched by several well known researchers and authors across the world in different eras and they did their level best to discuss di fferent aspects of language discrimination. The effect of such efforts can be seen in the modern society where people have learned to ignore some traditional questions such as race, ethnicity, culture, accent, etc. unfortunately, such things are not completely eliminated from the American society and authors like Lippi Green still needs to work on this issue. To look at the issue of language discrimination in the United States, the Author Lippi Green used several authentic and genuine sources. To discuss the issue clearly, Lippi Green used a comparison of political cartoons, US census, historical data of World War II to understand the types of immigrants to the US and an in-depth analysis of the literature of other well known authors. Apart from such sources, the author used a group of frameworks to further clarify this topic. The author used to include her casual observation, legitimated data taken from journals and many latest tools to sketch the

ANNOTATED BIBLIOGRAPHY ON FINANCE Example | Topics and Well Written Essays - 500 words

ON FINANCE - Annotated Bibliography Example This article is crucial for individuals pursuing finance and those conducting research in the field of public financing. However, it remains vital to explore other sources of information on the same topic in order to come up with a report backed up with adequate academic sources. DENG, M., MELUMAD, N. & SHIBANO, T. (2012). Auditors’ Liability, Investments, and Capital Markets: A Potential Unintended Consequence of the Sarbanes-Oxley Act. Journal of Accounting Research, 50(5):1179-1216. As the title suggests, the authors explore the effect of increased liability of auditors on rate of audit failure, cost of capital and new investment level. According to the authors, the Sarbanes-Oxley Act, 2000 authorized stringier regulations, which increased the liability of auditors. However, these move increased the confidence of investors as regards the trustworthiness of company financial disclosures. The authors explore market imperfection in terms of information flow. They discuss a scenario where a firm in lemons market intends to raise capital from investors who have no information that the audit they are relying on is imperfect. The authors argue in their conclusion that audit failure is indirectly proportional to increased auditor liability and capital cost for new ventures. This resource is crucial for practicing auditors and accountants. It is also very insightful for professionals pursuing accounting and auditing career and conducting research. However, further resea rch is necessary to justify the claims of the authors. Bar-Yosef, S. & Prencipe, A. (2013).The Impact of Corporate Governance and Earnings Management on Stock Market Liquidity in a Highly Concentrated Ownership Capital Market, Journal of Accounting, Auditing & Finance, 28(3):292–316. In a situation with very high non-institutional ownership, the authors of this article explore how corporate governance machineries and earnings management impact

The Mirror and the Lamp Essay Example for Free

The Mirror and the Lamp Essay M.H. Abrams: The Mirror and the Lamp. It is establishes between a work and three pivotal points. -The primary focus of literature/art is to instruct which brings it into the realm of education. 1. Work represents the product itself. It is called an artefact. 2. Most important thing is artificer (artist)Â  3. Taken to have a subject derived from something 4. Lastly this comprehensive quality is absorbed by people. -There are varying literary schools of thought but they exclusively choose one. Artist If the focus is on the artist, we read Hamlet but we look at Shakespeare, the creator. Biographical criticism, the perspective that the biographical criticism reflects the event, specific experiences, personal prejudices, and life are reflected in the work. So that Hamlet is a projection of Shakespeare. The danger of this approach is that it can become a fallacy. The poet is (not) the speaker. It can and cannot be the speaker, we dont separate the work from the writer. Psychological In the world of physiological, the physiological state of the artist and the manifestations of repressed needs, desires, and frustrations are reflected in the work. We move away from the work and focus on the physiological state of the artist. Universe: Social Historic The work expresses the values, issues, and concerns of the age which produced the work. Moral/Didactic From this perspective, the art should reflect an ethical perspective. If it teaches us anything, it becomes didactic. Audience: Reader Response There is no single interpretation which takes present over another. It becomes affected, tainted by our emotions, and perspectives. We arent really talking about literature, we are taking our feelings. How we interpret literature changes the work itself. Work The work should stand alone from the artist, universe, and audience. 1. Philosophical Within the realm of PC, the work reflects an idea. We eliminate the art when we just view a work from a philosophical idea. 2. Linguistic We are forced to look at syntactical use of words and the meaning of words because its purpose is communication. It becomes too scientific and we dont take into consideration the connotation, denotation, and the metaphoric aspect. 3. Formalistic The focus is on the artful and formal arrangement of language. Our focus is then on the rhetorical. -All literature should be viewed from all four points. No piece of literature will stand alone, it will have to be viewed with all for aspects.

Frankenstein: The Relationship between God and Man

Frankenstein: The Relationship between God and Man In Mary Shelleys novel, Frankenstein, the book examines a variety of aspects of ambition. For instance, with Victor, ambition proves to be his undoing, and, in turn, Victors example becomes a forewarning for Robert Walton; meanwhile, the Creature is, in a sense, Victors child and thus inherits facets of Victors ambitionbut because the Creature is also a conglomerate of all the humans who embody him, he is thereby also symbolic of Mankinds ambitions that do not fully come to realization nor fulfillment, which is why readers can identify with the Creatures tragic elements. Frankenstein explores the repercussion of man and monster chasing ambition blindly. Victor Frankenstein discovered the obscure secret that allowed him to create life. And after Frankenstein discovered the source of human life, he became utterly absorbed in his experimental creation of a human being and it consumed his life completely. Victors boundless ambition and his yearning to succeed in his efforts to create lif e, and to have his creation praise him as his creator for the life he gave it led him to find ruin and anguish at the end of his ambition. For this I had deprived myself of rest and health. I had desired it with an ardor that far exceeded moderation; but now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart. (P. 42) Walton wanted to sail to the arctic because no other sailor had ever reached it or discovered its secrets. The monster was created against his will; his ambition was to requite his creation as an appalling outcast and to attain some satisfaction for crumbling the world around Victor. These three characters all acted upon the same blind ambition. The novel asks enduring questions about human nature and the relationship between God and man. The monster displays a similar kind of duality, inciting sympathy as well as dread in all who hear his tale. He requisitions our compassion to the extent that we recognize ourselves in his exceeding loneliness and compare our own life with the Creature. Despised by his creator and wholly alone and hated, he learns what he can of human nature as he eavesdroppes on a family of cottage dwellers, and he educates himself by reading three books that had fortunately fallen across his path, among them Paradise Lost. Who was I? What was I? Whence did I come? (P. 93), the Creature asks himself after reading them. Even though the Creature commits criminal acts, the fact that he has a self-consciousness and his ability to educate himself as a person raises the question of what it really means to be human, what thoughts and emotions it takes to be considered a human-being. It is difficult to think of th e monster as anything less than just that in his entreaty for understanding from Frankenstein when the creature wishes to speak to him: Believe me, Frankenstein: I was benevolent; my soul glowed with love and humanity; but am I not alone, miserably alone? You, my creator, abhor me; what hope can I gather from your fellow-creatures, who owe me nothing? They spurn and hate me. (p. 71). When the Creatures unknown, but helpful acts of kindness toward the De Laceys are returned with baseless animosity, we come to wonder whether it is the world that the creature inhabits, as opposed to something intrinsic that caused him to commit enormity. Nonetheless, he clings on to a conscience and a zealous longing for another kind of existence as well as acceptance and love from another, which Victor cruelly denies him. Modern man is an example of the monster, estranged from his creator-who believes his own origins to be meaningless and accidental,non important and full of rage at the conditions of his existence as well as at his creator. Since the monster has no name of his own, hes not quite an autonomous fellow. Instead, he is bound to his creator. He is naught without Victor. He is as much a part of Frankenstein as he is his own self. The monster comes into the world by a pretty horrendous set of circumstances. He has the physique of a giant, yet a puerile mind. He has an amiable nature, yet his physical deformity hides his benevolence and makes everyone fear and abuse him. His own creator even rejected him because of his hideous looks. His feelings are the most deep and poignant of any characters in this novel, as well as the most conflicted. When I looked around I saw and heard of none like me. Was I, the, a monster, a blot upon the earth from which all men fled and whom all men disowned? (P. 105) To make matters more complicated, the monster is correlated to both Adam and Satan in Paradise Lost. This may seem slightly nebulous. The thing to keep in mind is that the idea at the heart of the monster is his duality. He has a very abstruse duality. He is at once man in his immaculate state before the Fall (the Fall = evil), and yet the manifestation of evil itself. This is starting to sound like Victor Frankenstein. Abstruse dualityconflicting characterizationcould it be that the monster mirrors his maker in his duality? Of course, the other reason the monster turns on humans is because Victor was his last tie to humanity. The monster is one of many people in this text that is affected by loneliness, isolation, and an all around desire for companionship. Victor may have scorned him, resented him, and tried repeatedly to eradicate him, but at least he talked to the monster. At least he recognized the monsters existence. And for a creature that spent most of his wretched life in hiding and exile, alone without anyone there for him, this can be pretty good reason to pursue Victor. Good or bad, Victor is the only relation hes ever had and he tries desperately to cling to this relationship. Do we accuse him? Do we spite him? Do we adore him? Hes tenderhearted. He articulates well with others and he even rescues a little girl from a river. He just gets the cruelty and hatred because hes ugly. Can we blame him if he lashes out in abrupt and absurdly violent ways? From that moment he declared everlasting war against the species, and more than all, against Frankenstein who had formed him and sent him forth to this insupportable misery. (P. 99) This sounds like more clashing emotions. Could it be that we, the reader, feel the equivalent duality of emotions that the monster and Victor feel for each other? One more thing, what does it mean that the fmonster is made out of dead-person pieces? If hes made up out of people, then hes essentially a person himself. But if theyre inert, then hes never really extant in the first place. You could also say that, since hes an aggregate of human parts, hes also a conglomerate of human traits. This might show us the nature of his complex duality. Modern man is also Frankenstein, breaking ties and becoming further away from his creatorusurping the powers of God and irresponsibly tinkering with nature, even if they are full of benign purpose, it ends with malignant results. Although Frankenstein as well as the monster begin with good intentions and become murderers in the end, the monster seem way more softhearted than Victor because he is by nature the outsider of society, whereas Frankenstein purposely removes himself from human society. When Frankenstein first becomes enthralled in his endeavours to create life, as he collects materials from a slaughterhouse and disecting room. Frankenstein also breaks his ties with friends and family during his hindering work, and he becomes increasingly confined. His father reproaches him for this; eliciting Frankenstein to think to himself what his single-minded quest for knowledge has cost him, and whether or not it is morally acceptable. After he looks back on his mistakes, he concludes that, contrary to his credence at the time it was not worth it, If no man allowed any pursuit whatsoever to interfere with the tranquility of his domestic affections, Greece had not been enslaved; Caesar would have spared his country; America would have been discovered more gradually; and the empires of Mexico and Peru had not been destroyed. (p. 35). Natural world is like Eden and will be corrupted through too much knowledge (science). [ProofBiblical Conception of Knowledge; man evicted from paradise for knowing too much; Prometheus reined in by Gods; novel written in Romantic era which upholds the values that Progress is Dangerous and that there must be a return to Idealized Past]. Through Victor and Walton, Frankenstein represents human beings as deeply ambitious, and yet also deeply erroneous. The labors of men of genius, however erroneously directed, scarcely ever fail in ultimately turning to the solid advantage of mankind. (P. 29) Both Victor and Walton fantasize of transforming society and bringing prestige to themselves through their scientific conquests. Yet their ambitions also make them ignorant. Blinded by dreams of glory, they fail to consider the repercussions of their actions. So while Victor turns himself into a god, a creator, by bringing his monster to life, this only highlights his fallibility when he is ultima tely inept of fulfilling the obligation that a creator has to its creation. Victor thinks he will be like a god, but ends up the progenitor of a devil. Walton, at least, turns back from his quest to the North Pole before getting himself and his crew annihilated, after hearing Victors tale about the devastating aftermath of pushing the boundaries of exploration. I will not lead you on, unguarded and ardent as I then was, to your destruction and infallible misery. Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge, and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow. (P. 33) He learns from Victors tragedy. After Victor dies, he turns the ship back to England, trying not to make the same mistakes that Victor made in the obsessive compulsion that destroyed his life, but he does so with the resentful conclusion that he has been deprived of t he glory he originally sought. Frankenstein is an expostulation of humanity, specifically of the human concept of science, enlightenment, technical progress, and a deeply humanistic effort full of empathy for the human state of our own condition. Victor is a brilliant, sentimental, visionary, and accomplished young man whose studies in natural philosophy (p. 31) and chemistry evolve from A fervent longing to penetrate the secrets of nature. (p. 22). As the novel develops and the plot thickens, Frankenstein and his monster oppose each other and fight one another for the portrayal of the main protagonist of the story. We are inclined to identify with Frankenstein, who is admired by his immaculate friends and family alike and even by the ship captain Robert, who saves him, berserk by his pursuit for vengeance, from the piece of ice he had been stranded on. He still is a human being, nevertheless. Notwithstanding, regardless of his humanitarian aspiration to Banish disease from the human frame and render man invulnera ble to any but a violent death! (p. 43), Frankenstein becomes tangled in a hostile pursuit that is the single and main cause that lead him to destroy his own well-being and to remove himself from his fellow-creatures as ifguilty of a crime (p. 35). His irresponsibility is the stimulant, the foundation of what causes the death of those around him, his family, his friends and his love and he falls under the ascendancy of his own creation and fails to break free from the chains that bind him. Neither Victor nor Walton could liberate themselves from their blinding ambitions, they made it seem that all men, and notably those who pursue to raise themselves up in renown above the rest of society and even god, are in fact impetuous and imperfect creatures with feeble and defective natures. We can all learn from Victors last words to Walton, Seek happiness in tranquility and avoid ambition, even if it be only the apparently innocent one of distinguishing yourself in science and discoveries. (P. 162)