Chatelperronian Transition to Upper Paleolithic

Chatelperronian Transition to Upper Paleolithic The Chà ¢telperronian period refers to one of five stone tool industries identified within the Upper Paleolithic period of Europe (ca 45,000-20,000 years ago). Once thought the earliest of the five industries, the Chà ¢telperronian is today recognized as roughly coeval with or perhaps somewhat later than the Aurignacian period: both are associated with the Middle Paleolithic to Upper Paleolithic transition, ca. 45,000-33,000 years ago. During that transition, the last Neanderthals in Europe died out, the result of a not-necessarily-peaceful cultural transition of European ownership from the long-established Neanderthal residents to the new influx of early modern humans from Africa. When first described and defined in the early twentieth century, the Chà ¢telperronian was believed to be the work of early modern humans (then called Cro Magnon), who, it was thought had descended directly from Neanderthals. The split between Middle and Upper Paleolithic is a distinct one, with great advances in the range of stone tool types and also with raw materialsthe Upper Paleolithic period has tools and objects made of bone, teeth, ivory and antler, none of which was seen in the Middle Paleolithic. The change is technology is today associated with the entrance of early modern humans from Africa into Europe. The discovery of Neanderthals at Saint Cesaire (aka La Roche a Pierrot) and Grotte du Renne (aka Arcy-sur-Cure) in direct association with Chà ¢telperronian artifacts, led to the original debates: who made the Chà ¢telperronian tools? Chà ¢telperronian Toolkit Chà ¢telperronian stone industries are a blend of earlier tool types from the Middle Paleolithic Mousterian and Upper Paleolithic Aurignacian style tool types. These include denticulates, distinctive side scrapers (called racloir chà ¢telperronien) and endscrapers. One characteristic stone tool found on Chà ¢telperronian sites are backed blades, tools made on flint chips which have been shaped with abrupt retouch. Chà ¢telperronian blades were made from a large, thick flake or block that were prepared in advance, in distinct comparison to later Aurignacian stone tool kits which were based on more extensively worked prismatic cores. Although the lithic materials at Chà ¢telperronian sites often include stone tools similar to the earlier Mousterian occupations, in some sites, an extensive collection of tools were produced on ivory, shell, and bone: these types of tools are not found in Mousterian sites at all. Important bone collections have been found at three sites in France: Grotte du Renne at Arcy sur-Cure, Saint Cesaire and Quinà §ay. At Grotte du Renne, the bone tools included awls, bi-conical points, tubes made of bird bones and pendants, and sawed ungulate antlers and picks. Some personal ornaments have been found at these sites, some of which are stained with red ochre: all of these are evidence of what archaeologists call modern human behaviors or behavioral complexity.​ The stone tools led to the assumption of cultural continuity, with some scholars well into the 1990s arguing that humans in Europe had evolved from Neanderthals. Subsequent archaeological and DNA research has overwhelmingly indicated that early modern humans in fact evolved in Africa, and then migrated into Europe and mixed with the Neanderthal natives. The parallel discoveries of bone tools and other behavioral modernity at Chatelperronian and Aurignacian sites, not to mention radiocarbon dating evidence has led to a realignment of the early Upper Paleolithic sequence. How They Learned That The major mystery of the Chà ¢telperronianassuming that it does indeed represent Neanderthals, and there certainly seems to be ample proof of thatis how did they acquire new technologies just at the point when the new African immigrants arrived in Europe? When and how that happenedwhen the African emigrants turned up in Europe and when and how the Europeans learned to make bone tools and backed scrapersis a matter for some debate. Did the Neanderthals imitate or learn from or borrow from the Africans when they began using sophisticated stone and bone tools; or were they innovators, who happened to learn the technique about the same time? Archaeological evidence at sites such as Kostenki in Russia and Grotta del Cavallo in Italy has pushed back the arrival of early modern humans to about 45,000 years ago. They used a sophisticated tool kit, complete with bone and antler tools and personal decorative objects, called collectively Aurignacian. Evidence is also strong that Neanderthals first appeared in Europe about 800,000 years ago, and they relied on primarily stone tools; but about 40,000 years ago, they may have adopted or invented bone and antler tools and personal decorative items. Whether that was separate invention or borrowing remains to be determined. Sources Bar-Yosef O, and Bordes J-G. 2010. Who were the makers of the Chà ¢telperronian culture? Journal of Human Evolution 59(5):586-593.Coolidge FL, and Wynn T. 2004. A cognitive and neurophysical perspective on the Chatelperronian. Journal of Archaeological Research 60(4):55-73.Discamps E, Jaubert J, and Bachellerie F. 2011. Human choices and environmental constraints: deciphering the variability of large game procurement from Mousterian to Aurignacian times (MIS 5-3) in southwestern France. Quaternary Science Reviews 30(19-20):2755-2775.

7 Surprising Skills Needed to Be a Writer

7 Surprising Skills Needed to Be a Writer 7 Surprising Skills Needed to Be a Writer Writing, the simple demonstration of putting pen to paper, is challenging enough all alone. However, most writers have no issue investing in the creative effort. At the same time, the work that accompanies writing for a living might trap you in. Beyond creativity, here are 7 surprising skills needed to be a writer. Social Skills All writers are not introverted, but many absolutely are. It can be a tough obstacle to overcome. However, social skills are a necessity when you are attempting to convince others in your capacity to communicate with words. Do not be afraid to network, embrace the social media, and speak up. Dont be ashamed to ask for opportunities, either. You may be astonished at the power of social skills and earn considerably more. Time Management Skills As a writer, you need to figure out how to partition your time to cover every aspect of maintaining a writing business. You also need to resist giving in to the myriad of potential distractions around you, especially because you can’t exactly turn off Twitter and email if you use both for work. Resourcefulness Writing does not come with a standard blueprint. Few professional writers have a degree in writing, while some dont. There are numerous cases when writers are landed jobs because they have friends who are writers, others are hired because they launched a blog that got to become popular. The truth is, for everyone, the specifics are different. As a result of this, working with the opportunities, abilities, skills, and experiences that unique to your situation is imperative. In two words, be resourceful. Marketing Skills One great example of the power of resourcefulness is Author Ahyiana Angel who didnt have any professional experience in writing. But she did have marketing skills as a former publicist, and she optimized them, basically becoming her own publicist. This won her opportunities to become published by Simon and Schuster. A mastery of marketing is important to break into freelancing or earn some cash with your writing. Branding, search engine optimization (SEO), guest posting and pitching are a few marketing skills you should familiarize yourself with. Thick Skin and Fearlessness Get over wanting to be cool, creative, smart, important, wise, a huge success, a great writer, or any ego-dominated idea that is really just a tool for staying away from shame and humiliation.   Any writer will tell you â€Å"thick skin is an absolute necessity.† To get over any sensitivity, dont be afraid to be humiliated, terrible, be a beginner, share your work, be ready to embrace criticism, persistent, and to override and reset the primitive controls and autopilot for courage. Think and Feel Like Your Audience Be a psychologist, observer, and therapist, who can find out how and why people feel and think the way they do. Creating an original character implies that you need to take some necessary steps of coming up with his or her characteristic traits. You must get in their head and see why they do what they do. For becoming an incredible observer, you should be interested in human thinking patterns, and what is hindering people from being their best selves. See this as your job and obsession. Creativity in Making up Worlds that Don’t Exist You have seen Lord of the Rings, Alice in Wonderland, and Star Wars. Those are not only talents but practice. We can all pretend, but only if we can get away from that intelligent, logical and critical part of our brains that doesn’t want nonsense to thrive. But what is nonsense all about if not imagination. That is what makes it so wonderful. Practice seeing your writing on paper regularly to strengthen it, particularly if you are relishing your magical and illogical creative ability. These will help you launch a professional writer career when you have zero work experience, and make you standout.

Research Design Paper Example | Topics and Well Written Essays - 500 words

Design - Research Paper Example My approach towards the research, the factors corresponding to the high turnover rate at Patriot University, in this case would be hard and real. I would bring into consideration the results obtained via various surveys and practical experiments and would try to challenge hypothesis and assumptions about my research. This approach towards data collection would primarily focus on measurement, and would concentrate on scrutinizing the numerical information and also applying the test on statistical basis. Determining the measuring instruments for the research is the second step for the research on the topic, the factors corresponding to the high turnover rate at Patriot University. One can use various different measuring instruments in the research paper. These are used by the researchers to help them and facilitate the assessment and the results obtained about different topics of research subjects. The measuring instruments are actually used to measure or acquire information and data on numerous variables from physical functioning to psychological as well as social adherence of a particular subject. The measurement instrument that I would be including in my research would be surveys and interviews as these instruments are helpful in gaining the information directly from the people and collecting the data after gathering their point of views about a certain subject of research. The important indicators of the quality of measuring instruments used in a research paper are the reliability and the validity of the obtained values and results. The reliability factor of the measuring instruments analyses the stability of the values, the consistency of the measuring instruments and the interpretation of the values. On the other hand, the validity factor for the measuring instruments is described as to the extent to which the understanding the results obtained are verified and confirmed. Moreover the responsiveness of the

Kung Fu Panda 31;13-34;50 Essay Example | Topics and Well Written Essays - 750 words

Kung Fu Panda 31;13-34;50 - Essay Example The music directors have carefully incorporated music which very strongly conveys the emotions and feelings of the talking animals in the movie. It is worth noting here that it is otherwise difficult to convey this through dialogues and visuals. This essay examines the role of music and sound in a particular part of this movie. The part of the movie evaluated here is 31 minutes 13 seconds to 34 minutes 50 seconds. The selected section of the movie follows the philosophical encounter that Po, the protagonist of the story has with Master Shifu who is the trainer of Po. Master Shifu ridicules Po with regard to his poor body image and his easy going attitude. Panda is shocked to see the martial art skills of the other animals and realizes his incapability all the more. Po fails miserably in exhibiting his martial art skills and is was made fun of by other animals. The chosen part of the movie shows the intellectual confusion of the chosen hero who is unsure of living up to the expectations of the kingdom. The scene in the beginning shows Po sneaking into Jade Palace. The sound used in expressing the sneaky behavior of Po who is trying to get inside the palace has succeeded in expressing the insecurity that the panda has. The creaking sound of the wood on the floor increases all the more as Po tries to make no sound. Master Crane who is woken up by this sound comments that the Panda does not belong to that space and Po approves of it. The creaking sound in the background just before this dialogue very well supports the Panda’s insecurity and disengagement with that physical space. Silence is very well used in this scene to contribute to the depth of Panda’s feelings. The lighting integrates with this idea. The lighting, composition and the space gives the feeling of moonlight filtering in through the windows. The camera angle which follows the shadow of the Panda also supports the general theme of the scene. The Point of View shot takes the

Pavlovian Conditioning’s Cause and Effect Relationship With Overdose Essay Example for Free

Pavlovian Conditioning’s Cause and Effect Relationship With Overdose Essay Summary: Harm Reduction Journal Gerevich, Bacskai, Farkas, and Danics’ case report studied if Pavlovian conditioning can directly relate to death from overdose. The case followed a young that had been treated multiple times for an addiction to heroin. As a result for the multiple treatments studies have shown that drug overdose occurs most frequently when the patient accustomed to the drug gives up its use then after a while attempts to continue addictive behavior with the same dose before withdrawal. His daily dose had not differed even the fatal overdose, thus proving the conditioned tolerance failed to operate. This indicates that morphine concentrations measured in cases of drug related death do not differ substantially form those measured in cases where the outcome is not fatal. Conditioning can contribute to prevention of fatal cases however, also contribute to cases of tolerance becoming fatal. Summary: Pavlovian conditioning and Drug Overdose: When Tolerance Fails  Siegel’s performed a study of that which Pavlovian conditioning and drug overdose play an important and integral relationship with one another. Siegel researched and studied cases of overdose and examined rats injected with an opiate. He observed that Pavlovian conditioning contributes to tolerance when the user begins to make observations of the effects of the drug in the presence of cues that were previously paired with the drug. Two stimuli are present and one will presumably predict the other, this includes the drug. When the tolerance the chance for overdose increases as well. The unconditioned stimulus in Pavlov’s conditioning is the effect of the drug.  This conditioning makes relapsing common because of the craving for unconditioned stimulus. It is necessary to allow extinction the cues that are presented with the drug in order for recovery. Overdose doesn’t necessarily have to c ome from the conditioning process but many experiments verify a higher risk if conditions are present. In 1927 Ivan Pavlov studied a direct relationship between a conditioned stimulus and an unconditioned stimulus. As the result of as series of conditionings, Pavlov discovered that the conditioned stimulus is able to create the same response as the unconditioned stimulus over a period of time. The relationship of the two is evident and a major factor in fatal overdoses, whether in drug overdose or binge drinking. The correlation between classic conditioning and overdose can be observed where tolerance fails. If one were to treat an addiction, one must acknowledge the conditioning process and eliminate conditioned cues related with the drug (Bacskai, Danics, Farkas Gerevich, 2005). Cases where tolerance failed can be directly found in classical conditioning involved with drug or drinking paired cues and environmental cues as well as associated with the addiction, therefore the cue must be eliminated in order for proper recovery. Tolerance plays a crucial role in overdose as well as addiction. Overdose becomes fatal when tolerance does not occur. According to Siegel, â€Å"Evidence that drug tolerance depends not only upon experience with the drug but also experience with the drug-paired cues† (p. 505, 2001). Addicts suffer from overdose primarily because they do not show the level of tolerance that they expect in drug-experienced individuals (Siegel, 2001). Those suffering with addiction have become conditioned not only physically, but also emotionally in need of the high that is released with a substance. The addiction is the conditioned stimulus, which leaves room for the effects of the drug or drink to be the unconditioned stimulus. Siegel found that events that occur during the drug administration directly correspond to a Pavlovian conditioning trial (2001). Over time the effects become a conditioned response in which they will relate the experience of the high as a cue. Cues are dangerous when de aling with conditioning and treatment. Cues accompanying the drug effect function as CSs, and the direct drug effect constitutes the UCS. Prior to any learning, this UCS elicits responses- UCRs- that compensate for drug-induced disturbances. After some pairings of the pre-drugs CS and pharmacological UCS, the drug compensatory response are elicited by drug-paired stimuli as CRs (Siegel, 2001, p. 505). Thus, in approach to treatment prior to an overdose, the cues must be eliminated. In the study by Siegel, it is studied that drugs and alcohol in particular will have a greater impact if they are administered in the presence of unique cues rather than in the presence of predictable cues that it is associated with (2011). In Bacskai, Danics, Farkas and Gerevich study, they followed the life of an addict which overdosed and claimed that the user could not recover properly due to learned conditioning regarding his heroin addiction. In the autopsy report they were able to clarify that his over dosage was the exact same as his no rmal dosage of .05mg/L. â€Å"The fatal consequences of the heroin injection may have been caused by the failure in the action of conditioned tolerance† (Bacskai, Danics, Farkas Gerevich, 2005). Environmental cues are also factors of conditioning that are paired with cases of overdose. The term tolerance situational-specificity, according to Siegel, results because we prepare ourselves in advance for the psychological changes produced by the drug when we are provided with certain cues that a drug or drink can imminent (2011). An example can be taken from Shapiro and Nathan in1986 when they studied the relationship between environmental cues and substance ingested. They had two groups, one that drank at home and one that drank in the lab environment. After 10 days they reversed the environment for the remaining participants. Upon the discovery they realized that those who had consumed alcohol in the lab environment were less affected in their performance tasks than those who consumed alcohol in the home environment. This demonstrating that tolerance was situationally precise to the environment in which the alcohol was once consumed. Environmental cues can be anywhere from a p arty to a room in a house. They can also be an atmosphere or specific type of people. It is important to identify these cues apart from the actual addiction. Now that cues can be identified separate from the drug of drink, the conditioned  response must be eliminated in order to treat recovery. Pavlov discovered that in order to eliminate a behavior, it is necessary to remove or substitute the conditioned stimulus. In order to eliminate any such cue, one must identify the cues present. In severe cases one might create a lesion in the hippocampal area located in the brain but it is not completely necessary. The most likely case in elimination is when a conditioned response becomes extinct. In order for extinction to occur the conditioned stimulus must be presented without the unconditioned stimulus. An example of a drug or drinking paired cue could be a positive or negative factor, like vomiting or, a party like environment. The cue can be created with induced vomiting when the drug or alcohol is present. This creates a fear tactic, which becomes associated with the addiction and thus making one afraid of the substance. Environmental cues can be both simple and difficult to eliminate. One must be taken out of his or hers setting of addiction. This could mean a living room, bathroom, party scene, work scene, or anywhere that the drug or drinking is associated with. These environments can cause pr essure in the subconscious toward the substance. Remember the Shapiro and Nathan experiment in1986; environment does affect one’s attitude toward the addiction. In Siegel’s 2001 study he discovered that when heroin was injected in an unfamiliar place the user is not as dangerous or place to overdose. The dangers of not eliminating cues can allow tolerance to take its role until overdose occurs. â€Å"Users familiar with the concept of conditioned place preference could have greater chances of survival than those who are not aware of it† (Bacskai, Danics, Farkas Gerevich, 2005). Demonstrating that it is necessary for the cues to be eliminated to reduce the risk of overdose. Therefore, Pavlov’s conditioning has a direct and present relationship involved in overdose cases. Conditioning turns unconditioned stimulus into conditioned responses. The responses can act as cues, which can trigger the addiction. Cues can be both drug, or drinking paired and environmentally stimulated. Tolerance has been proven to fail in fatal cases of overdose due to classical conditioning. In order to recover properly these cues must be eliminated. Treatments can include anything from fear tactics, to removing  the entire substance. Severe cases of addiction, which relate to overdose can be treated with lesions in the brain. References Gerevich, J., Bacskai, E., Farkas, L., Danics, Z. (2005). A case report: Pavlovian conditioning as a risk factor of heroin â€Å"overdose† death. Harm Reduction Journal, 2. Siegel, S. (2011). The Four-Loko Effect. Perspective on Psychological Science, 6, 357-361. Siegel, S. (2001). Pavlovian conditioning and drug overdose: When tolerance fails. Addiction Research and Theory, 9, 503-513. Shapiro, A. P., Nathan, P. E. (1986). Human tolerance to alcohol† The role of Pavlovian conditioning processes. Psychopharmacology, 88, 90, 95.

Emily Dickinson :: essays research papers

B) The riddle we can guess We speedily despise - Not anything is stale so long as yesterday’s surprise - How important is the idea of riddling in Emily Dickinson’s poetry? Cover a range of poems in your answer, and discuss at least four of them in close detail. During the late nineteenth century, Emily Dickinson (1830 - 1886) featured as one of the few female poets in the largely male-dominated sphere of American literature. Although she authored 1800 poems, only seven were published during her lifetime - why? Emily Dickinson has always provoked debate; over her life, her motivations for the words she wrote and the interpretations of those words. It can be argued that Emily Dickinson herself, was as ambiguous, as misunderstood and as elusive as her poetry. As a outlet for relentless examination of every aspect of her mind and faith her poems are both expository and puzzling. Her conclusions are often cryptically implicit and largely dependant on the readers ability to put together the pieces - to see the connections and implications. Amy Lowell said "She was the mistress of suggestion....and to a lesser degree, irony" The ruses and riddles in her poems came from her; and as such she too was a riddle. The riddle was important to Emily Dickinson for several reasons. She wished to reason with her own feelings despite her contradictory beliefs - she wished to be one who "distils amazing sense / from ordinary meanings (#448)". For her, life, nature and faith were all riddles in themselves. None of these three come with all the answers, although clues are given - her poems both deal with and mirror this phenomenon. And through a riddle, at the last - sagacity must go - (#501) (In these lines Dickinson doubts the sense of religious claims about life, death and life after death). Her cryptic language thus became part of her search for truth and personal clarification. She couched her poetry in ambiguous, complex and multi-layered language - in this form it became both a defence, and a game. The riddles concealed her anarchy, her dissension and her audaciousness in questioning the status quo. She achieved her most audacious commentaries and attacks on American perceptions and values through riddle and ruse; by ellipsis, dodge, a vague daring, an evident superiority of language and idea, staying virtually unknown . The ambiguities in the riddles were her defence against authority, religious tyranny and "norm" thinking.

Importance of Writing

The Importance of Writing for Students Writing defines as a tool to represent writers' thoughts, feelings,and ideas into one component/purpose. As a tool, writing has a function to develop writers' thoughts to be more critical. Writing requires a practical adjustment, and a repetition in order to improve the skill. The practice is vary; however, the basic of practicality involves some sources as a media of learning. Writing prepares writers, especially students, to reach into a larger society in term of showing their ability in an indirect way of communication. Writing plays a very important role in the world of education.Writing builds a way to create students to be more creative. Creativity through writing has unlimited scopes. Scope of writing narrative implicates a wild imagination through certain complex ideas by locating the concept orderly and specifically. Scope of writing an academic progress, such as research paper, requires students to understand in applying a right gramma r, and structuring a paragraph. â€Å"Creative writing† leads students to do analyzation that trigger them in finding a new invention (Bekurs; Santoli). An analyzation demands students to elaborate and rearrange the words into one whole new perception.Analyzing in this writing process means â€Å"to learn how to evaluate† the argument, and â€Å"use that information-to find the meaning in the knowledge† (Bekurs; Santoli). According to Santoli and Bekurs, â€Å"the foundation of creative writing† must be based on students' â€Å"personal interest† (Bekurs; Santoli). Writing develops a social skill in students. A social skill needs a basic foundation of learning how to master a second way of communication, called writing. In particular, a social movement in internet, such as blogging, entangles young people to express theimselve as an individual through writing.This blogging activity is â€Å"the expressway to the soul†; moreover, writing refl ects the personality of the writers that allow them to interact with new people in the cyber world (McNulty). A social skill, in term of writing, generates an unlimited access in reaching many different societies. However, students have to master many different vocabularies related to the field. Writing helps some students in gaining friends. Some students have a difficulty in relating themselves to new people. In particular, the activity of exchanging journal in order to interact with their new friends is still ecessary, especially for those in a lower grade of education. Writing guides students in gaining â€Å"self-awareness†, â€Å"self-motivation†, and â€Å"believing in themselves† (Downing 1). In this case, writing a journal can be very helpful in raising students' motivation and introspection toward themselves. Writing a journal means writing out our wild opinions into a piece of paper; just like writing a diary. By writing journal, students can deliver their â€Å"hidden thoughts† through a â€Å"white and black† tool that makes everything â€Å"visible to the world† (McNulty). Writing trains students to become more independent and confident.According to Santoli and Bekurs, when students â€Å"become more comfortable putting their pens to paper† as writers, they have become independent decision makers of themselves (Bekurs; Santoli). Furthermore, students have to often practice the writing skill to gain a self-confidence. The more students practice their writing, the more they allow themselves to comprehend the usefulness of using grammar and applying them into paragraph. Writing determines the future career of students. The skill of writing describes the knowledgeable students as independent workers in the future.For instance, the ability of student in speaking a good speech generates a newly politician. The competence of student in writing a report rises a new born talented journalist. Moreover, the w riting skill of students specify their position as a worker; either lower or higher position. In term of writing, the importance of being able to â€Å"mean what you say and say what you mean† has crucial meaning in the career field (McNulty). In order to apply for a job, people have to submit a firm Curriculum Vitae letter that requires them to write a boldness approval of themselves.

Genocide and Sexual Violence Essay

The Bosnia, Rwanda, and Nazi Germany Experience Genocide is defined in international law as acts which have the intention of destroying â€Å"in whole or in part, a national, ethnical, racial or religious group . . . † (Genocide Watch, n. d. ). Mass killings have been one of the most controversial events in the world. This incident even plays a more important part in the historical experience of those countries which undergone it. When the idea of genocide is being discussed it is always associated with different forms of violence. One of its most prevalent forms is sexual violence against women. Sexual violence is the most common act by which women are degraded and violated. Referring to sexual violence does not only connote the idea of rape. Rape being the process of forced penetration of the penis or any foreign object inside the anus or the vagina, or placing the penis inside the mouth. Sexual violence also includes other related sexual crimes like prostitution, sexual slavery, forced impregnation, mutilations, and other similar practices (West, 2005). Employing sexual violence especially rape, aids conflicting parties to achieved their desired outcomes or objectives. Its negative social effects help in accomplishing the primary goal behind the idea of violence. The main reason why violence exists is to make sure that coexistence would not continue and rape is considered to be a more powerful instrument than murder that could obtained this end (West, 2005). Being the case, sexual violence is utilized as a tool of genocide because of the social disgrace that it brings. This holds true in countries that gives importance to the idea of virginity and chastity because these symbolizes honor not only for the women but also for her family. Sexual violence humiliates both the women and also the men because if such act took place it gives the idea that men are not strong enough to defend their women (Chenoy, 1997). In connection to that, the process of ethnic cleansing would become easier because these abused women would be forced to leave their home and flee to other areas. Such acts of violence are done to induced hatred coming from the members of the targeted group towards their enemies so that they would no longer come back (West, 2005). However, there are instances that opportunistic sexual violence takes place. This kind of sexual crime is done based simply on the individual desire of the abuser. During times of conflict, violent acts escalate because there are no foreseen penalties or consequences in doing such. But this is not always the case especially in a more organized government or regime. In a more centrally organized and powerful state this kinds of crime are not seen as an instrument to inflict terror and humiliation towards the enemy but simply an individual taking advantage of the situation in order to fulfill ones’ aggressive sexual wants (West, 2005). The Bosnian Experience The end of the Soviet Union has brought significant changes in the structure and alignment of the region. The declaration of independence of states coming from the Eastern bloc started their animosity against each other. Slovenia and Croatia declared independence in July 1991 that brought war between Croatia and Yugoslav state as well as slight conflict between Yugoslavia and Slovenia. During the early parts of 1992, Bosnia-Herzegovina achieved independence, this event culminated in a civil war against the Serbs, Croats, and the Muslims in Bosnia. The war lasted for several years, which is characterized by various forms of atrocities (Weitsman, 2006). One of the most disturbing forms of atrocities in the former Yugoslavia was the sexual violence inflicted upon Bosnian Muslim women by the Serb militias. Rape camps were created wherein women are segregated and raped everyday for months. Rape is not only the form of sexual violence that these women have to endure but also forced impregnation and maternity. Based on the Final report of the United Nations Commission of Experts established pursuant to security council resolution 789 (1992), the former Yugoslavia has 162 detention sites wherein people were sexually abused. Bosnian Muslim women were repeatedly raped by various men and then they murdered them or detained them to become sexual slaves. Some women were even raped by 40 men in one night while other were gang raped. Mass rape and forced impregnation is utilized as a strategy in the policy of Serb authorities. Serbs denies such kind of allegations but the identical ways by which the rape camps were established as well as the pattern of sexual abuse tend to proved otherwise. The mass sexual abuses of women as well as men have the primary goal of shaming, degrading, torturing, and violating their victims. Forced impregnation of women was also done with the intent that the offspring will live because the Serbs considered such as their primary goal. This is further proven by the accounts of women who experienced being held in rape camps. They narrated that they were impregnated and detained until such a time where abortion is no longer possible (Weitsman, 2006). Scholars and experts of international politics analyzed that sexual violence such as mass rape, forced impregnation, and forced maternity were strategies employed by the Serbs in order to accomplish their objective of ethnic cleansing and even genocide. Forcing women to bear children connotes the idea they want the offspring to acquire the identity of the rapists being paternally derived and thus, disconnect whatever attachment it might have from the mother. In doing so, the Serbs deem that they succeeded in their idea of ethnic cleansing because they are putting a stop to the propagation of the culture and genes of the Bosnians. The identities of the father are commonly unknown because of cases wherein a woman impregnated has been raped by many men. In such cases, the identity of these children as â€Å"genocidal babies† or little â€Å"chetniks† still continues because it is reinforced by the media and their community. The identity of the babies is already constructed in such a way that they would forever be linked to their Serbian fathers (Weitsman, 2006). The Rwandan Genocide The genocide that happened in Rwanda is a product of ethnic hatreds and rivalries that is rooted in the early parts of this country’s history. The animosity among the two ethnic groups in the country, namely the Hutus and Tutsis goes a long way. During the pre-colonial era these two ethnic groups realized the distinctiveness that they have from each other in terms of economic status, occupation as well as slight variations in their physical appearance. Despite such differences no conflicts were observable in these groups. However, the European colonizers emphasized the distinctness of these ethnic groups based on biological superiority. Europeans allocated more power, authority, and privileges over to the Tutsis due to their tall built and angular faces, which is said to make them superior in the racial hierarchy (West, 2005). The Belgians established a democratic institution in the country that attributed more power to the persistent Hutus. This event started the tension between these two groups that resulted for the Tutsis to flee towards neighboring countries. Animosity between the groups escalated as Hutu extremists continue to perceive the other ethnic group as a â€Å"Tutsi Threat†. The situation is further worsen by the violent acts of the Rwandan Patriotic Front (RPF). Hutu extremists were greatly concerned with the threat posed by the Tutsis that they decided to create a policy of genocidal mass killing. They deem that the complete annihilation of the Tutsis is the only way possible to solved this insecurity that they felt because other means are ineffective like the deportation of Tutsis to other countries, which they believe would only allow the continuation of the problem (West, 2005). The government was responsible to most of the violent attacks that happened, which intensified the feeling of terror among civilians. It is also because of fear that the civilians learned to act violently in order to defend themselves (West, 2005). Furthermore, Hutu extremists also used propaganda through the media in order to instil the hatred that the Hutu civilians must feel against the Tutsis. They also make sure that they degrade the Tutsi women by describing them as object of sexual desire (Weitsman, 2006). The participation of the civilians is needed in order for the complete annihilation of the Tutsis to be possible. During the mass killings, many women were kidnapped by their perpetrators and were raped, shamed, and left to die of depression; they did such because it contributes in the humiliation of the Tutsi culture. Sexual violence in this case is a means to deconstruct the Tutsi group of their spirit, willingness to move on and their very idea of life. Violent attacks were experienced by men and women of all ages but the women were greatly susceptible to it because of their gender and ethnicity (West, 2005). Basically, there are two purposes why sexual violence is employed. First, it is utilized in order to destroy the Tutsi race. The women symbolize their ethnicity and by raping, shaming, and lowering their morale they also destroys their ethnic group. Effects of sexual violence also humiliate their families and community. Using sexual violence invoked feelings of fear and humiliation that the Hutus believe would helped in the annihilation of the Tutsis. Second, it makes ethnic power inversion possible. Inflicting harm invokes hatred and a sense of revenge among the Tutsis. This feeling of vengeance only adds to their idea of the â€Å"Tutsi Threat† (West, 2005). The Nazi Germany The genocide that happened in the history of Germany is grounded in the idea that Germans or the Aryan race are the most racially pure and sophisticated people making them superior as compared to other races. Adolf Hitler made sure that the superiority of their race continues by first, eliminating the physically unfit members of the Aryan race like the handicapped and the mentally ill. Afterwards, he proceeded in annihilating the Jewish population, which he perceived as the greatest threat to their race. He disseminates the idea that the Jews are dirty and they are trying to infiltrate and destroy their superiority. Furthermore, he also accused that the Jews have connection in the Bolshevism of Russia and Stalin’s Communism. He succeeded in spreading the feeling of hatred among the Aryan race towards the Jews through propaganda in posters, newspapers, and radio reports. Basically, the perception that Jews are inferior and their connection to Bolshevism led to the conclusion that the only way to save the Aryan race as well as the entire Europe is through the elimination of the Jewish race (West, 2005). Unlike the case of Bosnia and Rwanda, there was very minimal practiced of sexual violence before and during the Holocaust in Germany. It is interesting to note that despite the long periods of incarceration that Jewish women spent in the concentration camps, they were not sexually abuse. Some reports of sexual crimes were more individualistic in nature as compared with the Rwandan and Bosnian experienced of mass raped. Sexual violence was only limited among Germans that hold high position in authority who are often left in charge making it opportunistic in nature. However, there are also instances that women are humiliated inside concentration camps. This is when they are forced to stand naked, be shaven, searched and experienced invasive medical tests. They also undergone psychological fear as soldiers would threaten them of sexual violence. But this merely becomes psychological means to infused terror because there are rarely cases of rape inside the concentration camps (West, 2005). Sexual violence was not employed during the genocide in Germany because of several factors. First, the strong and radical belief of the Nazis about their race. Their belief in the preservation of the purity of their race entails with it policies that prohibits them in engaging in sexual practices with inferior races as it is seen as dirty and they condemned the reproduction of Jewish people. This is proven by incidents wherein pregnant Jewish women are immediately killed. Second, Nazis have a very disciplined military that strictly obeyed the rules of their superiors as well as the ideology of their race. Being the case, they would not subject themselves in acts of sexual violence as this is prohibited in their laws and beliefs. Lastly, their strong hierarchical state which assures that the codes of conduct and laws are followed by the military as well as the civilian members of their population (West, 2005). This served as the strong foundation that holds the people belonging in the Aryan race to act accordingly with regards to their beliefs and objectives. Similarities and Differences The ethnic cleansing and genocide that happened in these three countries have its similarities and differences in terms of how the conflict escalated the usage of sexual violence, as well as their reasons in employing or not employing these violent acts. Bosnia, Rwanda, and Germany’s genocide are similar in the fact that it involves the leadership of political elites who devised ways in order to heighten the feeling of animosity among conflicting parties. In the case of Bosnia, the Serbs made a policy that created numerous rape camps that will aid in the rape and impregnation of women. Rwanda also employed a similar strategy by including the citizens to further aggravate the conflict that is taking place. They propagate the idea of â€Å"Tutsi threat† so that Hutu civilians would participate in the annihilation of the Tutsis. The strong political leadership of the Nazis also reinforced the superiority of the Aryan race and they created the idea of the Jews being a threat to their superiority in order to justify their actions of mass killings. Moreover, all of them used propaganda by means of the media to influence the mind of their fellow citizens and eventually aid them in their desired objectives. This is exactly what happened in Rwanda when they announced the â€Å"Tutsi threat† together with their perception of Tutsi women as sexual objects in their radio stations and newspapers. Similarly, the media also aided in propagating the idea that the offspring’s of the impregnated Bosnian Muslim women are â€Å"little chetniks† which heightened the stigma that these children’s identities would be forever linked to their fathers who are responsible for such violent act. Nazi Germany is also no different as they strengthened the idea of the Aryan race’s superiority and the threat the Jewish imposed upon this dominion through the same method as the two aforementioned incidents. The differences they have are focused on their idea of what sexual violence is and what are its effects to the ends that they are fighting for. In the genocide that happened in Rwanda they employed sexual violence as a means to humiliate and violate not only the women that they raped and their families but also their communities as well. The reason for such course of action is the high regards given to the honor of women because she symbolizes the very ethnicity of her race. Destroying her morale is also synonymous to the destruction of the race she symbolizes. In contrast, even though Bosnia practiced the same mass rape as Rwanda their perception towards it is different. Rwanda used sexual violence as a means to destroy the ethnic race by humiliation unlike in Bosnia wherein sexual violence is considered more as an after effect of their actions of ethnic cleansing. Their forced impregnation of women in their process of genocide was utilized in order to create â€Å"little chetniks† or offspring that would increase the Serbian race. The most unlikely among these three cases of genocide is the Nazi Germany experience. Sexual violence is not utilized by the Nazis to propagate mass destruction of the Jewish race. There are only minimal incidents of rape during those times and it was caused by opportunistic reasons rather than a method of ethnic cleansing. The rationale behind such incident is the fact that Nazis have a more disciplined military and strong hierarchal structure. In an organized government like the Nazi regime violent acts such as sexual abuse is not as rampant as compared to Bosnia and Rwanda because perpetrators are sure to face the consequences and penalties of their actions. Furthermore, a disciplined military would not adhere to sexual misconduct because of the fear of being punish by their superiors as well as their high regards to their beliefs. Sexual violence is indeed commonly used in most cases of genocide. Contrary to this usual practice there have also been instances wherein mass killings took placed but there are very minimal reports of sexual violence. In such cases, sexual violence was not perceived as an instrument in order to accomplish the goals of the perpetrators. This kind of observable discrepancy among the employment of sexual violence could be attributed to the idea that this concept is still very subjective. Its meaning, practice, and usage tend to vary from one person to another and in this case from one race from the other. References Chenoy, A. (1997). Demystifying Terrorism: a War Against Terror & The Terror Of War, US Hegemony & Militarism. ARENA. Genocide Watch. (n. d. ). What is Genocide? Retrieved 22 May 2008, from http://www. genocidewatch. org/aboutgenocide/whatisit. html.

10 Fascinating Praying Mantis Facts

10 Fascinating Praying Mantis Facts The word mantis comes from the Greek mantikos, for soothsayer or prophet. Indeed, these insects do seem spiritual, especially when their forelegs are clasped together as if theyre in prayer. Learn more about these mysterious insects with these 10 fascinating facts about praying mantids. 1. Most Praying Mantids Live in the Tropics Of approximately 2,000 species of mantids described to date, almost all are tropical creatures. Just 18 native species are known from the entire North American continent. About 80% of all members of the order Mantodea belong to a single family, the Mantidae. 2. The Mantids We See Most Often in the U.S. Are Exotic Species Youre more likely to find an introduced mantid species than you are to find a native praying mantis. The Chinese mantis (Tenodera aridifolia) was introduced near Philadelphia, PA about 80 years ago. This large mantid can measure up to 100 mm in length.  The European mantid, Mantis religiosa, is pale green and about half the size of the Chinese mantid. European mantids were introduced near Rochester, NY nearly a century ago. Both the Chinese and European mantids are common in the northeastern U.S. today. 3. Mantids Can Turn Their Heads a Full 180 Degrees Try to sneak up on a praying mantis, and you may be startled when it looks over its shoulder at you. No other insect can do so. Praying mantids have a flexible joint between the head and prothorax that enables them to swivel their heads. This ability, along with their rather humanoid faces and long, grasping forelegs, endears them to even the most entomophobic people among us. 4. Mantids Are Closely Related to Cockroaches and Termites These three seemingly different insects – mantids, termites, and cockroaches – are believed to descend from a common ancestor. In fact, some entomologists group these insects in a superorder (Dictyoptera), due to their close evolutionary relationships. 5. Praying Mantids Overwinter as Eggs in Temperate Regions The female praying mantis deposits her eggs on a twig or stem in the fall ​and then protects them with a Styrofoam-like substance she secretes from her body. This forms a protective egg case, or ootheca, in which her offspring will develop over the winter. Mantid egg cases are easy to spot in the winter when leaves have fallen from shrubs and trees. But be forewarned! If you bring an overwintering ootheca into your warm home, you may find your house teeming with tiny mantids. 6. Female Mantids Sometimes Eat Their Mates Yes, its true, female praying mantids do cannibalize their sex partners. In some instances, shell even behead the poor chap before theyve consummated their relationship. As it turns out, a male mantid is an even better lover when his brain, which controls inhibition, is detached from his abdominal ganglion, which controls the actual act of copulation. But most instances of sexual suicide in mantids occur in the confines of a laboratory setting. In the wild, scientists believe the male partner gets munched on less than 30% of the time. 7. Mantids Use Specialized Front Legs to Capture Prey The praying mantis is so named because when waiting for prey, it holds its front legs in an upright position as if they are folded in prayer. Dont be fooled by its angelic pose, however, because the mantid is a deadly predator. If a bee or fly happens to land within its reach, the praying mantis will extend its arms with lightning quick speed, and grab the hapless insect. Sharp spines line the mantids raptorial forelegs, enabling it to grasp the prey tightly as it eats. Some larger mantids catch and eat lizards, frogs, and even birds. Who says bugs are at the bottom of the food chain?! The praying mantis would better be called the preying mantis. 8. Mantids Are Relatively Young Compared to Other Ancient Insects The earliest fossil mantids date from the Cretaceous Period and are between 146-66 million years old. These primitive mantid specimens lack certain traits found in the mantids that live today. They dont have the elongate pronotum, or extended neck, of modern-day mantids and they lack spines on their forelegs. 9. Praying Mantids Are Not Necessarily Beneficial Insects Praying mantids can and will consume lots of other invertebrates in your garden, so theyre often considered beneficial predators. Its important to note, however, that mantids dont discriminate between good bugs and bad bugs when looking for meals. A praying mantis is just as likely to eat a native bee thats pollinating your plants as it is to eat a caterpillar pest. Garden supply companies often sell the egg cases of Chinese mantids, touting them as a biological control for your garden, but these predators may do as much harm as good in the end. 10. Mantids Have Two Eyes, but Only One Ear A praying mantis has two large, compound eyes that work together to help it decipher visual cues. But strangely, the praying mantis has just a single ear, located on the underside of its belly, just forward of its hind legs. This means the mantid cannot discriminate the direction of a sound, nor its frequency. What it can do is detect ultrasound, or sound produced by echolocating bats. Studies have shown that praying mantids are quite good at evading bats. A mantis in flight will essentially stop, drop, and roll in midair, dive bombing away from the hungry predator. Not all mantids have an ear, and those that dont are typically flightless, so they dont have to flee flying predators like bats.

Index to French Grammar and Pronunciation Glossary

Index to French Grammar and Pronunciation Glossary This index to the glossary of French grammar and pronunciation terms treated in our lessons provides definitions and links to further information about each of the French verb tenses, pronouns, and other grammatical structures weve discussed. It also includes information about various pronunciation issues. You can search for definitions by topic or by using the full alphabetical list in either  English  or  French; all definitions are in English. Or you can get just the highlights:  top grammar terms. English Index Aactive voiceadjectiveadverbadverbial pronounadverb of frequencyadverb of manneradverb of placeadverb of quantityadverb of timeagentagreementantecedentarticleauxiliary verbCclausecomparative adverbcognatecompound pastcompound tenseconditionalconditional perfectconditionalsconditional sentenceconjunctionconjugateconjugationcoordinating conjunctioncopular verbDdefinite articledemonstrative adjectivedemonstrative pronoundependent clausedescriptive adjectivedirect objectdirect object complementdirect object pronoundisjunctive pronoundummy subjectEeuphonyFfalse cognatefamiliarfeminineformalfuturefuture anteriorfuture perfectfuture subjunctiveGgenderHhelping verbhiatushistoric pasthistorical tenseIif-then clauseimperativeimperfectimperfect subjunctiveimpersonal pronounimpersonal verbindefinite articleindefinite adjectiveindefinite pronounindefinite relative pronounindependent clauseindicativeindirect objectindirect object complementindirect object pronouninfinitiveinflectioninformalinterro gative adjectiveinterrogative adverbinterrogative pronounintransitive verbinversionLliaisonlinkinglinking verbliterary registerliterary tenseMmain clausemasculinemoodNnarrative tensenear futurenegative adjectivenegative adverbnegative pronounnormal registernounnumberOobjectPparticiplepartitive articlepassive voicepast anteriorpast conditionalpast infinitivepast participlepast perfectpast perfect subjunctivepast subjunctiveperfect participlepersonpersonal pronounpersonal verbpluperfectpluperfect subjunctivepluralpossessive adjectivepossessive pronounprepositionpresentpresent participlepresent perfectpreteritepronominal verbpronominal voicepronounproper nounRreal subjectrecent pastregisterreflexive pronounreflexive verbrelative clauserelative pronounSsimple pastsimple tensesingularstate-of-being verbstressed pronounsubjectsubject pronounsubjunctivesubordinate clausesubordinating conjunctionsuperlative adverbTtensetransitive verbtrue cognateVverbverb conjugationvoicevulgar (register) French Index Aaccordadjectifadjectif dà ©monstratifadjectif descriptifadjectif indà ©finiadjectif interrogatifadjectif nà ©gatifadjectif possessifadverbeadverbe comparatifadverbe de frà ©quenceadverbe de lieuadverbe de manià ¨readverbe de quantità ©adverbe de tempsadverbe interrogatifadverbe nà ©gatifadverbe superlatifagentantà ©cà ©dentapparentà ©argotiquearticlearticle dà ©finiarticle indà ©finiarticle partitifauxiliaireCCODCOIcomplà ©ment dobjet directcomplà ©ment dobjet indirectconditionnelconditionnel passà ©conjonctionconjonction de coordinationconjonction de subordinationconjugaisonconjuguercopuleDdà ©sinenceEenchaà ®nementeuphonieFfamilierfaux amifà ©mininformelfuturfutur antà ©rieurfutur passà ©futur procheGgenreHhiatusIimparfaitimparfait du subjonctifimpà ©ratifindicatifinfinitifinfinitif passà ©inversionLliaisonlittà ©raireMmasculinmodemot apparentà ©Nnomnom proprenombrenormalOobjetobjet directobjet indirectPparticipeparticipe passà ©participe prà ©sentpassà © antà ©rieurpassà © composà ©passà © composà © du participe prà ©sentpassà © rà ©centpassà © simplepersonnephrase de conditionplurielplus-que-parfaitplus-que-parfait du subjonctifpopulaireprà ©positionprà ©sentprà ©tà ©ritpronompronom adverbialpronom dà ©monstratifpronom disjointpronom impersonnelpronom indà ©finipronom indà ©fini relatifpronom interrogatifpronom nà ©gatifpronom objet directpronom objet indirectpronom personnelpronom possessifpronom rà ©flà ©chipronom relatifpronom sujetpropositionproposition conditionnelleproposition dà ©pendanteproposition indà ©pendanteproposition principaleproposition relativeproposition subordonnà ©eproposition subordonnà ©e relativeRregistreSsi clausesinguliersubjonctifsubjonctif futursubjonctif passà ©sujetsujet apparentsujet rà ©elTtempstemps composà ©temps de la narrationtemps historiquetemps littà ©rairetemps simpleVverbeverbe auxiliaireverbe copulatifverbe impersonnelverbe intransitifverbe pronominalverbe rà © flà ©chiverbe transitifvoixvrai amivulgaire Topic Index Adjectives  Ã‚  Ã‚  demonstrative adjective  Ã‚  Ã‚  descriptive adjective  Ã‚  Ã‚  indefinite adjective  Ã‚  Ã‚  interrogative adjective  Ã‚  Ã‚  negative adjective  Ã‚  Ã‚  possessive adjectiveAdverbs  Ã‚  Ã‚  adverbial pronoun  Ã‚  Ã‚  adverb of frequency  Ã‚  Ã‚  adverb of manner  Ã‚  Ã‚  adverb of place  Ã‚  Ã‚  adverb of quantity  Ã‚  Ã‚  adverb of time  Ã‚  Ã‚  comparative adverb  Ã‚  Ã‚  interrogative adverb  Ã‚  Ã‚  negative adverb  Ã‚  Ã‚  superlative adverbAgreement  Ã‚  Ã‚  gender  Ã‚  Ã‚  number  Ã‚  Ã‚  adjectives  Ã‚  Ã‚  articles  Ã‚  Ã‚  pronounsClauses  Ã‚  Ã‚  dependent clause  Ã‚  Ã‚  if-then clause  Ã‚  Ã‚  independent clause  Ã‚  Ã‚  main clause  Ã‚  Ã‚  relative clause  Ã‚  Ã‚  subordinate clauseConjunctions  Ã‚  Ã‚  coordinating conjunction  Ã‚  Ã‚  subordinating conjunctionObjects  Ã‚  Ã‚  object  Ã‚  Ã‚  direct object  Ã‚  Ã‚  direct object complement/pronoun  Ã‚  Ã‚  indirect object  Ã‚  Ã‚  indirect object complement/pronoun  Ã‚  Ã‚  intransitive verb  Ã‚  Ã‚  transitive verbParts of speech  Ã‚  Ã‚  adjective  Ã‚  Ã‚  adverb  Ã‚  Ã‚  article  Ã‚  Ã‚  conjunction  Ã‚  Ã‚  noun  Ã‚  Ã‚  preposition  Ã‚  Ã‚  pronoun  Ã‚  Ã‚  verbPronouns  Ã‚  Ã‚  adverbial pronoun  Ã‚  Ã‚  demonstrative pronoun  Ã‚  Ã‚  direct object pronoun  Ã‚  Ã‚  disjunctive pronoun  Ã‚  Ã‚  impersonal pronoun  Ã‚  Ã‚  indefinite pronoun  Ã‚  Ã‚  indefinite relative pronoun  Ã‚  Ã‚  interrogative pronoun  Ã‚  Ã‚  negative pronoun  Ã‚  Ã‚  personal pronoun  Ã‚  Ã‚  possessive pronoun  Ã‚  Ã‚  pronominal verb  Ã‚  Ã‚  reflexive pronoun  Ã‚  Ã‚  relative pronoun  Ã‚  Ã‚  stressed pronoun  Ã‚  Ã‚  subject pronounPronunciation  Ã‚  Ã‚  cognate  Ã‚  Ã‚  euphony  Ã‚  Ã‚  hiatus  Ã‚  Ã‚  liaison  Ã‚  Ã‚  linkingVerbs* conjugate/conjugation  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  inflection  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mood  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  number  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  person  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  tense  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  voice* compound tense  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  auxiliary/helping verb  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  compound past  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  conditional perfect  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  future anterior/perfect  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  past conditional  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  past perfect subjunctive  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  past subjunctive  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  past anterior  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  past infinitive  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  past perfect  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  pluperfect  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  pluperfect subjunctive  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  present perfect* historical/literary/narrative tense  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  historic past  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  past anterior  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  imperfect subjunctive  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  pluperfect subjunctive* inversion* mood  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  conditional  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   imperative  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  indicative  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  infinitive  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  participle  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  subjunctive* participle  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  past participle  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  perfect participle  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  present participle* simple tense  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  conditional  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  future  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  future subjunctive  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  historic past  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  imperative  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  imperfect  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  imperfect subjunctive  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  present  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  preterite  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  simple past  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  subjunctive* types of verbs  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  copular verb  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  impersonal verb  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  intransitive verb  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  pronominal/reflexive verb  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  transitive ver bMiscellaneous  Ã‚  Ã‚  agent  Ã‚  Ã‚  antecedent  Ã‚  Ã‚  conditional  / conditional sentence  Ã‚  Ã‚  proper noun  Ã‚  Ã‚  register  Ã‚  Ã‚  subject  Ã‚  Ã‚   - dummy subject  Ã‚  Ã‚   - real subject

Ethic and critical thinking Essay Example | Topics and Well Written Essays - 1750 words

Ethic and critical thinking - Essay Example The movie unconditionally showed that the financial crisis experienced globally was certainly caused by ethical practices that were perpetuated by financial services industry. The film further indicated that the immoral practices in the financial service industry were contributed by the general public, entrepreneurs, and government officials. This means that these groups participated in perpetuating these unprofessional activities in the face of economic meltdown in the world (Fergusson 46). From the film, it is also clear that the financial crisis experienced in the world was caused by the unethical practices in the business environment. The film was understandably irritating because financial institutions concentrated more on undertaking dubious business practices that had serious implications on the economy of the nation. The financial institutions at this time abandoned their responsibility of ensuring that the stakeholders were not exploited by greedy individuals and organizations. These greedy individuals and companies were guided by their individuals’ interests and greed that made them turn into unprofessional practices (Greenspan 98). The financial service industry was no longer interested in promoting strategies that would boost the standard of the economy via increasing the capital for other companies within and outside the industry. The increase in the market capital lowered the unemployment rate and consequently, boosted the country’s Gross Domestic Product (GDP). The industry had in the recent reduced capital for some of the firms, thus impacting negatively on the economy of the country. The government, through financial institutions gave capital to few selected companies thus favoring some companies. This created unequal financial implications to these companies. These companies, who were allocated capital, benefited few individuals thus compromising