Health Promotion in the preschool age Essay Example

Health Promotion in the preschool age Essay Example Health Promotion in the preschool age Paper Health Promotion in the preschool age Paper Health Promotion for Preschoolers Many people have questioned the benefits attributed to early health promotion in preschool age. There are several benefits that are associated with early learning for children, with regards to their hygiene, as they grow into adulthood.   This paper analyzes the health issues facing preschool children, and the benefits of addressing them early in the childs life. Introduction Early health promotion has a significant effect on the health of children.   According to Hatfield (12-27), the preschool childrens health problems attributed to lack of knowledge on health matters, manifests themselves into adulthood. This means that children are more likely to have similar problems as adults, that they had as children, if they do not attempt to change their habits.   Early health promotion teaches children the importance of observing hygiene, which prevents them from catching infections.   Since children have relatively weak immune systems, infections are very likely to lead to disease, and hence the need for health promotion in their early years of age. It is very important to promote the health of children, not just when they are in their infancy, but also as they grow into adulthood.   The young children in their infancy stage, experience problems that include toilet training and diaper rush, those in school going years experience bed wetting and learning disabilities, while those in their adolescence experience issues like substance abuse and eating disorders. According to Phinney (63-74), early childhood health problems are likely to manifest themselves into adulthood, and hence the need to address them in their infancy stages. Health issues in preschool children. There are several common health problems that occur to preschool going children and some of them are as follows; The first problem that these children are likely to experience is biting. This can take several forms, among them biting their peers and other people, and biting objects such as toys.   Biting can be caused by several factors; experimental biting may be done by young children as they explore the world.   Frustration biting may be done when the children are frustrated, while powerless biting may be due for the need to feel powerful.   Biting can cause an infection to the other person as well as to the infant, if he or she bites an infected object. Parents should address this problem through making sure that the child feels protected, is not stressed, explaining that biting hurts, and trying to get the child to understand the danger of infection from biting objects and people. Another very common problem among preschool going children is thumb sucking.   In fact, according to   Grombakh (77-89), 90% of children begin this habit when they are aged about two hours old.   He further goes on to say that it is a normal habit that should not cause much worry to parents, provided that it is discontinued by the time the child reaches five years of age. If thumb sucking continues beyond five years of age, there are problems that can result from the habit.   Some of these problems include thumb calluses, protruding front teeth and sore thumbs.   There is also the danger of catching an infection, especially if the hands are not clean. The parents should try to discourage the child from thumb sucking through the use of pacifiers, which cause lesser damage to teeth, as well as due to their ability to be cleaned.   However, the parents should also make sure that the child understands the dangers associated with thumb sucking for long periods of time. The third health problem that is common to children, in their preschool going years, is stuttering.   This is a speech disorder that may take several forms, such as poor pronunciation, pausing between words, leaving out sounds or words, and repeating phrases or words.   This problem is made worse by parents who try to force their children, with this problem, to speak well. This is because the child recognizes that he or she has a problem, and in struggling to improve their speech, actually makes it worse.   According to Kimbrough and Henderson (33-51), speech problems are normal in the development of children, and occur in about 90% of them. However, they further add that true stuttering is rare and occurs in just 1% of children, and is more common in boys than girls. Developmental stuttering is usually caused by language and speech development processes, and the child usually outgrows it.   True stuttering is usually caused by brain disorders, and a child specialist will be able to diagnose and treat the disorder. Parents can however help in the development of speech through making talking fun, and not interrupting the child as he or she speaks, regardless of whether they are making mistakes.

At The Age That

At The Age That At The Age That At The Age That By Maeve Maddox A reader has a question about a â€Å"cute little sign† she bought: Something just isn’t right. Here’s the wording: â€Å"I am at the age that makeup is no longer optional.†    I want to replace â€Å"the age† with â€Å"that age† and change â€Å"that makeup† to â€Å"when makeup.† Any insights or suggestions? The difference between â€Å"the age† and â€Å"that age† is a matter of style, but when is the better grammatical choice than that. Both that and when can function as conjunctions, but when that is used as a conjunction, it usually introduces a noun clause: He believes that he can do no wrong. She believes that makeup is mandatory after a certain age. When is the usual choice to introduce an adverbial clause after words like age, day, and time. It’s the equivalent of the phrase â€Å"at which† or, in the case of day, â€Å"upon which†: A new study has revealed 37 to be  the age when  men are happiest. I look forward to the day when all children have an equal opportunity to access food and water that contributes to their health and well-being. Most people were at home and this was  the time when  the fewest trains were running. When that follows the words age, day, and time, it’s being used as a relative pronoun and serves as a subject or object in the clause it introduces: The right to retire with financial security  at the age that  has been promised throughout our working lives has been denied. (That stands for age and is the subject of â€Å"has been promised.†) Avondale students remember ‘a day that changed our country forever’ (That stands for day and is the subject of â€Å"changed.†) All we have to decide is what to do with  the time that  is given us. (That stands for time and is the subject of â€Å"is given†) The better wording for the reader’s sign is â€Å"I am at the age when makeup is no longer optional.† But she has hung the sign in her bathroom- an informal context, surely. I just wouldn’t give one like it as a present to an English teacher. 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 Expressions category, check our popular posts, or choose a related post below:20 Types and Forms of Humor15 Words for Household Rooms, and Their Synonyms40 Synonyms for Praise

Impact of Culture and Background Knowledge on Writing Article

Impact of Culture and Background Knowledge on Writing - Article Example The culture of language usage in each of these three groups has very different features, which causes very different understanding of â€Å"stories† by children from these different cultural backgrounds. From the early childhood â€Å"Roadville† children were expected to give concrete â€Å"correct† answers to the questions. Such culture of language usage might be explained by the norms of fundamentalist Protestantism society, which can accept only one possible interpretation of Bible. Obviously, such children understand â€Å"story† as a true report of events, which has some moral meaning according to the biblical understanding of morality. They are usually not creative in writing, however they usually do well in primary grades, where displaying memorized knowledge is needed. In the contrast to â€Å"Roadville† community, people of â€Å"Trackton† value word play, imaginative fictionalized story telling. Children from these families are used to making inventive â€Å"stories†, which should not necessarily be true, but should be as creative as possible, filled with proverbs or citations from various parts of popular culture, such as songs or TV shows. While being usually creative in writing, â€Å"Trackton† children (opposite to â€Å"Roadville† ones) have difficulties with demonstrating their factual memorized knowledge, such as naming objects and their properties. â€Å"Townspeople† families pay special attention to the development of analytical language habits in their children. From the early childhood parents read books together with children and engage them in such analytical activities as interpretation or hypothesizing. As the result, writing skills of these children are the most appropriate according to the requirements of formal school education. The results of Heath’s ethnographic research show why children are not equally ready to fulfill formal requirements of academic writing. Teachers should not neglect these

Antigone Essay Example | Topics and Well Written Essays - 750 words

Antigone - Essay Example p.). Of course, there are many other issues present in this tragedy; however, this paper would try to focus on the issue of laws, specifically on what would have happened when there would be no balance between the law of the gods and the law of man. In this case, this paper would try to cite different passages in the tragedy that may help illustrate on how the law of the gods were treated with respect of the law man, and on what may be its effects on Greek society as represented in the text. Body One of the main preludes to the tragedy was the civil war that happened in Thebes. The main participants in the civil war, on which the victor would be able to control the throne, were the brothers Polyneices and Eteocles (â€Å"Antigone† n. p.). However, both Polyneices and Eteocles where actually killed in the civil war, making way for Creon to actually occupy the throne (â€Å"Antigone† n. p.). In this case, Creon actually decreed that Eteocles would be honored while Polynei ces would be publicly humiliated through depriving him of burial, leaving his body to worms and vultures (â€Å"Antigone† n. p.). ... gh burying her alive in the cave (which was contrary to the law of the gods), starting the debate of Antigone and Creon on which law must actually be followed, the law of man (which is Creon’s law) or the law of the gods (â€Å"Antigone† n. p.). According to Antigone, the law of Creon must not be followed and that she has the moral obligation to bury the body of her brother despite it being contrary to the law given by him, given that such kind of law actually runs in contrary to the laws of the gods, making the decree of Creon morally corrupt and against the will of the gods (â€Å"Antigone† n. p.). According to Antigone, Yes; for it was not Zeus that had published me that edict; not such are the laws set among men by the justice who neither dwells with the gods below; nor deemed I that thy decrees were of such force, that a mortal could override the unwritten and unfailing statutes of heaven†¦Not through dread of any human pride could I answer to the gods for breaking these. Die I must—I knew that well (how should I not?)—even without thy edicts. But if I am to die before my time, I count that a gain: for when any one lives†¦can such any one find aught but gain in death? So for me to meet this doom is trifling grief; but if I had suffered my mother's son to lie in death an unburied corpse, that would have grieved me; for this, I am not grieved. And if my present deeds are foolish in thy sight, it may be that a foolish judge arraigns my folly. (â€Å"Antigone† n. p.) Despite such arguments by Antigone, however, Creon still stood ground in the law that he made, and even strengthened obedience to the law by creating a harsher punishment for Antigone (â€Å"Antigone† n. p.). In this case, Creon actually reasoned that there is no man that must be above law, or must

Videogames Persuasive Speech Essay Example for Free

Videogames Persuasive Speech Essay SAT Scores You can send your SAT scores to CSUMentor by using the SAT institution code 3594. Listing 3594 will send your score to all CSU campuses for one price. CSUMentor will then store your scores for ALL CSU campuses to utilize. If you have not yet sent your scores to either a CSU campus or to CSUMentor, you can request this at www.collegeboard.com/student/testing/sat/reg.html. ACT Scores| You have no ACT Scores reported to CSUMentor| If you took an ACT Test not listed above, your scores from that test date were not reported to CSUMentor or were reported using different identifying information. To request such scores to be reported, you will need to request an Additional Score Report from ACT.| Transfer applicants: You are not required to supply SAT or ACT information if you will have 60 or more transferrable college semester units (90 or more quarter units). I certify under penalty of perjury under the laws of the State of California that I have provided complete and accurate responses to all the items on this application. I further certify all official documents submitted in support of this application are authentic and unaltered records that pertain to me. I authorize the California State University to release any information submitted by me in this application for admission and any application for financial aid to any person, firm, corporation, association, or government agency to verify or explain the information I have provided to obtain other information necessary for my application for admission and any application for administration of financial aid and in connection with perjury proceedings. My signature certifies the accuracy and completeness of the information provided. I understand that any misrepresentation or omission may be cause for denial or cancellation of admission, transfer credit, or enrollment. I certify that so long as I am a student at this institution, I will advise the residence clerk if there is a change in any of the facts affecting my residence.

Persuation Paper -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  When watching college athletes participating in their sports, does it ever cross one’s mind that the athletes getting paid? â€Å"The NCAA establishes rules and regulations for universities to follow and one of the most important rules is that student athletes should not receive any money with the exception of scholarships towards their tuition and housing† (Winn). In 1999, the Chronicle of Higher Education surveyed atheletes’ statistics on â€Å"graduation rates for scholarship college athletes in the NCAA’s top Division I.† Fifty-one percent of football players and 41 percent of male basketball players graduated in six years (Meggyesy). NCAA Chief Operating Officer Dan Boggan stated; â€Å"before the eligibility standards, some student-athletes including minority student-athletes, were brought onto campuses solely for their athletics ability, with little chance for them to graduate† (quoted in Reith).   Ã‚  Ã‚  Ã‚  Ã‚  This makes me really disappointed that some schools take sports to be more serious than academics. The schools are willing to dish out a couple of hundred dollars to get the best athletes so that they can get a championship victory at their schools. That is just not right.   Ã‚  Ã‚  Ã‚  Ã‚  Another thing that makes me very angry is that the media and fans want basketball and football players to leave school early because they have the talent to go straight to the pros. But when they do choose to do so, the media has s...

Impact of Globalization on Culture

Impact of Globalization on Culture People around the globe are more connected to each other today than ever before in the history of mankind. Information and money flow more quickly than ever. Goods and services produced in one part of the world are increasingly available in all parts of the world. International travel is more frequent. International communication is commonplace. We live in an intensely interdependent world in which all the earth's peoples with their immense differences of culture and historical experience are compressed together in instant communication. We face today a world of almost infinite promise which is also a world of terminal danger. This phenomenon has been titled ‘Globalization. ‘ Indian culture which in effect means Hindu culture, Hindu religion, Hindu society, Hindu civilization, Hindu way of life are under the lethal threat of the ruthless forces of Globalization today. What went by the name of Colonialism in classical history textbooks produced in the days of British Raj has been replaced today by the synonym of Globalization. The unbridled expansion of western culture has continued at an accelerated rate along with the denigration and decline of Hindu culture, civilization, religion, art, literature and customs. This new Colonialism has taken on several new faces or rather put on new masks. It cleverly masquerades itself through labels and slogans like democracy, humanitarian rights, gender equality, internationalism, free trade and humanitarianism. In the name of modernization and Globalization it pretends to be uplifting peoples whom it is really exploiting. This is not very different in either kind or intent from old Western Colonialism ‘ British Imperialism in the Indian context ‘ which vaunted itself as the benign bringer of Civilization and culture to the uncivilized world. It was given the glorious title of ‘White Man's Burden'. What has been its impact on culture in India? Every educated Indian seems to believe that nothing in Hindu India, past or present, is to be approved unless recognized and recommended by an appropriate authority in the West. There is an all-pervading presence of a positive, if not worshipful, attitude towards everything in western society and culture, past as well as present in the name of progress, reason and science. Nothing from the West is to be rejected unless it has first been weighed and found wanting by a Western evaluation. Swamy Vivekananda foresaw the dangers of Globalization as early as in 1893 when he spoke at the Parliament of World Religions in Chicago. To quote his soul-stirring words: ‘Shall India die? Then, from the world all spirituality will be extinct, all sweet-souled sympathy for religion will be extinct, all ideality will be extinct ; and in its place will reign the duality of lust and luxury as the male and female deities, with money as its priest, fraud, force, and competition its ceremonies, and human soul its sacrifice. Such a thing can never be'. Precisely such a terrible thing is taking place in India today on account of the inexorable and immutable process of Globalization.

Public Speaking

Public Speaking Vocabulary Learning Strategies There are numerous different classification systems for vocabulary learning strategies. Several common used are listed at the following. Gu and Johnson (1996) developed a classification of vocabulary learning strategies that are beliefs about vocabulary learning, metacognitive regulation, guessing strategies, dictionary strategies, note-taking strategies, memory strategies (rehearsal), memory strategies (encoding) and activation strategies. Schmitt (1997) took advantage of Rebecca Oxford’s (1990, p. 4) classification of learning strategies containing memory strategies, cognitive strategies, metacognitive strategies, and social strategies, and the Discover/Consolidation distinctions suggested by Cook and Mayer to propose an extensive taxonomy of vocabulary learning strategies. It can be divided into two classes. Five groups are included in these two classes. I. Strategies are used for the discovery of a new word’s meaning Determination stra tegies (DET): the strategies are used to discover a new word’s meaning without recourse to another’s expertise when learners don’t know a word.For instance, learners can use a dictionary, analyze any available pictures or gestures or guess meaning from textual context. Social strategies (SOC): the strategies are employed to ask someone who knows. Learners can ask teacher or classmates about information in a variety of ways, such as a synonym, paraphrase, or L1 translation of new word. II. Strategies are used for consolidating a word once it has been encountered Social strategies (SOC): they can also be employed to consolidate learned words by interacting with other people like studying and practicing meaning in a group.Memory strategies (MEM): the strategies (traditionally known as mnemonics) involve connecting the word to be retained with some previously learned knowledge, using some form of imagery, or grouping. A new word can be integrated into many kinds of existing knowledge (i. e. previous experiences or known words) or images can be custom-made for retrieval (i. e. images of the word’s form or meaning attributes). (1) Picture/imagery: Learners study new words with pictures of their meaning instead of definition. (2) Related words: New words can linked to L2 words that the student already knows.Usually this involves some type of sense relationship, such as coordination (blue – other kinds of color like red, purple or white), synonymy (beautiful-pretty), or antonym (dead-alive). (3) Unrelated words: Learners can also link words together that have no sense relationships. One way of doing this is with â€Å"peg† or â€Å"hook† words. One first memorizes a rhyme like â€Å"one is a bun, two is a shoe, three is a tree etc. † Then an image is created of the word to be remembered is chair, then an image is made of a bun (peg word) resting on a chair.Recitation of the rhyme draws up these images, which in t urn prompt the target words. (4) Grouping: It is an important way to aid recall, and people seem to organize words into groups naturally without prompting. (5) Word’s orthographical or phonological form: It involves focusing on the target word’s orthographical or phonological form to facilitate recall. One can explicitly study the spelling or pronunciation of a word. Other options are to visualize the orthographical form of a word in an attempt to remember it, or to make a mental representation of the sound of a word, perhaps making use of rhyming words.The Keyword Method entails a learner finding a L1 word which sounds like the target L2 word, i. e. the English word cat for the Japanese word katana (sword). Then an image combing the two concepts is created, such as a samurai cat waving a sword. When the L2 word is later heard, the sound similarity invokes the created image which prompts the L2 word’s meaning. (6) Other memory strategies: There are other useful ways of consolidating its meaning, such as analyzing a word’s affixes, root, and word class.One way of increasing one’s vocabulary is to analyze and learn the individual words of these chunks, and then use the whole chunk (if it is transparent enough) as a mnemonic device for remembering the individual word meanings. In addition, the use of physical action can also facilitate language recall. Cognitive strategies (COG): The strategies are similar to memory strategies, but are not focused so specifically on manipulative mental processing. They include repetition and using mechanical means to study vocabulary. Another kind of cognitive strategy is using study aids.Taking notes in class invites learners to create their own personal structure for newly learned words, and also offers the chance for additional exposure during review. Metacognitive strategies (MET): Students used the strategies to control and evaluate their learning, behaving an overview of the learning proce ss in general. Table 1 A Simple Taxonomy of Vocabulary Learning Strategies Vocabulary Learning Strategy (VLS)| 1. Strategies for the discovery of a new word’s meaning| 2. Strategies for consolidating a word once it has been encountered | Determination strategies (DET)| Social strategies (SOC)|Social strategies (SOC)| Memory strategies (MEM)| | Cognitive strategies (COG)| | Metacognitive strategies (MET)| Table 2 A Taxonomy of Vocabulary Learning Strategies (Schmitt, 1997, p. 207-8) Taxonomy of Schmitt’s Vocabulary Learning Strategies Strategy Group Strategies for discovering the meaning of a new word DET Analyze part of speech DET Analyze affixes and roots DET Check for L1 cognate DET Analyze any available pictures or gestures DET Guess from textual context DET Bilingual dictionary DET Monolingual dictionaries DET Word lists DET Flash cards SOC Ask teacher for L1 translationSOC Ask teacher for paraphrase or synonym of new word SOC Ask teacher for a sentence including t he new word SOC Ask classmates for meaning SOC Discover new meaning through group work activity Strategies for consolidating a word once it has been encountered SOC Study and practice meaning in a group SOC Teacher checks students’ flash cards word lists for accuracy SOC Interact with native-speakers MEM Study word with a pictorial representation of its meaning MEM Image word’s meaning MEM Connect word to a personal experience MEM Associate the word with its coordinatesMEM Connect the word to its synonyms and antonyms MEM Use semantic maps MEM Use ‘scales’ for gradable adjectives MEM Peg Method MEM Loci Method MEM Group words together to study them MEM Group words together spatially on a page MEM Use new word in sentences MEM Group words together within a storyline MEM Study the spelling of a word MEM Study the sound of a word Table 2 (continued) MEM Say new word aloud when studying MEM Image word form MEM Underline initial letter of the word MEM Configura tion MEM Use Key word Method MEM Affixes and roots MEM Part of speech MEM Paraphrase the word’s meaningMEM Use cognates in study MEM Learn the words of idiom together MEM Use physical action when learning a word MEM Use semantic feature grids COG Verbal repetition COG Written repetition COG Word lists COG Flash cards COG Take notes in class COG Use the vocabulary section in your textbook COG Listen to tape of word lists COG Put English labels on physical objects COG Keep a vocabulary note book MET Use English-language media (songs, movies, newscast, etc. ) MET Testing oneself with word tests MET Use spaced word practice MET Skip or pass new word MET Continue to study over time Public Speaking Public Speaking OUTLINE FOR SPEAKING TO INFORM (SPEECHES ABOUT CONCEPTS) NAME| 😠 ZULAIKHA BINTI AHMAD ABDULLAH| SUBJECT – SUBJECT CODE| 😠 PUBLIC SPEAKING – UBE 2023| SEMESTER| 😠 4. 0| SESSION| 😠 2012/2013(2)| KULLIYYAH| 😠 KULLIYYAH SYARIAH & UNDANG-UNDANG| TITLE| 😠 HEALTHY AND ACTIVE LIFESTYLE| PROGRAMME STRUCTURE / GROUP| 😠 ISMSY_SYA 7| OUTLINE FOR SPEAKING TO INFORM * Topic: Healthy and active lifestyle. * General purpose: To inform (speech about concepts). * Specific purpose: To inform my audient about healthy and active lifestyle. Central idea: There are three ways to be healthy and active lifestyle are take balance meal, sleep enough every day and importance of exercise to make human healthy and more active. Introduction I. The goal of my speech is to inform you about healthy and active lifestyle . Most of us hardly think healthy and active lifestyle is very importance but do we in healthy and active lifestyle. The definition of hea lthy and active lifestyle from oxford dictionaries healthy is in a good physical or mental condition, active meaning engaging or ready to engage in physically energetic pursuits and lifestyle is the way in which a person lives. II.A healthy lifestyle leaves you fit, energetic and reduced risk for disease, based on the choices you make about your daily habits. III. Developing a healthy lifestyle for children as early as possible is important, but it is never too late to make positive lifestyle changes. Good nutrition and plenty of physical activity can help prevent obesity and diabetes in children, as well provide a good foundation for muscle and bone development. Healthy children are more alert and have more energy. Healthy lifestyles for children start with the family, parents are role models and activities that families do together have a big impact on children.IV. Today I will introduce you to three ways to be healthy and active lifestyle are take balance meal, sleep enough every day and importance of exercise to make human healthy and more active. (Transition: Let’s start by looking at healthy and active lifestyle) Body I. Firstly, one big step to be healthy is taking a take balance meal. A. A healthy diet includes a variety of foods from the various food groups. A healthy diet includes at least 4. 5 cups of fruits and vegetables, 3 cups of dairy and 3 oz. of whole grains daily.Fish, poultry and vegetarian proteins should be eaten more often than red meat. Use unsaturated fats, such as olive or safflower oil, more than saturated fats for cooking, dressing and baking. A healthy diet also limits processed and fast foods high in added sugars, sodium and Tran’s fats. * ?†¦.. ? ? , ? )Al-Araf: 31) Translation from Al-Quran:   eat and drink but waste not by extravagance, certainly He (Allah) likes not  Al-Musrifun  (those who waste by extravagance). * We can refer the eating pyramided : B. A healthy diet can reduce risk for disea se. Following a healthy, balanced diet can help you to maintain a healthy weight, lower your cholesterol and reduce your risk for disease. Choose high fiber, lower fat foods and 5-10 servings of fruit and vegetables every day. Balance your daily meals with foods from the four food groups described in  Canada's Food Guide to Healthy Eating. * According to the latest study to investigate whether diet can reduce heart attack and  stroke  among those who are trying to avoid second or third events and are already taking medications to control blood pressure and  cholesterol.In the largest-ever of its kind, published in the journal  Circulation, a group of international researchers say  healthy eating  can have an added beneficial effect on the heart on top of the influence of heart-protecting medications. â€Å"We encourage everyone to eat healthy. But especially high-risk patients, we want them to know: Take your medication, but modify your diet as well,† says lead study author Mahshid Dehghan, a researcher at the Population Health Research Institute in Hamilton, ON, in  Canada, one of the centers involved in the study. Some people think that if medication lowers their blood pressure, healthy eating doesn’t matter. We want them to know that this is wrong,† she says C. Drink enough water is importance. Water is your body's principal chemical component and makes up about 60 percent of your body weight. Every system in your body depends on water. For example, water flushes toxins out of vital organs, carries nutrients to your cells and provides a moist environment for ear, nose and throat tissues. * Everyone has heard the advice, â€Å"Drink eight 8-ounce glasses of water a day. † That is about 1. liters, which isn't that different from the Institute of Medicine recommendations. Although the â€Å"8 by 8† rule isn't supported by hard evidence, it remains popular because it's easy to remember. Just keep in mind that th e rule should be reframed as: â€Å"Drink at least eight 8-ounce glasses of fluid a day,† because all fluids count toward the daily total. * Every day you lose water through your breath, perspiration, urine and bowel movements. For your body to function properly, you must replenish its water supply by consuming beverages and foods that contain water. So how much fluid does the average, healthy adult living in a temperate climate need? The Institute of Medicine determined that an adequate intake (AI) for men is roughly 3 liters (about 13 cups) of total beverages a day. The AI for women is 2. 2 liters (about 9 cups) of total beverages a day. (Transition: Let’s start by looking how much hours we need to sleep every night) II. Secondly, sleep enough every day. A. The American Academy of Sleep Medicine recommends that most adults get about seven to eight hours of sleep each night. B.A good night's sleep can actually leave you feeling positive and upbeat. * In fact people wh o suffer from regular sleep disturbances are three times more likely to experience low mood compared to people who sleep well, according to the Great British Sleep Survey, conducted by Sleepier, an organization dedicated to helping people sleep better. C. Sleep can make human more energy and fresh our body and mind. * Example: We face a lot of pressure and sleep can realize our tension and depression. (Transition: Lastly, let’s start by looking the importance of exercise to our healthy)III. Thirdly, importance of exercise to our healthy and more active. A. Exercise can reduce excess fats and toxics. * Examples: Jogging, playing badminton, running, walking is example of exercise. B. Regular daily exercise accelerates the body's natural detoxification mechanisms. * Physical activity increases blood circulation throughout the body allowing important nutrients to effectively reach our cells, tissue, organs, and muscles. Lymph fluid (part of the immune system) will also circulate more efficiently increasing the body's ability to kill pathogens and remove toxins.C. Exercise flushes metabolic waste and other harmful substances from our cells, and vital organs are cleansed. * Toxins can then be eliminated through the various bodily pathways. * Exercise can fit our body and can get ideal weight. Conclusion I. As we have seen, our responsible to take care our healthy. II. Most importance and valuable are healthy and active lifestyle. III. If we rich in property but we are not health , there are no use anymore. We can be healthy and active lifestyle ,say yes we can.

What Moral Guidance Does Jane Austen Offer in Her Novels †Book Reviews

What Moral Guidance Does Jane Austen Offer in Her Novels – Book Reviews Free Online Research Papers What Moral Guidance Does Jane Austen Offer in Her Novels Book Reviews Writing at such a time when works such as ** were being written with the express purpose of educating a young lady in the behanviour appropriate to her, Austen is writing in a climate in which there are clear and strict rules guiding young womens comportment. Moreover, essays laying down these laws were not uncommon. Perhaps suggesting the rules would be going too far, the presence of literature on the subject is indicative of a debate surrounding the precise requirements of a young lady entertaining a gentlema, or considering marriage. It would not, then, be unreasonable to suppose that Austen, whose subject matter is almost exclusively the behaviour of these young ladies who are the object of the tracts attentions, she is herself then contributing to the debate. Not unreasonable to suppose this, but neither is it immediately entirely obvious if this is even th case. When looking at her works themselves, let alone what it is that she is suggesting. The scope of Jane Austens work is not broad, the six completed novels focus the attentions almost exclusively on the social manoeuverings of the gentry, in a selected group of families. Many of the novels are set in simolar physical locations, such as Bath, in part because of its social implications as a spar town for the gentry to congregate and socialize. The Bath season was marked on the social calendar. As well as this, the parlours, drawing rooms and dinign tables which punctuate the narative are shared among them, emblems of the strata, *the interest of the novels*. The protagonist of Persuasion is a middle-aged woman, Anne Elliot, but she is unusual among Jane Austens heroines, who are young women emerging into society and looking for a way to establish themselves. *and their position* When looking into the moral guidance, Jane Austenss novels my or may not have to offer this as a vital consideration. The themes and ideas which arise as considerations for the characetrs in the different novels often have much in common. The young protagonists share concerns and face similar moral dilemmas, when looking to the moral teaching Jane Austen offers in the novels, one must recognise a narrowness also in the range of issues which arise, or which Austen makes pertinent to the characters. This situation, then, might prompt an investigator into Jane Austens didacticism to look to her readership. The moral guidance offered by the books, given this narrow scope may unavoidably be irrelevant to an audience which cannot identify with the problems discussed in the novel. While, for example Mansfield Park has a complexity of perspective which distributes the moral issues confronted among a relatively broad selection of characetsr, others, for example Emma, are written from a single perspective. The description Jane Austen offers of the context of the novels, the details of the life style and interests and activities of the spectrum of society they portray are widely accepted as very accurate descriptions of Jane Austens own social experience. The dances and walks, the lovemaking of her characters are the very same that Austen herself might have experienced in life, and by extension the very same being offered to those subjects, and objects, of her novels; those young w ome emerging into their own social arenas. The narrow scope of the narrative may then be seen as ainguarly relevant to an audience which it directly addresses, the guidanceoffered, a genuine code to live by, just as ** in the essay mentioned earlier set out to direct young women. There are two streams of morality already emerging to be considered, howevere. Jane Austen was the daughter of a rector, and a rectors daughter. There is a strict moral code bound into her upbringing, and according to the biographical work offered about her, was a code by which she continued always to live her own life. It is possible for an author to live their own set of values, indeed to allow these to inform the creation of their literary works, without any requirment or unavoidable necessity for this to be passed on to their reader. Thus while our author lived by a specific set of values, is she concerned with passing these on to her reader in such a way as to urge their adoption by that readership. Indeed, to what depth might this go? Emma, in the novel bearing her name, ** like many of the girls in the novels, is concerned with her own movement in society, finding and making a proper match, and the particular and rigorous demands of the societys code of conduct, the intr icacies and subtleties of polite society.** Yet our author shows frequently he disparity between an outwards appearance of exemplary behaviour and character, and the motivation behind it. Henry James has been recorded as commenting thus on Jane Austens work. Jane Austen; leaves us hardly more curious of her own process.than the brown thrush who tells his story from the garden bough. Which would suggest that Austen failed to impress him with the lack of subtelty he perceives in her work. Indeed, this seems a plausible conclusion. The novels all finish with a happy resoluiton of the dilemmas which have caused so much anxiety thorughout; the matches are made to the ultimae satisfaction of the significant characters, and our virtuous heroines prove their sufferance to have been worthwhile, emerging victorious. This, however, is a very simplistic way of looking at novels, a tempting trap to to fal into, but one which does the complexity and sublety of Jane usts work no credit., and indeed misses many of the nuances which make her work so intriguing. It is difficult to believe that such simple anduninspiring a situation would have been so enduring as the popularity of austens work proves her. It is necessary, then, to address these subtelties and complexities to determine first of all what they are and how they are communicated to the reader. Jane Austen wrote in a etter to her siser, Cassandra, explaining that; I do not write for such dull elves/ As have not a great deal of ingenuity themselves. This is a sentiment ***** picked up, describing Austens acute awareness of a critical audience lible to pounce. Ths may have been been the case, but it seems no great puzzle why such ideas should be pertinent to a whole swathe of critical work on the novel Emma. Ingeneous is one word which recurs in such critical works, and seems a reasonable starting point for an examination of Jane Austens desire for an alert readership. In recent year, such thinkers as her have published much on the interaction of ext reader and author, andthe three way collaboration involved in the actual writing of the text itself. These thoughts have emerged from study of literature, although the authors themselves may not have been fully conscious of the situation while writing their texts, such theories are pertinent to Jane Austens work whilst examining the moral guidance she offers thorugh this tertiary relationship. T he ingenuity she requires of her reader is bacuse of the active involvement she seeks them to take in the act of reading her novels. Indeed an active reading is both encouraged as part of the didactic process , and necessary for the process to occur at all. *** Attention is drawn throughout Emma to a pairing of guessing and judgment. This happens relatively early on in Mr. Knightleys response to Emmas lucky guess concerning the match of the Westons. He suggests that any two such characters would have rationaly found a match in each other by their own devices. Suggesting Emma has not shown the particular insight into the situation that she imagines. In this way, Jane Austen consciously brings up the correlation of two such indefinite acts as judgment and guessing, bringing them to the readers attention. Winding their way through the development of the text, such an uneasy pairing strike a warning chord in the readers aproach to the text. Having been alerted to the possibility of such an inadvisable ellision, *** the reader is warned to step back from the text. The reader, thus, is encouraged by the writer herself through the narrative not to accept blindly what it says, but to recognize the difference between these two terms. ; guess in and judgment, subsequently confront the text with an awareness of it. Jane Auten is encouraging th reader to develop their powers of judgment, or atleast to use those they have, rather than simply reading. Helping them to come this conclusion themselves but with enough hints to reassre them this is what is required. Such skills, she implies, are necessary outside of the text also, however. In the reading of the text, nothing is at stake, such that poor judgment on the part of the readership has no dire consequences, it can thus form a safe environment in which to test skills applicable in real life where such things as a misjudgement of a character may have more sinister consequeces. Indeed, our author presents the readerof Emma such a complex heroine that their powres of judgement are truly tested. She is a charming, witty, and intelligent young woman, and singularly persuasive. She is shown with a particular talent for getting her own way with her governess, and she works this wiley way on the reader also/ The reader, having been alerted, must remain vigilat at all times; passivity is too much of a risk and yet even once she has been exposed as fallible, the reader is once again persuaded by her remorse, and the frnk honesty of her self-appraisals. It is difficult to know if Jane Austens is asking a particular opinion of the readers, while she may have faults, Emmas virtues are also presented to the reader such that he must recognise that a clear, black and white condemnation or commendation of Emma is an immature and inappropriate conclusion to make. However, wound throughtout the novel is the idea of the charade. The many layers of appearance and realit y which shift and change to unsettle and confuse. The development then, of a fine and precise nuance of judgement, but also having come to a conclusion which is defensible rational and secure, the reader must remain firm. This need for a firm self-belief is constantly re-cited as the debates occuring throughout test the reader. Both sides of the arguments are resented in such a way that they seem plausible, thus in chapter five, Mr. Knightley presents a strong, if ill-humoured case against Emmas friendship with Harriet. Later he concedes that she has perhaps done Harriet some good. In this way Jane Austen leaves the reader to make their own conclusions, having established a mode of reasoning for themselves in which they have conviction. Thus in chapter eighteen, when Mr. Knightley and Emma are again in discussion, this time in relation to Franks failure to appear, Jane Austen leaves the reader with her inconclusive offering spoken by Emma, we are both prejudiced; you against, and I for him. There is noone for the reader to turn to give them assurance in their opinion. Austen was not alone in using her writing as something more than just a novel. Many of her contemporaries were writing morally improving novels themselves, for example Maria Edgeworth, who is particularly widely recognised for her very explicitly didactic work. The tradition of educative fiction was well established, and this was something that Austen was able to use to involve the reader in a relationship wth the writer. Many of her novels, for example Mansfield Park, begin in much the same way as the genre dictates. Already established outside of the particular novel, then, is the general relationshp of reader to text. The reader thought he knew what to explect, and Jane Austen had a clear tradition to follow. This, then, is an irresistable forcein the writing of the novels. And yet our author feels no compunction to stick rigidly to ths; the very twists and turns she makes are those aspects she uses in the communication of her particular instruction. Neither does she shy away from an acknowledgement that she is concerned with the education of the reader. Such ideas of education and instruction are a theme within the novels themselves. Mansfield Park shows clearly how the differing educations of the young women who populate it shape them, their voices, motivations and decisions. This does not refer to an education in the sense of learning maths and gegraphy, ratherit is the education that all these young lasdies and those of similarsocial standing for whom Austen wrote, were concerned with. The accumulation of attribtes such as singing dancing, learning the proper modes of behaviour in many social situations, preparing oneself for the best possible match. In Mansfield Park, the Crawfords have been eucatedby their uncle who who has passed onto them his material values amidst the table mannres and small talk. Their values are contrasted with the infinitely less worldly, though aspiring, Bertram sisters, and of course, Fanny. Perhaps then the reader should not be surprised by Henry Crawfords deliberate attempt to seduce the Bertram gilrs, ad their naive readiness to accepthis advances. Fanny, slightly on the perimeter, can recognise Henrys plan, and remains immune. Directly addressing the issue in this way, although the connection is not spelt out, raises the readers awareness, if nothing else, of the role of education in a persons development as propounded in the narrative, and perhaps by Austen herself. It has been suggested that Austen, aware of the subjective interpretation the reader will make of her protagonists, and the implications the novels have for morality, desired of her reader not an intimate recreation of the protagonists particularities and peculiarities, rather an identificaiton with the general role she fulfills. Austen seeks to aid the readers dependence on her for instruction, encouraging the indiviual instead to develop their own strategies and systems. To this end, she holds back from the reader. The shifts and charads of Emma are one tool she uses to achieve this. Such guise and disguise are no more absent from Mansfield Park. Yet here there is a slightly different emphasis of construction. The characters gather together to perform a play, an interesting juxtaposition thus occurs of the habitual performances the characters offer according to their social roles and relative positioning, and the stage performance, itself supposed to be the example of artifice. Aus ten has the characters take on pars in the playwhich make explicit, exaggerate or highlight the reality of the roles in life.So, Edmund has the part of a love-lorn clergyman, Mary thatof a fallen woman. The play removes the usual social bindings and gives vent to a liberated cast. The play itself, Kotzebues Lovers Vows, as evidence from the time suggests, was particularly notorious and widely banned. This, then to a contempoary audience would have set alarm bells ringing. At the same time this reader recognises what it is that the play has uncovered in the charcters. It allows them to act as they never could in the drawing room and presents a reality which, to Austen and the reader is distinctly plausible. In the midst of the cast is one voice raising doubts, that of Fanny. Fanny is the only one of the cast who has read the play through to the end and having considered it as a whole, feels uncomfortable with it. This is particularyl revealing. The other characters raise objections, make changes, but to their own parts, which they look straight o tin isolation, and in relation to its reflecion on them. The vanity which Austen repeatedly highlights among the cast ofcharactersincludes in it sdefinition both an exclusive self-interest and the pursuit of worldly goals. The theologiacal edge o this central vice in the novel ontrasts with the tint of religious colouringgiven to Fanny. Her credentials include Christianity, and as such an awareness of herself within a wider moral universe. It requires of her also a self-knowledge which is not indulgent or false, rather is encouraged by her honesty and uninflated awaerness of herself. It is such sef-knowledge that Austen desires to foster in her readers. In contrasdt with the Bertram sisters, Fanny is not led ast ray, her self-awareness enables amature firmness in her and facilitates a honed power of judgement. Austen illustrates in the maturing of Fanny across the three books how the kernal of self-knowledge present at the beginning which urges her to hold back and examine the situation around her adnd what it requires of her. Thu in the first book she i very much a peripheral observer, instinctually waiting in lieu of certainty and illustrating the struggle that it is to develop judgement. The characters occupying central stage at the time are neglecting such contemplation and establishmnt of foundations, something which Austen later illustrates is woefully neglectful and foolish as Fanny comes to the fore. In astens last novel, Persuasion the reader meets a character who is more mature than any of Austens others, and whohas pased through this perod of learning and establishing already. Anne Elliot, having been persuaded by a friend to break off her engagement witht he amn he loves, and is alone now in the world in which she is nothing without her husbands name, a fear reinforced by her fathers book Baronetage which has space only for her with a husband. And yet, as the novel develops, it is revealed to the reader as Anne herself recognises the extent to which she feels relief at the fate he hsa escaped. The world she inhabits is one nwhich she is expected to be a reflection of what others want from her. This is explicitly illustrated by her fathers mirrored dressing room, and recurrs elsewhere in the text. She comes to recognise in Mary and Louisa the person she could have become, and thus the imprisonment she has escape in the cage of male authority she would then have inhabited. A r eflection is only a superficial image, something the characters in the text dwell on, and indeed honour, for example Sir Walter, whose only concerns are the physical harmony and attractiveness of those around him and it is according to these standards he allocates value. The deeper self-knowledge that Anne comes to, her recognition of her love for Captain Wentworth, and ultimately her rejection of Lady Russell and her method of valuing the superfiial over more profoundemotion reresents her ultimate act of belief and self-knowledge. Much emphasis is given to the physical in Persuasion. Its settig for the most part is Bath, a place where people go seeking a cure for physical ailments. Moreover, scattered throughout the text are invalid, damaged and ill people. The superficiality of value based on appearance is constantly covertly attacked through the novel. The illness and decay whoich surround the main characters acts as a reminder of the fragility of the physical, and more imporatantly, of its temporality and the fleeting time it will last. Set against this is the firm, unchanging strength of emotion Anne feels for Captain Wentworth, and it is this which ultimate endures, and is in fact rewarded. Moreover Anne, external to the superficial concerns and currency of the sociey around is cast as nurse. It is she who has the tools and power to regenerate and restore. And so Austen can be seen to run together both a seemingly simple triumph of virtue over vice in all of these texts, with the more complexprocess by which this is achieved. The virtuous characters are the heroines, and those from whom the reader should learn by example how to do good. Yet, the less-than-virtuous characters of th enovels are equally as clearly protrayed, their vices rarely make them detestabe, indeed, often their enthusiasm is distinctly redeeming. In contrast, the heroine of Mansfield Park, Fanny, was even described by Austens own mother as insipid, and this si among th epolite criticism. Surely, it could be argued, by depicting vice so clearly, Austen is taking a risk? It is, of course, in keeping with what this essay has argued so far, Austen wants her reader to come to his own comclusions. Thus while giving examples of the virtuous, it would perhaps be neglectful or naive to exclude illustarions of the unvirtuous. Moreover, virtue then has something to be determin ed by. But, then there is another consideration to be made which sheds a deifferent light on the affection shown for the rebellious, bichy foils to the virtuous heroine. Austen, desptite the intricacies ad efort in volved in these novels designed to offer an eduaction to her audience of youngladies, lives a life which thoroughly contradicts what it is she offers as an ideal. Superficially she is an old maid, living within the close family circle of her aprents andsiblings, not seeking the advantages of marriage or the pursuits of a refined young lady. Yet to hold this up as hpocrisy would be missing the very essence of the points Austen is trying to communicate. She is after all trying to assert the more integral values of a firm morality and clear judgement over the trimmings of civilised life among the getility. Yet her identification with the rebellious charcters does seem to jar slighly with the life she suggests as an ideal. There seem to be indications that Austen herself is not enti rely convinced. There is a clear element shared by all the texts, but particularaly Persuasion, which explores the submission of women to male authority. It has been said of Anne that she has renounced her own life story, perhaps the ones that are being played out in the mirrors she sees around her. Austen expresses a sense of female maturity which constitues a fall from freedom and independence into a debilitating, ladylike dependence. This is something Anne has directly escaped, but suffers indirectly because the parameters of the world in which she lives define women only in terms of their position in relaionto men. The striong women figuring in the novel are absent forces: banished or dead, or widows, who have survived the male authority which previously defined them. This resistance to the common trends of social tradition which Austen acknowledges as almost irresistable forces in her own novesl is also played out in Ausetens own life by her. She acts, in writing, to liberate herself from the binds which weave themselves around the characters. Anne, in Persuasion, describes her distrust of literature, saying she will not allow books to prove anything because they were all written by men, just as her fathers Baronetage is, in which her role is seemingly defined. Anne feels at the mercy of such a tool which in her society seems to be weilded by men who govern what is recorded. Austen is un-writing this fear she describes in the novel by the very process of writing herself. Austen could use the novel form to re-write a reality in which she would not have to fight against such a dominant patriarchy. It is interesting that she does not choose to do this. Instead she writes of the society she experiences around her, and of potential experiences of ind ividuals within that society. Inthis sense, even if she doesnt address head on the issue of a moral negotiation of contemporary society, she does offer tactics for surviving it. So far, however, this essay has only addressed the mral guidance Austen has to offer the original audience, and has really only considered in depth hat the novels offer the specific details of comportment in every day society, indeed in teresting for the insight they offer. The rituals of, for example, an afternoon promenade, or an evening at the ball, or the definition of whether or not a young lady has come out is not relevant to us. Yet, as we have repeatedly identified in the process of this essay, this is not the focus of Austens attention, nor does it address the many depths at hich this essay functions. Thus do the novels offer anything of this type to a modern audience? Such values as a developed power of judgement and the ability of an individual to perceive themselves as part of a broader whole are things which are universally desirable. Despite the passage of thime, the humanit a modern audience shares with Austens original means the novels still have a relevance today. Th is is subject to the same conditions as Austens original audience received the works under; namely, she offers no dictatorial exposition of definite rules, rather novels require the same of the modern reader as of the original: an active involvement in the text in rder to develop fo himself that framework of values which is aspired to . Austen does not set up a polarity of right and wrong, although her life and writing were informed by a specific moral code, she is not interested in inflicting a narrow, over-simplified morality on her readership, rather Austen is in terested in the process by which morality is developed by and within the individual reader. She leads by exaple, offering illusrations both positive and negative. Though it can be argued that the continued, almost ridiculous, rushed endings in which everything climaxes happily ever after undermine the positive endorsement of the virtuous heroine and the conseueces of her decisions and choices, it is perhaps dangerous to take too simplistic and singular a view. As a proponent of moral frameworks, even if the minutiae of exactly what are difficult to pinpoint, it seems reasonable for Austen to expect tirumph for a moral person. She does not offer specific incentives to the reader for adopting a moral standpoint, this would undermine all the efforts involve d in creating a space in which the reader is free to choose. And yet it does make sense that for her this is seen as the logical conclusion. Rarely does Austen outright condemn a whole character, although her heroine may not come to a wholly favourable conclusion relating to them. While she advocates morality in a person, she proposes the possibility that there are variations within this remit. Perhaps this is because the parameters are imperfect, which makes a pure morality unlikely. The disparity between what it is that Austen advocates in her novels, and her own life raises interesting questions, perhaps she realises that an upstanding moral life is something to aspire to. It is certain that her focus is on the process, rather than the actual goal throughout the novels. This also is a principle which applies as much today as it did to the original audience. Thus her treatment of moral didacticism in her novels can be seen as offering universal principles for the on-going develop ment of an individuals moral wel-being, an idea which is bound into the teaching and worship of Christianity. It is also temporal, such that some of the considerations she has are subject to the specific confines of her own space and time. These are interesting, though less relevant ot a modern audience, but for Ausetn form the basis of an exploration and critique of the society in which she lives. Moralit is often talked of in terms of a set of values or a moral framework, the concept of morality is very much contained in the english language, and by extension, finite. Morality is not the only containing force present in the novels, but the expressions of it permeate. Persuasion for example, is set in Bath, which in the eighteenth century was a city of squares and circuses; neat, sterile containers, within which the gentry were protected from contaminating elements; the uncontolled wilds of nature, te dirt and defilement of the working ad lower classes. In part this is the effect of Austens desire to demarcate her subject matter, isolating it from the workings of society which do not concern them. This in itself may be a reflection on the narrow scope of the characters themselves, emphasising perhaps an unreality or dislocation of their lives which has implications for the validity of their claims. Emmas visit to the squalid labourers house seems charitable ad altruistic, yet wlaking roud the bend on the road away from the house she is able to leave such thoughts behind her, running straight back into present concerns of her own life. Bath is not the only confined space available. The drawing rooms and parlours of the various houses, though they may be large and sumptuous, still represent a form of imprisonment, the space the men allow the women and in which all of thier buisness is done. The idea of containment does not have positive association, and indeed it can be looked at in terms of bringing the situation under control. If everyone knows their place, and space, within the shared framework, the risk of anarchy or the unexpected is reduced. Austen knowing the limitationsin which the women live does not demand, she suggests and advises. She does not seek to impose another set of limits on her female audience. Anne, in Persuasion, through her circumstances, has broken throught the confines she is free to act on instinct and emotion, rather than leaving these considerations exclided; an assertion of the identifiably female within the patriarchy. In contrasst, Mrs Smith has been paralyzed by the circumstances she finds herself in; trapped by her impotence as a woman. Research Papers on What Moral Guidance Does Jane Austen Offer in Her Novels - Book ReviewsComparison: Letter from Birmingham and CritoAnalysis Of A Cosmetics AdvertisementThe Fifth HorsemanRelationship between Media Coverage and Social and19 Century Society: A Deeply Divided EraInfluences of Socio-Economic Status of Married MalesThree Concepts of PsychodynamicEffects of Television Violence on ChildrenHip-Hop is ArtHonest Iagos Truth through Deception

All About the French Adverb Comment

All About the French Adverb Comment The French adverb comment is one of the most common in the language. It means how or what and can function as an  interrogative or exclamative adverb. In conversation, you may use this word to ask someones name or to clarify your understanding. It can even be used as a means of expressing incredulity at something youve heard or read. Usage Comment is the French equivalent of how. Here are some examples: Comment vas-tu?   How are you? (Literally, how are you going?)Comment as-tu fait à §a?  How did you do that? With à ªtre, comment means what is ___ like? Comment est-il?  Ã‚  Whats he like?Comment est ta maison?  Ã‚  What is your house like? It also can be  used to ask someones name: Comment tappelles-tu?   Whats your name?Comment sappelle-t-elle?   What is her name? Comment is also used to say what? when you didnt hear or cant believe something:   Philippe est mort.   Philippe is dead.Comment?  Ã‚  What? It is found in a few simple exclamative constructions: Tu as bien mangà ©? Et comment!  Ã‚  Did you eat well? And how! I sure did! I should say so!Comment donc!  Ã‚  Of course! By all means! Exceptions There are a number of uses of how in English that are not translated by comment in French. For instance: How about (we do something)?   Et si  (on fait quelque chose)?How about you? Et toi?How about that! Ça alors!How big/long/tall is it/he? Combien mesure-t-il?How come?   Pourquoi  ? (or Comment à §a se fait?)How far is ___? ___ est quelle distance  ? ___ est combien?How much/many? Combien?How much is it / does it cost? Combien à §a coà »te?How old are you? Quel à ¢ge as-tu?to know how to do something   savoir  faire quelque chose

Discussion questions4 Article Example | Topics and Well Written Essays - 250 words

Discussion questions4 - Article Example Vicino3 maintains that the creation of suburbs was a deliberate effort by the federal government to change the country’s development pattern and shape individuals preferences. Political processes and support of public policies provisions were contributory factors in suburb development. Leaving the city does not solve its problems as promoted by Ford’s proposal. Displacement of people from the cities would initiate displacement and or transfer of problems to other parts of America. Those who leave the city would still require the government to provide them with other social amenities. The Brookings’ policy approach proposals to solve public problems in first suburbs are effective. Policies that address challenges special to elderly society members would solve related public problems. Policies should address concerns of foreign-born residents of first suburbs4. Promoting regional coherence through policy initiatives would solve public problems related to policies. Moller’s statement is a development-conscious and justified. While displacing people from one place to another along with development, the proponents must also set adequate consideration for the remaining population’s wellbeing. Housing policies are important in controlling development during displacement5. Before the government commences displacement and resettlement of population from a city or neighborhood, it must ensure that adequate policy exists to managing the affairs of population remain behind or perceived as abandoned. Housing policies must exist to support the process of suburb development Failure to implement relevant policy provisions duplicates the constraints instead of presenting a