Book Commentary on Farewell to Manzanar Essay Example

Book Commentary on Farewell to Manzanar Essay Example Book Commentary on Farewell to Manzanar Paper Book Commentary on Farewell to Manzanar Paper Book commentary on Farewell to Manzanar Jeanne Wakatsuki Houstons book. Farewell to Manzanar, was about Japanese- americans during World War II, but more importantly was based off of her childhood life and experiences. Through Jeannes true life story, readers get a grasp of what it was like to be a Japanese individual in America. Jeanne and her family try as hard as they can to remain stable under the conditions of discrimination. The book goes into detail about the war and the otherness in America. The chapter titled mies Yes No No reveals a central tension of fear in America through the characters reactions to the draft application, reveals a dilemma of distrust by the way Japanese-Americans were treated in America, and lets the reader know about how discombobulated the war effort really was. mies Yes No No reveals a tension of fear through the characters reactions in the book. A tension of fear is presented in this chapter through Jeannes brother Woody. But if I answer Yes Yes I will be drafted anyway, no matter how I feel about it. That is hy they are giving us the oath to sign. (89) Woody is tense about draft application because he knows he has to answer Yes Yes. Woody knowing that he will go to war makes him even more frightened. Papa is also aware that his son must answer Yes Yes, but is fearful of losing a son to a war. Papa became frustrated and turned to drinking. Much arguing took place between the Japanese people in Manzanar because of the draft, which revealed their tense and fearful state. The Japenese- Americans had no choice but to go to war against their home country. Not only were Japanese-Americans scared, but many Americans feared any Japanese person they saw and could not trust them. A dilemma of distrust about is revealed through the way the Americans treated the Japanese-Americans. The Americans started to not trust any Japanese individual since the bombing of Pearl Harbor. Americans became frightened by Japanese people within America so they put them in camps such like Manzanar. On top of that, they made Japenese man within the camps sign up for the draft to fight against their home country. After the war, many Americans still had their doubts about Japanese- Americans. Jeanne asks her friend Radine if she could Join the girl scouts, but Radines mother declines her request Just because she is Japanese. ( ) Japanese people in America were discriminated and it is as if the Americans had a some kind of reputation to keep. Jeanne and her family would try their best to be optimistic and eventually gained some respect. The tension of fear and dilemma of distrust lets the reader know about how discombobulated the war effort was. America expected more from its citizens in this time of war. America took necessary precautions by putting Japanese-Americans into camps. On the other hand, instead of Americans being loyal to their country by volunteering to fght in the war, a draft was issued and resulted in drafting some soldiers that were part or fully Japanese. America made life a living hell for Japanese people within their country. Americans were supportive of their country, but afraid. They trusted their soldiers over seas, but not the people within their borders. America put in effort, but not enough considering that they had to use the Atomic bomb. The time during World War II was a strange, tense period, where no one knew who they could trust. The chapter mies Yes No No reveals the tension of fear and dilemma of distrust about the war and otherness in America. This otherness in America was the way Americans reacted/treated the Japanese individuals within their country. The war effort was there for America, but was strange as they turned to their enemies Oapanese-Americans) in search for allies.

Organic Compound Names and Formulas Starting with E

Organic Compound Names and Formulas Starting with E This is a list of organic compound names and formulas with names starting with the letter E. Eburnamenine - C19H22N2Ecstasy (MDMA or Methylenedioxymethamphetamine) - C11H15NO2EDTA (Ethylenediamine-N,N,N,N-tetraacetic acid) - C10H16N2O8Eicosane - C20H42Emetan- C25H32N2Encainide - C22H28N2O2Endosulfan - C9H6Cl6O3SEndrin - C12H8Cl6OEosin B - C20H8Br2N2O9Eosin Y - C20H8Br4O5Ephedrine - C10H15NOEpibromohydrin - C3H5BrOEpinephrine (Adrenaline) - C9H13NO3Ergoline - C14H16NErgotaman - C25H33N5OErgotamine - C33H35N5O5Erucic acid - C22H42OErythrinan - C16H21NErythritol - C4H10O4Esarine - C15H21N3O2Estradiol (estrogen) - C18H24O2Estriol (estrogen) - C18H24O3Estrone (estrogen) - C18H22O2Ethacridine lactate - C18H21N3O4Ethanal (Acetaldehyde) - C2H4OEthane - C2H6Ethane (ball and stick) - C2H6ethane (space-filling model) - C2H6Ethanedioic acid (oxalic acid) - C2H2O41,2-Ethanedithiol - C2H6S2Ethaneperoxoic acid - C2H4O3Ethanoic Acid (Acetic Acid) - C2H4O2Ethanol - C2H6OEthanol (space filling model) - C2H6OEthene - C2H4Ethene (ball and stick model) - C2H4Ethenone - C2H2OEthidium bromide - C2 1H20BrN3Ethyl acetate - C4H8O2Ethyl alcohol - C2H6OEthyl aldehyde - C2H4OEthenyl functional group - C2H3-Ethylamine - C2H7NEthyl 4-aminobenzoate (Benzocaine) - C9H11NO2Ethylbenzene - C8H10Ethyl carbamate - C3H7O2Ethyl chloride - C2H5ClEthylene - C2H4Ethylene dichloride (EDC) - C2H4Cl2Ethylene oxide - C2H4OEthyl formate - C3H6O2Ethyl functional group - C2H5Ethylene glycol - C2H6O2Ethyl glyoxylate - C4H6O32-Ethyl-1-hexanol - C8H18OEthyl hydride - C2H6Ethyl hydride (space-filling model) - C2H6ethyl mandelateEthyl 3-oxohexanoate - C8H14O3Ethyl propiolate - C5H6O2ethyne - C2H2Ethynol - C2H2OEtorphine - C25H33NO4Eugenol - C10H12O2

The Law Relating To Appurtenant Rights Over Freehold Land, Such As Essay

The Law Relating To Appurtenant Rights Over Freehold Land, Such As Easements, Covenants, Rent Charges And Profit A Prendre - Essay Example Personal property attached to real estate by a tenant for the purpose of his or her business is classified as a trade, or chattel, fixture and remains personal property. Four legal tests determine if an item is a fixture or not: intent, relationship of the annexing party to the property, method of annexation and adaptability (which may be referred to as the Total Circumstances Test). An estate is the degree, quantity, nature and extent of interest a person holds in land. Freehold estates are estates of indeterminate length. Less-than- freehold estates are called nonfreehold, or leasehold, estates, and they concern tenants. A parcel of land may be a freehold and nonfreehold at the same time. A freehold estate may be a fee simple estate or a life estate. A fee simple estate can be absolute or defeasible on the happening of some event. A conventional life estate is created by the owner of a fee estate; a legal life estate is created by the Law. An easement is a right in the land of anot her which enables the landowner to restrict in some way the use of adjoining land by another party. It is the right acquired by one person to use another’s real estate. There are two types of easements: easement appurtenant and easement in gross. An easement appurtenant involves two separately owned tracts. The track benefited is known as the dominant tenement ; the tract subject to the easement is called the servient tenement . An appurtenant easement is an encumbrance to the servient estate and a benefit to the dominant estate.

Waste en P3 Essay Example | Topics and Well Written Essays - 250 words

Waste en P3 - Essay Example To get the percentage amount of time used to produce the waste, it is calculated by dividing the amount of time not spent on anything by the total amount of time available all day: (Robbins 2005). To get the amount of time spent in value addition, we get the total time the student used actively doing something from the time he wakes up to the time he prepares for bed. The total time used actively is 210 minutes, while the total available time is 960 minutes. The percentage is therefore calculated by dividing the amount of time spent actively by the total available time: (Robbins 2005). It is quite evident from the calculations that the amount of waste produced is higher than the amount of value added. It is therefore important for the student to reduce the amount of waste produced; he should engage himself in some active activities such as football, cycling, reading or some exercise that will keep him fit physically and mentally active. This will increase his value addition (Robbins

Romeo and Juliet Essay Example for Free

Romeo and Juliet Essay William Shakespeare, one of the most famous playwrights of all time, was born in Stratford upon Avon in 1564 and died in 1616. He was one of eight children of John Shakespeare, a local town official and glove maker, and Mary Arden. In 1982 Shakespeare married Anne Hathaway at only eighteen. They had three children together, Susanna, and twin Judith and Hannet. Sadly Hannet tragically died at eleven. Shakespeare was known for performing at the Globe theatre with the Chamberlains Men. He wrote 37 plays in his lifetime and one of his most famous plays was Romeo and Juliet. I am going to compare lines 1-100 of Act One, Scene One from the text of the two film versions; Franco Zeffirellis version and Baz Luhrmanns version. The text opens with the prologue, which gives a brief outline of the story, it is 14 lines long, and is therefore typical of what is known as a sonnet. It is about two families from Verona, both of similar status; both hate the other due to an ancient feud, the lovers, Romeo and Juliet both from each of the families take their own lives for their love. Their death makes their parents see sense. Shakespeare has deliberately revealed the ending in the prologue so that the audience may judge the characters and the events up to the final tragedy. Act One Scene One begins in a public place. It starts like a comedy with word-play and puns from Gregory and Sampson, both servants of the Capulet house. They boast about what they would do to the Montagues. One pun used is Well not carry coals. This means well not stand for any insults. No, for then we should be colliers. This means if we do stand for any insults then we shall be coal sellers or coal miners which were probably regarded as dirty and poor people in their day. Sampson uses rude language, to boast about what they would do to any Montagues Therefore I will push Montagues men from the wall, thrust his maids to the wall. Sampson thinks that love is just a matter of brutal conquest of another body. This part of the scene is very boastful and light hearted, until Abraham and a servant, both from the Montague house enter and the scene turns instantly threatening and tension increases. Sampson and Gregory turn from being boastful to serious, in a way this is ironic because when the they were joking, they were not afraid of saying about what they would do to the Montagues, but now when they come across the Montagues they become unsure as to whether to torment them or not, because Gregory says How, turn thy back and run? Hes unsure whether to provoke the Montagues. But Sampson is not as afraid as Gregory, so he decides to provoke them by biting his thumb at Abraham and the servant. Biting thumbs was regarded as an insult in that day. Both houses start bantering at each other, both speaking politely with a threatening undertone. Gregory says Do you Quarrel sir? Which is do you fight. The Capulets crave for a fight by aggravating the Montagues, but the Montagues are not up for a fight. At this point Benvolio enters and Gregory says Here comes one of my master kinsmen. But he is not referring to Benvolio because he is a Montague. He is referring to Tybalt who is approaching. So the Capulets start the fight themselves when Sampson says Draw if you be men, Gregory remember thy washing blow. The word washing blow means in this context, a slashing blow, which is a sword move. They then fight but there is no description of what happens. Benvolio who is against fighting stops the fight, but then Tybalt who is a Capulet enters and he offers Benvolio to fight . Turn thee Benvolio, look upon thy death. Tybalt is an aggressive character and when he enters he is spoiling for a fight and he does not believe in peace, this is evident when Benvolio says I do but keep the peace. Benvolio tries to restore the peace because he is a peacemaker. Tybalt does not believe that Benvolio is trying to stop the fight so he threatens Benvolio What, drawn and talk of peace? I hate the word . have at thee coward. Then Tybalt attacks Benvolio and a huge brawl follows, but this time the citizens and the officer attempt to break up the fight. The mood is now chaotic. Old Capulet and Lady Capulet enter. Old Capulet wants to be involved in the fight Give me my long sword, ho. Lady Capulet replies A crutch, a crutch! Meaning a crutch might be better because he is too old to fight. Then enters Old Montague and Lady Montague, he also wants to fight but Lady Montague attempts to stop him by restraining him. The two heads of the families seem foolish and try to stand up for their family by trying to be involved in the fight. Then Prince Escalus enters with his train, these are his guards in our context. He is in charge of Verona and he breaks up the fight between the two families. He is furious with them both. He gives a long speech to the two families. He compares their behaviour to beasts You men, you beasts, that quench the fire of your pernicious rage He also says that there have been three civil brawls between the two families in Veronas streets. He has had enough of it and the pointless fighting has disrupted the social life of the city. Their punishment if this happens again would be paid with their lives. Many of the characters from the two families seem to act first and think later. For instance some characters jump into a fight without thinking of the consequences. The fight breaks out quickly between the two families which proves the point that some of the characters act first, think later. These first 100 lines prepare the audience for the haste and speed which plays a big part in the coming tragedy of the deaths of Romeo and Juliet and it prepares for the fights that take place later on in the play. The Franco Zeffirelli film version of the play is set in the 15th century in the town of Verona in Italy which is the ideal setting to the play. The first scene which I am going to study is set on a bright sunny morning in the town market. The costumes worn are authentic to the 15th century, these include tight leggings known as Hose and close fitted jackets known as doublets worn by the men. The two families also wear the livery of their household. The Montagues livery is blue and grey and the Capulets livery are red and orange. The film introduces with a prologue, just like the text. As the Prologue is being spoken, the film shows a number of views of Verona. While this is being shown, music authentic to the time is played along with it. The prologue is correct to the text but the last two lines are cut out. After the prologue, the film goes straight to Veronas market, the public place. This market setting is authentic with its old sandstone buildings and its bustling market. Sampson, Gregory and another Capulet who is not included in the text, are walking through the market joking and being a nuisance to some of the citizens by kicking them for a joke. This portrays the Capulets as trouble makers. The mood is boastful and light hearted, which is faithful to the text. The film does not include the conversation about Colliers and Montague maids spoken between the Capulets. But it starts on line 25 when Gregory says The quarrel is between our masters and us their men. Sampson replies to this Tis all one. This is correct to the text, but it misses all the lines afterwards where Gregory says Here comes the house of the Montague. The Montagues consist of three people here, Abraham and two other Montagues not named. They are shown buying items from a market stall, you see them thanking the stall keeper and being polite to the citizens, Zeffirelli portrays the Montagues as nice people even though there is no evidence of this in the text. The banters between the two families are started just like the text. Sampson bites his thumb at the Montagues. This is also known as an insult in the film. The banters between them are correct to the text. After Abraham says You Lie. The Montagues walk away from the Capulets because they dont want to start any trouble. This is evidence to suggest that the Montagues are nice people. Sampson retaliates to this because he craves for a fight. He deliberately trips up the older member of the three Montagues. This is not included in the text. Sampsons retaliation makes Abraham angry and he declares the fight by saying Draw if you be men. This is actually said by Sampson in the text. Then Sampson completes the sentence from the text Gregory, remember thy washing blow. The brawl starts with both sides charging at each other. The scene is now in the streets of Verona near the market. The citizens help the Montagues break up the brawl by grabbing hold of the Capulets. Then Benvolio enters, he stops the fight and says his lines from the text, but in addition to this he says The prince expressly forbids fighting on Veronas streets. This is not in the text. Then Tybalt with a lot more of Capulets men enter, he laughs in a threatening way and the mood suddenly gets threatening, he and Benvolio say their lines, which are correct to the text. Benvolio is cowardly towards Tybalts will to fight, and the brawl begins again. The mood is chaotic and hot because it is set on a bright and hot street. During the fight, Tybalt injures Benvolio and he says hi thee home? Fragment. This means youre a coward and you should go home, Tybalt says it in a boastful way. The film shows the fight with lots of chaos, colours, close ups, lots of action, aerial shots of fighting, village people trying to stop the fight, things flying through the air, explicit bits like people being killed, there is no evidence of this in the play, it is hard to see who people are, such as who is Montague and who is Capulet. At one point during the fight, Zeffirelli shows us the two households. He shows Old Capulet gathering his men and charging out into the chaotic fight. There is no conversation between Old Capulet and Lady Capulet, despite this being in the original text. Zeffirelli also shows us Old Montague gathering his men to go and join the fight, and Lady Montague attempting to stop him. At this part the conversation between Old Montague and Lady Montague is correct to the text, but it misses parts out.

The Primal Scattering of Languages: Philosophies, Myths and Genders :: Philosophy Philosophical Papers

The Primal Scattering of Languages: Philosophies, Myths and Genders ABSTRACT: In After Babel, George Steiner recounts ‘two main conjectures’ in mythology which explain ‘the mystery of many tongues on which a view of translation hinges.’ One such mythic tale is the tower of Babel, which not only Steiner, but also Jacques Derrida after him, take as their starting point to approach the question of translation; the other conjecture tells of 'some awful error [which] was committed, an accidental release of linguistic chaos, in the mode of Pandora’s Box' (Steiner). This paper will take this other conjecture, the myth of Pandora, first woman of the Greek creation myth, as its point of departure, not only to offer a feminized version of the primal scattering of languages, but to rewrite in a positive light and therefore also toreverse the negative and misogynist association of Pandora with "man’s" fall. But, rather than exposing the entrenched patriarchal bias in mythographers’ interpretations of Pandora, my for emost aim is to pose, through her figure, questions about language and woman, and, by extension, the mother tongue and female sexuality. In After Babel George Steiner recounts "two main conjectures" in mythology which explain "the mystery of many tongues on which a view of translation hinges". One such mythic tale is the tower of Babel, which not only Steiner, but also Jacques Derrida after him, take as their starting point to approach the question of translation; the other conjecture tells of "some awful error [which] was committed, an accidental release of linguistic chaos, in the mode of Pandora's Box" (Steiner 1975:57). This paper will take this other conjecture, the myth of Pandora, first woman of the Greek creation myth, as its point of departure, not only to offer a feminized version of the primal scattering of languages, but to rewrite in a positive light and therefore also reverse the negative and misogynist association of Pandora with man's fall. Rather than adopting the patrilinear account Derrida or Steiner give as regards the origin of translation, I will use the figure of Pandora to combine, and rewrite, aspects both of the Babel myth and the Oedipus myth. This is because, whilst Babel is associated with loss, the loss of one tongue, and Oedipus is associated with lack, man's castration anxiety, Pandora's box has been associated with both: the threat of linguistic chaos, i.e. the loss of understanding, and the threat of woman's sexuality, i.

Fine Print: Life and Works of a Poet Essay

The world and imagery created through words written with the pen and paper are always made not only to bring about entertainment but also to capture the hearts of those who are able to read it. But to be able to evoke such strong emotions, most writers tend to take into consideration their lives and first-hand experiences. Such was in the case of Edgar Allan Poe. Poe has been a fortress in writing, regarded with high praises, and the one from whom the most valuable thriller and detective stories originated. His is a passion that had started since his early years. Without doubt, Poe’s life had mostly been about writing, writing, and writing. One of his teachers in Richmond, right about when he was around five, said â€Å"While the other boys wrote mere mechanical verses, Poe wrote genuine poetry; the boy was a born poet,† commenting on his natural gifts. Indeed this passion is so strong that it is reflected in a selection of his works, especially in The Raven in which he said, â€Å"With me poetry has been not a purpose, but a passion; and the passions should be held in reverence: they must not – they cannot at will be excited, with an eye to the paltry compensations, or the more paltry commendations, of mankind. † (http://www. readprint. com/author-67/Edgar-Allan-Poe) But not only was his passion for writing translated to his works but also his devotion and love for his wife Virginia. While Virginia was his cousin and fairly young compared to him when they were married their relationship had been true and very deep. Edgar Allan Poe’s Annabel Lee is a writing that presented his utter devotion to Virginia. Kevin J. Hayes even cites in his book, â€Å"Annabel Lee exemplifies several traits of Poe’s feminine ideal, especially that of being wholly subsumed by the male. Her unnaturally young age for marriage (she and the narrator are each described as a â€Å"child†) is of course evocative of Poe’s own child-bride, his thirteen-year-old cousin Virginia. † (152) His wife’s illness and ultimately her death is something that profoundly struck Poe, the thoughts consuming several of his works and showing how he tried to break free of the loneliness and agony he felt with her loss. Hayes says: Eleonora epitomizes Poe’s ideal: young, unlearned, impressionable and completely dedicated to her love for him†¦ She is exceptionally frail and beautifully sick, â€Å"slender even to fragility† with an â€Å"exceeding delicacy† of frame†¦After plumbing the depths of the â€Å"fervor of her love† for the narrator, her main concern at death is whether the narrator will remain true to her memory or will marry another.. These scenes are reminiscent of Ligeia’s â€Å"idolatrous love† and the narrator’s subsequent remarriage in the tale. They are also prescient of Poe’s own experience with Virginia’s youthful death and his subsequent years spent with her mother, â€Å"Muddy. † (154) Indeed, after Virginia’s death, Poe’s vices build up, especially his alcoholism; his outlook becoming gloomier each passing day. A friend of his explained the reason as to why, â€Å"The loss of his wife was a blow to him. He did not seem to care, after she was gone, whether he lived an hour, a day, a week, or a year; she was his all. (Meyers 207) A writer’s life and his experiences undeniably take a big slice in how he writes his stories and how his characters develop their behaviors. And in Poe’s case, it really stands out. Works Cited Hayes, Kevin J. The Cambridge Companion to Edgar Allan Poe. New York: Cambridge UP, 2002 Meyers, Jeffrey. Edgar Allan Poe: His Life and Legacy. New York: Cooper Square Press, 1992. â€Å"Edgar Allan Poe. † Read Print. 2009. Read Print. 19 April 2009.

First Day of Classes

A9927139 English Writing March 13, 2013 First Day of Classes (draft 1) Throughout the first twenty years in most of our life, we have attended the first day of classes several times. This time, why not abandon the ancient way and be only one of its kinds. Early in the morning, students come to school half an hour before the bell rings. Step in to the school gate with a little part of our shirt out, so the prefect can catch us for not tucking the shirts in. The school petrol will definitely have a tremendous impression on us on the first day.Then, once students enter their classrooms, look around the existing mammal in the class, gaze at new classmates appearance and judge a book by its cover to decide whom we want to become friend with. Obviously we do not want to have a new amiga who is pretty but dumb, but at least it is better than without covering and being stupid. During the class, remember not to show off your talent and ability too early, and wait until the last minute. If no one else in the class can answer the question, then go for it.This is how our image of intelligent is formed; hopefully the rest of the class will praise you as Athena. Comes the break time, this is the perfect timing for us to acquaint new friends. We can see herds of pupils gather around and start giggling and gossiping. Try to start a conversation with peers we desire to be friends with and stick to them for the first few days. Friend’s accompany gives a sense of safety. After repeating the last two steps, there comes the end of the day. Farewell to our new friends and wish us a bright tomorrow.

Iraq Genocide Brock Essay

Iraq Genocide Brock Essay Iraq Genocide Brock Essay Brock Needens Mackey 26 April 2011 Red 4 Iraq Genocide Many genocides have happened throughout the earth, and some are a lot worse than others but the Iraqi genocide is still pretty sad what happened. The genocide is known for the mass number of Kurdish people that were murdered under Saddam Hussein’s rule. In northern Iraq he directed mass evacuations, mass executions, and also chemical attacks on Kurdish men, women, and children. The Iraq genocide still affects the culture of the people because they still suffer serious sickness and deformities as a result of what happened, and also Kurdish people still worry that it is possible to happen again. Also Saddam treated people very poorly, and the Iraq genocide changed the life of not only the people involved but the people to come. The genocide has hurt many people in northern Iraq not only emotionally but also physically. Under Saddam Hussein’s rule many Kurdish people were killed in mass numbers by not only torture chambers, but also by chemical attacks. Many people did die because of this but some were just seriously harmed by the chemicals they got. â€Å"And the people of that area are still suffering serious illness and deformities as a result†(Genocide 1). Many families lost their loved ones as a result of the chemicals, but many would feel better loosing someone than having to see them live through the hardship of being ill and or deformed. This has cleared harmed people in Iraq physically, but if you think about it, it has hurt them emotionally also. Many people would say that Saddam was one of the worst dictators of all time. He did many things that are almost inhuman and would be impossible to hurt people the way he did. People use to worry that he would do more terrible things, until the day they were finally relieved with his execution. â€Å"History will certainly judge Saddam Hussein as amongst the cruelest and most dangerous dictators of all time†(Genocide 1). He was a crazy man that could go off and do totall y terrible things at any time he was angry. Even people in history believe that he was a terrible man, and that is why the Kurds could not feel safe until he was gone. Saddam Hussein treated the Kurdish people almost like they were worse than dirt, and that he could treat him however he wanted. He had not only chemical attacks on people, but he also had torture chambers where he did many horrific things to people. Hussein was an awful man whom had no feelings for other people that he was harming. â€Å"Applying hot irons and electric currents while nailed to a wall are standard treatments of torture†(Genocide 1). This shows how terrible and crazy he truly was that he could first of all nail someone to a wall, but also put hot irons on them. It is clear he did what he wanted because no one near him tried to put a stop to this which is really sad. Also Saddam had anger issues that could come up at any time if someone did or said the wrong thing. The way he killed people could v ary but the fact that he could just go off and do that made him a monster. â€Å"If Saddam became irked, that victim may well be thrown into one of the palace’s acid pools†(Genocide 1). Clearly Saddam Hussein had little control over himself considering he could just throw someone in an acid pool, and watch them die a terrible death. There is no doubt he has anger problems, and it would have been terrible to be the unlucky victim when he went off. Finally the genocide that occurred in Iraq affected not only the people involved but many people to come. Many people were killed or seriously injured and that really affected families and relatives that were close to that person. A lot of people

German Proficiency Tests and Certification

German Proficiency Tests and Certification At some point in your study of the German language, you may want to, or you might need to take a test to demonstrate your command of the language. Sometimes a person may want to take it for his or her satisfaction, while in some cases a student may be required to take a test such as the Zertifikat Deutsch (ZD), the Großes Sprachdiplom (GDS), or the TestDaF. There are more than a dozen tests you can take to certify your proficiency in German. Which test you take depends on several factors, including for what purpose or for whom you are taking the test. If you plan on attending a German university, for instance, you need to find out which test is required or recommended. While many colleges and universities have their in-house proficiency tests, what we are discussing here are established, widely recognized German tests offered by the Goethe Institute and other organizations. A standardized test such as the widely accepted Zertifikat Deutsch has proven its validity over the years and is recognized as certification in many situations. However, it is not the only such test, and some of the others are required instead of the ZD by some universities. There are also specialized German tests, particularly for business. Both the BULATS and the Zertifikat Deutsch fà ¼r den Beruf (ZDfB) test a high level of language competency for business German. They are only suitable for people who have the appropriate background and training for such a test. Test Fees All of these German tests require payment of a fee by the person being tested. Contact the test administrator to find out the cost of any test you are planning to take. Test Preparation Since these German proficiency examinations test general language ability, no one book or course prepares you for taking such a test. However, the Goethe Institute and some other language schools do offer specific preparatory courses for the DSH, GDS, KDS, TestDaF, and several other German tests. Some of the tests, particularly the business German tests, provide specific requirements (how many hours of instruction, type of courses, etc.), and we outline some of that in the following list. However, you need to contact the organization that administers the test you want to take for more detailed information. Our list includes Web links and other contact information, but one of the best sources of information is the Goethe Institute, which has local centers in many countries all over the globe, and an excellent Web site. (For more about the Goethe Institute, see my article: Das Goethe-Institut.) BULATS (Business Language Testing Service) Organization: BULATSDescription: The BULATS is a worldwide business-related German proficiency test administered in cooperation with the University of Cambridge Local Examinations Syndicate. Besides German, the test is also available in English, French, and Spanish. BULATS is used by organizations to assess the language skills of employees/job applicants in a professional context. It comprises several tests that can be taken separately or in combination.Where/When: Some Goethe Institutes around the world offer the German BULATS test. DSH - Deutsche Sprachprà ¼fung fà ¼r den Hochschulzugang auslndischer Studienbewerber (German Language Test for College Admission for Foreign Students) Organization: FADAFDescription: Similar to the TestDaF; administered in Germany and by some licensed schools. The DSH examination is used to prove an international students ability to understand lectures and study at a German university. Note that, unlike the TestDaf, the DSH may be retaken only once!Where/When: Usually at each university, with the date set by each university (in March and September). Goethe-Institut Einstufungstest - GI Placement Test Organization: Goethe InstituteDescription: An online German placement test with 30 questions. It places you in one of the six levels of the Common European Framework.Where/When: Online at any time. Großes Deutsches Sprachdiplom (GDS, Advanced German Language Diploma) Organization: Goethe InstituteDescription: The GDS was established by the Goethe Institute in cooperation with the Ludwig-Maximilians-Universitt, Munich. Students taking the GDS must be virtually fluent in German as it is rated (by some countries) as being the equivalent of German teaching qualification. The exam covers the four skills (reading, writing, listening, speaking), structural competence and dictation. In addition to spoken fluency, candidates will need advanced grammatical ability and be capable of preparing texts and discussing issues about German literature, natural sciences, and economics.Where/When: The GDS can be taken at Goethe Institutes and other testing centers in Germany and other countries. Kleines Deutsches Sprachdiplom (KDS, Intermediate German Language Diploma) Organization: Goethe InstituteDescription: The KDS was established by the Goethe Institute in cooperation with the Ludwig-Maximilians-Universitt, Munich. The KDS is a German language proficiency test taken at an advanced level. The written test involves the understanding of texts, vocabulary, composition, understanding instructions, as well as exercises/questions about specifically chosen texts. There are also general questions on geography and German culture, plus an oral exam. The KDS satisfies university language entrance requirements.Where/When: The GDS can be taken at Goethe Institutes and other testing centers in Germany and other countries. Tests are held in May and November. OSD Grundstufe Ãâ€"sterreichisches Sprachdiplom Deutsch - Grundstufe (Austrian German Diploma - Basic Level) Organization: Ãâ€"SD-Prà ¼fungszentraleDescription: The OSD was developed in cooperation with the Austrian Federal Ministry of Science and Transport, the Federal Ministry for Foreign Affairs and the Federal Ministry of Education and Cultural Affairs. The OSD is a German language proficiency exam which tests general language skills. Grundstufe 1 is the first of three levels and is based on the Council of Europes Waystage Level specification. Candidates should be capable of communicating in a limited number of everyday situations. The exam comprises both written and oral elements.Where/When: At language schools in Austria. Contact the Ãâ€"SD-Prà ¼fungszentrale for more information. OSD Mittelstufe Austrian German Diploma - Intermediate Organization: Ãâ€"SD-Prà ¼fungszentraleDescription: Candidates must be able to handle a level of German beyond everyday situations, including intercultural skills. See the listing above for more about the OSD. Prà ¼fung Wirtschaftsdeutsch International (PWD, International Test for Business German) Organization: Goethe InstituteDescription: The PWD was established by the Goethe Institute in cooperation with Carl Duisberg Centers (CDC) and Deutscher Industrie-und Handelstag (DIHT). It is a German business proficiency test taken at an intermediate/advanced level. Students attempting this examination should have completed 600-800 hours of instruction in German business and economics. Students are tested on subject terminology, comprehension, business letter standards, and proper public relations. The examination has both written and oral components. Students attempting the PWD should have completed a course in intermediate business German and preferably an advanced language course.Where/When: The PWD can be taken at Goethe Institutes and other testing centers in Germany and other countries. TestDaF - Test Deutsch als Fremdsprache (Test (of) German as a Foreign Language) Organization: TestDaF InstituteDescription: The TestDaF is a German language proficiency test recognized by the German government. The TestDaF is most commonly taken by people who want to study at the university level in Germany.Where/When: Contact the Goethe Institute, other language schools, or a German university for more information. Zentrale Mittelstufenprà ¼fung (ZMP, Central Intermediate Test) Organization: Goethe InstituteDescription: Accepted by some German universities as proof of German proficiency. The ZMP was established by the Goethe-Institut and can be attempted after 800-1000 hours of advanced German language instruction. The minimum age is 16. The examination tests reading comprehension, listening, writing skills, and verbal communication at an advanced/intermediate level.Where/When: The ZMP can be taken at Goethe Institutes and other testing centers in Germany and other countries. Contact the Goethe Institute for more information. Zentrale Oberstufenprà ¼fung (ZOP) Organization: Goethe InstituteDescription: Candidates must show they have a good command of the regional variations of standard German. Must be able to understand complex, authentic texts and to express themselves accurately both orally and in writing. Level compares with that of the Kleines Deutsches Sprachdiplom (KDS). The ZOP has a written section (text analysis, tasks that test the ability to express oneself, essay), listening comprehension, and an oral examination. Passing the ZOP makes you exempt from the language entrance examinations to German universities.Where/When: Contact the Goethe Institute. Zertifikat Deutsch (ZD, Certificate German) Organization: Goethe InstituteDescription: Internationally recognized proof of basic working knowledge of the German language. Candidates must be able to deal with everyday situations and have a command of basic grammatical structures and vocabulary. Students who have taken about 500-600 class hours can register for the exam.Where/When: the examination centers set ZD exam dates. As a rule, the ZD is offered one to six times per year, depending on location. The ZD is taken at the end of an intensive language course at a Goethe Institute. Zertifikat Deutsch fà ¼r den Beruf (ZDfB, Certificate German for Business) Organization: Goethe InstituteDescription: A special German test aimed at business professionals. The ZDfB was developed by the Goethe Institute and the Deutsches Institut fà ¼r Erwachsenenbildung (DIE) and is currently being administered by the Weiterbildungstestsysteme GmbH (WBT). The ZDfB is specifically for those students interested in business relations. Students attempting this exam should have already completed an intermediate level course in German and additional courses in business.Where/When: The ZDfB may be taken at Goethe Institutes; Volkshochschulen; ICC members and other testing centers in over 90 countries.

Legal problem question Essay Example | Topics and Well Written Essays - 1500 words

Legal problem question - Essay Example The aforementioned details should be fulfilled during the first 6 weeks of the contract, as stipulated in it. It is noteworthy that prior to the execution of the contract, Amy advised the Blundell sisters that she had entered into a lot of contracts in the music industry and that she has the capacity to â€Å"really make them known in Queensland, Australia and the world†. However, the contract is already on its seventh (7th) week but none of the provisions in the contract has been accomplished. Worse, Amy has a falling out with the head of Australia’s biggest country record label rendering it unlikely for the sisters to secure an album as scheduled in their contract. It is therefore the Blundell sisters’ problem what to do with the contract they have with Amy knowing that she failed to fulfill its provision and is seemingly impossible to ever accomplish all the other salient portions of it. The termination of the contract is the most likely solution to this probl em. ... Under a contract, the parties involve would be consist of a promisor, who makes a promise, and a promisee, who is the recipient of the promise.1 Case at hand is a type of formal contract. The main elements in any binding contract would the intention to go into a binding legal relation by the parties involved, the agreement or the offer and its acceptance, the contract’s consideration, which is a promise or an act by a party in exchange for the other party’s act or promise, and finally, a genuine consent by the parties involved. When these elements are proven to exist, it can therefore be declared that the contract is binding. There are many ways to void a contract, e.g., mistakes, duress, unconscionability, undue influence, etc. This paper will however focus only on the pertinent legal actions possible for the aggrieved party to terminate and void the contract from the promisor. The Contract Law provides for the voiding of a contract by reason of misrepresentation. A mi srepresentation is made if there are statements made before the execution of the contract that led to its formation. The representation made by one party is done to induce the other party to agree to enter into contract, thus making it a false representation. Misrepresentations can become cause for action leading to breach of contract or misleading conduct among others. There are three categories of misrepresentation two of the applicable ones are the fraudulent and the negligent misrepresentation. The former refers to the maker of the statement who purposefully or recklessly made an untrue statement that resulted into the execution of the contract. The latter is based on the