Slavery in 19th Century America - Overview

Basic Vocabulary Youll Need to Go Shopping in France

If you are shopping in France, youll need to know the lingo. You could just stick with one shop or market, go in, pay and get out. But most of us do more than that in our search for the right product and the best bargain. You need to be able to read signs so that youre choosing the right shop, getting the best quality, ferreting out authentic bargains and speak intelligently with salespeople. Keep in mind that France (and most of Europe) may have megastores, but most people still shop at their local small shops in order to find the freshest, highest-quality products. So dont discount the words for specialty stores; you will need to know them. Shopping Vocabulary une à ©picerie  Ã‚  small grocery storele marchà ©Ã‚  Ã‚  farmers marketle supermarchà ©Ã‚  Ã‚  supermarketun hypermarchà ©Ã‚  Ã‚  superstore, giant supermarketla boucherie  Ã‚  butcher shopla boulangerie  Ã‚  bakeryla charcuterie  Ã‚  pork butchers shop and delicatessenla confiserie  Ã‚  candy storela crà ©merie, la laiterie  Ã‚  dairy  shopla fromagerie  Ã‚  cheese shople magasin de fruits et là ©gumes  Ã‚  greengrocerle marchand de vins  Ã‚  wine shopla pà ¢tisserie  Ã‚  pastry shopla poissonnerie  Ã‚  fish storela banque  Ã‚  bankla blanchisserie  Ã‚  laundryla  laverie automatique   laundromatla droguerie  Ã‚  drugstore / hardware storele grand magasin  Ã‚  department storele kiosque  Ã‚  newsstandle magasin de confection  femme/homme/enfants clothing store  for women, men, children;  magasin de và ªtements  Ã‚  clothing store in generalla pharmacie  Ã‚  pharmacyla poste  Ã‚  post officele pressing  Ã‚  dry cleanerla q uincaillerie  Ã‚  hardware storele tabac  Ã‚  tobacco shopfaire les courses  Ã‚  to do the  shopping [for essentials];  aller faire les courses to go shoppingfaire du shopping  Ã‚  to go shopping, to shop [for specific items such as shoes];  partir faire les magasins to go on a shopping trip/expeditionles soldes the sales; faire les soldes to shop the salesclient /  personne qui faire ses courses shopperà ªtre accro au shopping   to be a shopaholiccher  (chà ¨re) expensive; coà »ter cher   to be expensive  a bargain une affaire; a good bargain une bonne affaire;  bargain prices prix avantageuxmarchander to bargain, to haggle;  negocier, traiter avec quelquun to bargain with someoneheures  douverture business / shop hours  Ã‚  Ã‚   Expressions Related to Shopping Bon marchà ©:  can be translated as either inexpensive or cheap. Bon marchà ©Ã‚  can be both positive, indicating a reasonable price, and negative, insulting the products quality. Bon rapport qualità ©-prix:  The French expression  un bon rapport qualità ©-prix, sometimes written  un bon rapport qualità © / prix, indicates that the price of some product or service (a bottle of wine, car, restaurant, hotel) is more than fair. Youll often see it or a variation in reviews and promotional materials.  To talk about a better value, you can make the comparative or superlative form of bon, as in: un meilleur rapport qualità ©-prix   better valuele meilleur rapport qualità ©-prix  Ã‚  best value To say that something is not a good value, you can either negate the sentence or use an antonym: Ce nest pas un bon rapport qualità ©-prix. /  Ã‚  Il na pas un bon rapport qualità ©-prix.   Its not a good valueun mauvais rapport qualità ©-prix   poor valuele pire rapport qualità ©-prix   worst value While less common, its also possible to use a different adjective altogether, such as un rapport qualità ©-prix incroyable   amazing valueun rapport qualità ©-prix intà ©ressant   good valueun faible rapport qualità ©-prix   poor value Cest cadeau: is a casual, informal expression meaning  Its free. Its inexpensive. The underlying meaning is that  youre getting something extra that you werent expecting, like a freebie. It can be from a store, a boutique or a friend doing you a favor. It doesnt necessarily involve money. Note that Cest un cadeau with the article is a simple non-idiomatic, declarative sentence that means It is a gift. Noà «l malin: The informal French expression  Noà «l malin  refers to Christmas.  Malin means  something thats  shrewd or cunning. But this expression isn’t describing Christmas or the sales, but rather the consumer—the cunning consumer who is far too smart to pass up these amazing bargains. At least that’s the idea. When a store says  Noà «l malin, what they’re really saying is  Noà «l (pour le) malin (Christmas for the clever.) For example, Offres Noà «l malin Christmas offers [for the savvy shopper]   TTC: is an acronym that appears on receipts and it refers to the grand total that you owe for a given purchase. The initials TTC stand for  toutes taxes comprises  (all taxes included). TTC lets you know what you will actually be paying for a product or service. Most prices are quoted as TTC, but not all, so its essential to pay attention to the fine print. The opposite of  TTC  is  HT, which stands for  hors taxe; this is  the base price before the addition of the European Union-mandated  TVA  (value-added tax), which stands at 20 percent in France for most goods and services.

Ece 201 Free Essays

0Behavioral Support Plans Behavioral Support Plans ECE 201 Debra Lawrence Jan. 14, 2013 Behavior management plays an important role in early childhood education. Behavior management is important in early childhood education setting in order to develop and/or maintain some sort of order in the classroom. We will write a custom essay sample on Ece 201 or any similar topic only for you Order Now However, the most important reason to have behavior management and/or rules in the early childhood education setting is the safety of the students and yourself as well. A child’s behavior not only frustrates their teacher but their parents as well. That’s when behavior management steps in because the teacher or parent has to find a way to manage the child’s behavior. Communication between home and school keeps the focus on what the child needs in order to be successful in life. When dealing with behavior management with a troubled child you have to be consistent. In this paper I will describe the purpose of behavior management in early childhood education setting, discuss three strategies teachers may use to determine the function of challenging behaviors and design an individual support plan for each of the challenging behaviors, and summarize the role of the teacher in designing and implementing a classroom behavior plan. The purpose of the behavior management system is to provide teachers with a plan to keep order in their classrooms. Discipline, communication skills, and social skills are basis of an effective management system. An effective behavior management system provides an organized learning environment for students and reduces stress and burnout among teachers. Working with kids you have to keep a positive mind at all times. You can never take your mind off your students and teaching at no times. Behavior management provides children with assistance and tools they need in order to learn how to appropriately behave at home and in a classroom setting. Behavior management is there for the purpose of assisting children display proper behaviors that is needed in learning environment. Teachers do this by teaching children appropriate behaviors and social behaviors that are expected and acceptable, children will learn these behaviors and exercise them at home and school. Behavior management include all of the actions and conscious inactions to enhance the probability people, individually and in groups, choose behaviors which are personally fulfilling, productive, and socially acceptable (Wikipedia. org). The overall purpose of behavior management is to assist young children in displaying behaviors that are conducive to learning and to teach social behaviors that are appropriate for home and school settings. Positive behavior training starts at home. If you began to train your kids at home from right and wrong then it affectively takes place at school. Sometimes it doesn’t always happen like that but if you let your children know that there will be repercussion then it will not be as bad. Developing strong behavior management skills in classroom skills is very important to bring forth to prevent burnout in the classroom. Most of the time student misconduct and teacher frustration with behavior issues often lead to work stress, job dissatisfaction, and loss of teachers as well as behavior problems with the students. Having behavior management in a classroom can keep teachers and their students on the same page. Behavior management has a huge impact on students along with their achievements and their will to learn. When a student has challenging behavior, it is the teacher’s role to help execute strategies to change and improve that behavior. Teachers should conduct a functional behavior assessment (FBA) as a first step in trying to understand why a student may be engaging in challenging behaviors. A FBA enables you to figure out the functions or purposes of the challenging behavior and to identify events in the environment that trigger and maintain it (Kaiser Raminsky, 2012). Three strategies that teachers may use to determine the functions of challenging by is providing. A functional behavioral assessment looks at problem behaviors by analyzing behaviors and the interventions of these behaviors. Functional behavior assessment is 1) understanding the nature and the causes of problem behaviors and 2) developing cost effective interventions for changing and/or reducing that behavior. Performing a functional behavioral assessment is done eight steps: The A-B-C paradigm of behavior analysis can be very useful in determining behaviors that need to be modified in young children. A- Is the conditions of stimulus before the behavior occurs, also known as the antecedent. B- is the behavior or response to the stimulus. C- is the result for the behavior. Together A-B-C forms an approach to behavior management called A-B-A which stands for applied behavior analysis. A-B-A focuses on changing/modifying behaviors that are operationally defined and observable. Behaviors are formed through manipulation of the environmental factors. They can be changed by altering the environment. They can also be changed by altering the response to the behavior. The antecedent sets the stage for a specific response to occur, while the consequence changes the probablility that the behavior will increase and/or decrease in the future. Alberto and Troutman, 1999). A functional behavioral assessment looks at problem behaviors by analyzing behaviors and the interventions of these behaviors. Functional behavior assessment is 1) understanding the nature and the causes of problem behaviors and 2) developing cost effective interventions for changing and/or reducing that behavior (Walker,1995). Performing a functional behavioral assessment is done eight steps: Defi ne the challenging behaviors. Identify the problem and/or challenging behavior(s) and define it in observable terms. It is useful for you to include examples of the behavior that you will measure. Make sure that when describing the child’s behavior(s) you are clear and specific 1. Define the challenging behaviors. Identify the problem and/or challenging behavior(s) and 2. define it in observable terms. It is useful for you to include examples of the behavior that you will measure. Make sure that when describing the child’s behavior(s) you are clear and specific. 3. Select and describe settings for observation. You should observe the behavior(s) in two or 4. three settings. The first setting is where the behavior first became a problem, one that is similar, and one that is quite different. Followed by where the behavior starts back up. Doing this will determine what is causing the problem behavior(s). You should always consider the environmental demands and/or the teacher’s expectations in each setting. This information could help provide an intervention plan for the child. (http://www. earlychildhoodnews. com/earlychildhood/article_view. aspx? ArticleID=255 3) Select the observation type, two types of observation are qualitative and quantitative. Qualitative, is descriptive in nature. The observer begins with ideas about what will be observed and describes the behavior(s) that appears important. Quantitative, can be done only when the observer is watching what is happening. 4) Develop data collection procedures, can be collected using several different techniques. Documenting the frequency of the behavior(s) is important, the duration of the behavior(s), and the intensity of the behavior(s). If the behavior is not frequent a good solution might be event recording. Using a tally sheet helps to observe the child’s behavior continuously. Time interval is useful if the behavior(s) is done during a specific observation period. 5) Analyze the learning environment as it impacts child behavior(s), careful analysis of the physical environment can unveil information that is necessary to understand the underlying cause of a child’s behavior(s). 6) Interview others, a detailed interview allows individuals who have contact with the child the opportunity to review information about the child in more detail. These individuals can include nurses, other teachers, parents, siblings, and/or friends. ) Hypothesis of the behavior(s) function, the information gathered through child observation and/or interviewing others will be examined in this step to determine possible functions for the identified problem behavior(s). The function of the behavior(s) could be to obtain a desired outcome or to allow the child to avoid an undesirable outcome. http://www. earlychildhoodnews. com/earlychildhood/article_view. aspx? ArticleID=255 8) Develop a behavioral intervention plan, from the data gathered through observation, a clear description of the problem behavior(s) and perhaps patterns of the behavior(s) will form the basis for a plan. ttp://www. earlychildhoodnews. com/earlychildhood/article_view. aspx? ArticleID=255 Positive behavioral support (PBS) helps understand and resolves a behavioral problem that a child might be having that is based on values and research. It offers an approach to develop an understanding of why the child engages in problem behavior and strategies to prevent the occurrence of problem behavior while teaching the child new skills. Positive behavior support offers a holistic approach that considers all factors that have an impact on a child and the child’s behavior. It can be used to address problem behaviors that range from aggression, tantrums, and property destruction to social withdrawal (challengingbehavior. org). To successfully implement positive behavior supports {PBS), it is essential that each of the of the following six steps is followed in the designated order: Building a Behavior Support Team; Person-Centered Planning; Functional Behavioral Assessment; Hypothesis Development; Behavior Support Plan Development; and Monitoring Outcomes. Building a Behavior Support Team is getting the parents, teachers and others together to that mostly is involved with the child the most. Person-Centered Planning is responsible for bring everyone together for the best interest of the child. Functional Behavioral Assessment is involving collecting data and observing the behavior. Hypothesis Development is what is known that triggers the said behavior. Behavior Support Plan Development is to summarize the data gathered from the functional assessment process and come up with a plan. Monitoring Outcomes are monitoring the effectiveness of the behavior support plan. Monitoring includes measurement the changes of the problem behavior and the achievements and outcome. Summarize the role of the teacher in designing and implementing a classroom behavior plan (challengingbehavior. org). Teachers have big responsibilities in taking part in making the Behavior Plan successful. The teacher is the one who has to follow through and implement the plan and make it consistently every day. It is the teacher who has to push forward even when it appears things isn’t going as planned. 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A.E. Housman Scholar and Poet Essay Example For Students

A.E. Housman: Scholar and Poet Essay Alfred Edward Housman, a classical scholar and poet, was born in Fockbury in the county of Worcestershire, England on March 26, 1859. His poems are variations on the themes of mortality and the miseries of human condition Magill 1411. Most of Housmans poems were written in the 1890s when he was under great psychological stress, which made the tone of his poems characteristically mournful and the mood dispirited Magill 1411. In the world of Housmans poetry, youth fades to dust, lovers are unfaithful, and death is the tranquil end of everything Magill 1412. Throughout his life, Housman faced many hardships. The loss of his mother at age 12 shattered his childhood and left him with tremendous feelings of loneliness, from which he never fully recovered. His father began to drink as a result of his mothers death and began a long slide into poverty. When Housman went to college, he had a deep and lasting friendship with Moses Jackson. He had developed a passionate attachment and fallen in love with him. When the relationship did not work out, Housman plunged into a suicidal gloom which was to persist at intervals for the rest of his life. His declaration that I have seldom written poetry unless I was rather out of health, seems to support the opinion that emotional trauma greatly influenced his work. The only way to relieve himself from this state of melancholy was by writing Magill 1409. As a result of Housmans poor childhood and misfortunes, he devoted most of his life to erudition and poetry. He was educated at Bromsgrove school and won a scholarship to Oxford University, where he studied classical literature and philosophy. After graduating from Oxford, he became a professor of Latin, first at University College and later at Cambridge University. He was a knowledgeable and scholarly individual who was fluent in five languages Magill 1405. Over a period of fifty years, Housman gave many enlightening lectures, wrote numerous critical papers and reviews, and three volumes of poetry. In all of his poetry, Housman continually returns to certain preferred themes. The most common theme discussed in the poems is time and the inevitability of death. He views time and aging as horrible processes and has the attitude that each day one lives is a day closer to death Cleanth Brooks stated, Time is, with Housman, always the enemy. The joy and beauty of life is darkened by the shadow of fast approaching death Discovering Authors 7. He often uses symbolism to express death, therefore the reader has to look into the true meaning of the poem to see its connection with death. Another frequent theme in Housmans poetry is the attitude that the universe is cruel and hostile, created by a god who has abandoned it. R. Kowalczyk summed up this common theme when he stated: Housmans poetic characters fail to find divine love in the universe. They confront the enormity of space and realize that they are victims of Natures blind forces. A number of Housmans lyrics scrutinize with cool, detached irony the impersonal universe, the vicious world in which man was placed to endure his fated existence Discovering Authors 8. Housman believed that God created our universe and left us in this unkind world to fend for ourselves. The majority of Housmans poems are short and simple. It is not difficult to analyze his writing or find the true meaning of his poems. However, the directness and simplicity of much of Housmans poetry were viewed as faults. Many critics view Housmans poetry as adolescent, thus he is considered a minor poet. The range of meter that Housman uses varies from four to sixteen syllables in length. John Macdonald claims What is remarkable about Housmans poetry is the amount and the sublety variation within a single stanza, and the almost uncanny felicity with which the stresses of the metrical pattern coincide with the normal accents of the sentence Discovering Authors 11. Housman uses monosyllabic and simple words in his poetry, but the words that he chooses to use fit together rhythmically and express the idea with a clear image. To express his vivid images Housman uses epithets, which are words or phrases that state a particular quality about someone or something English Tradition 1399. Housman uses epithets sparingly, but when he uses them they are creative and original: such phrases as light-leaved spring, the bluebells of the listless plain, and golden friends make his poetry decorative and filled with imagery British Writers 162. In 1896, A Shropshire Lad was published at the expense of Housman himself. At the time, it made little impression on the critics, but the public took to the bittersweet poems which were, according to Housmans own definition of poetry, more physical that intellectual Untermeyer 609. The poems in A Shropshire Lad, Housmans most famous collection of verse, are generally simple, brisk, written in precise language, and contain regular rhythms. The appealing, facile rhymes in his poems contrast sharply with his despondent themes, which reflect both the pessimism of the late Victorian age and the grief in his own life English Tradition 849. The collection of poems that went into A Shropshire Lad were first written because Housman felt compelled to express his emotions at this time. Many of his poems relate directly or indirectly to his desire for Moses Jackson. A variety of the poems include images that refer to the landscape, the changing of seasons, the blossoming of trees and flowers, youth fading away, and death. Other poems were written at moments of fierce anger and revolt about certain social injustices Hawkins 144. Five of his poems that display his harsh and morose feelings towards love and life are Loveliest of Trees, When the Lad for Longing Sighs, When I Was One-and-Twenty, Bredon Hill, and With Rue my Heart is Laden. In addition, numerous poems in A Shropshire Lad deal with insight and discovery. B. J. Leggett claims The poems show an ongoing structure which carries the persona from innocence to knowledge or from expectation to disillusionment. Most of these are found in the first half of the volume, which concentrates on the innocents encounter with the unfamiliar world of death and change Leggett 63. Compare the poems 'Out, Out' by Robert Frost and 'Mid Term Break' by Seamus Heaney EssayIt is always sold because the giver receives something in return, and what he receives consists of the sorrows of love which inevitably entails. The fancy can be free only by being kept Leggett 66. The speaker of the poem relates his age, two-and-twenty, with experience and knowledge. When the speaker stated tis true, tis true he came to the realization that the wise man was giving useful advice and that he should not have given his heart away after all. Another technique that Housman uses in his poetry is shift of tone and mood. Usually the poems begin in a blithe manner and end in a negative and dismal mood. One of Housmans poems that employs a shift in perspective is Bredon Hill . Housman also incorporates the love and death theme in this poem. In summertime on Bredon The bells sound so clear ; Round both the shires they ring them In steeples far and near, A happy noise to hear. Here of a Sunday morning My love and I would lie; And see the coloured counties, And hear the larks so high About us in the sky. The bells would ring to call her In valleys miles away: Come all to church, good people; Good people, come pray. But here my love would stay. And I would turn and answer Among the springtime thyme, Oh, peal upon our wedding, And we will hear the chime, And come to church in time. But when the snows at Christmas On Bredon top were strown, My love rose up so early And stole out unbeknown And went to church alone. They tolled the one bell only, Groom there was none to see, The mourners followed after, And s o to church went she, And would not wait for me. The bells they sound on Bredon, And still the steeples hum. Come all to church, good people,- Oh, Noisy bells, be dumb; I hear you, I will come. In stanzas one and two the speaker is explaining how him and his lover spend many of their Sunday mornings on Bredon Hill listening to the church bells ring through the valleys. The church bells put him in a cheerful mood and are pleasant to listen to. The third stanza suggests that the bells are summoning the woman to church, but instead of making it to the church on time she decides to stay with her lover Ricks 72. In the fourth stanza the speaker and his love view the church bells as wedding bells. He states And we will hear the chime, And come to church in time. He is suggesting that they will be at the church when it is time for them to get married. In the fifth and sixth stanzas the shift in tone and mood is apparent. His lover has died and went to church alone. Therefore, she has rose up so early and gone to the church before their time. The happy tone that was displayed in the beginning of the poem has transformed into a morbid and dark tone. It is rather obvious that his lo ver has died when the phrases such astolled one bell only, Groom there was none to see, and mourners followed after are used. When the speaker states And so to church went she, And would not wait for me, he makes her death seem willing. He uses would not wait instead of could not wait, as if her failure to wait for him were a matter of her own choice Ricks 73. Cleanth Brooks states He views the girls death as if it were an act of conscious will, as if he has been betrayed by his lover, who stole out unbeknown, to meet another suitor Leggett 64. In the last stanza the speaker notes that the bells are still ringing, but they now represent funeral bells. Cleanth Brooks claims: All come to death; he will come to the churchyard too; but now that his sweetheart has been stolen from him, what does is matter when he comes. the bells whose sound was once a happy noise to hear have become a needless and distracting noisiness. The lover shuts them up as he might the disturbing prattle of a child: Oh, noisy bells, be dumb; I hear you, I will come Ricks 73. Another recurring theme in Housmans poetry is the loss of youth and beauty. Housmans youths sometimes die into nature and become part of the natural surroundings Discovering Authors 8. The poem With Rue my Heart is Laden deals with the fading away of youth and beauty and their burial in nature. With rue my heart is laden For golden friends I had, For many a rose-lipped maiden And many a lightfoot lad. By brooks too broad for leaping The lightfoot boys are laid; The rose-lipped girls are sleeping In fields where roses fade. In the first stanza the speaker is explaining how his heart is full of sorrow because all of his friends that were once golden, youthful, and beautiful are all dead. The adjective rose-lipped maiden is describing the speakers lady friends that were attractive, youthful, and vibrant. The term lightfoot lad is describing the speakers male friends that were handsome, athletic, and strong. In the second stanza the speaker is describing how the lightfoot boys now lay next to the brooks to broad for leaping that they could once leap in their youth. The rose-lipped girls are now sleeping in the fields where roses fade. These fields used to be beautiful and alive like the maidens once were, but the fields are also getting old and fading away Discovering Authors 8. In his roles as a classical scholar and poet, Housman exhibited an unswerving integrity. While this integrity served him well in his classical endeavors, in his poetry it may have relegated him to a rank below that of the major poets of his age Discovering Authors 4. Housman never has been a fashionable poet, yet he continues to maintain an audience and his reputation remains steady. The melancholy and pessimism in Housmans poems capture the attention of readers and is perhaps the reason why his poetry is still read and studied today. A. E. Housman was a human figure whose life and career were often moving as well as extraordinary.