Search results for 'tag:Genders tag:Negatives' matching tags 'Genders' and 'Negatives'

Re: A short writing about art. Please read and help?

Susankay — Wed, 27 Feb 2008 03:17:41 GMT

A Means to an End: A Shadow Drama in Five Acts (1995)

Despite the limitation of colorâblack and whiteâand the large negative space, A Means to an End: A Shadow Drama in Five Acts, looks active. By creating diagonal lines between figures, Kara Walker, âa contemporary American artist who explores race, gender, sexuality, violence and identity in her work," __??? where is the rest of the sentence??. She is best known for her room-size tableaux of black cut-paper silhouettes,â[1] could make not only active movements of figures but also balance and rhythm between the black shapes and the white negative space; triangle composition repeats right side up and upside down. This is a clause that does not modify any word in the sentence. The pieces are currently on display at the Parsons Gallery.

The artistâs color scheme itself has a strong voice in âa shadow drama.â Walkerâs message for African-Americans severely treated merely because of their skin color gives contrasts to the black and white even more distinctly.[2]

A Means to an End: A Shadow Drama in Five Acts reveals unfair treatments African-American people received in such a direct way that the audience might feel uncomfortable. Gwendolyn DuBois Shaw notes in his book, Seeing the Unspeakable:

The print A Means to an End: A Shadow Drama in Five Acts was deemed too controversial by the administration of the museum and its advisory group, the Friends of African and African American Art. The work consists of five connecting scenes set in a linear, rectangular format. In the first section is a half-clothed woman with a naked boy hanging from her breast, followed by the small figure of a young girl riding a fox backwards, then a woman leaping across what has been described as a river using partially submerged heads for stepping stones; next, a head and hand rise from the water, and last, a corpulent man strangles an emaciated young girl.[3]

In conclusion, not only does this set of pieces create dynamic feeling with diagonal and triangle composition, but it also succeeds in presenting political issues by means of the contrast of black and white.

A short writing about art. Please read and help?

Lawrence H. Song — Tue, 26 Feb 2008 11:16:15 GMT

Â Hi, if you please read and correct this, it would be great!

StartFragment>

http://mam.org/collections/printsanddrawings_detail_walker.htm

you can see the work the website. Â

EndFragment>StartFragment>StartFragment>

A Means to an End: A Shadow Drama in Five Acts (1995)

Â Despite the limitation of colorâblack and whiteâand the large negative space,Â A Means to an End: A Shadow Drama in Five ActsÂ at Parsons gallery looks active. By creating diagonal lines between figures, Kara Walker who is âa contemporary American artist who explores race, gender, sexuality, violence and identity in her work. She is best known for her room-size tableaux of black cut-paper silhouettes,â[1]Â could make not only active movements of figures but also balance and rhythm between the black shapes and the white negative space; triangle composition repeats right side up and upside down.

In addition, the artistâs color scheme itself has a strong voice in âa shadow drama.â Walkerâs message for African-American severely treated merely because of their skin color gives contrasts to black and white even more distinctly.[2]

A Means to an End: A Shadow Drama in Five ActsÂ reveals unfair treatments African-American people have gotten so directly that the audience might feel uncomfortable.Â Gwendolyn DuBois Shaw notes in his book,Â Seeing the Unspeakable:

The printÂ A Means to an End: A Shadow Drama in Five ActsÂ was deemed too controversial by the administration of the museum and its advisory group, the Friends of African and African American Art. The work consists of five connecting scenes set in a linear, rectangular format. In the first section is a half-clothed woman with a naked boy hanging from her breast, followed by the small figure of a young girl riding a fox backwards, then a woman leaping across what has been described as a river using partially submerged heads for stepping stones; next, a head and hand rise from the water, and last, a corpulent man strangles an emaciated young girl.[3]

[1]Â Wikipedia. http://en.wikipedia.org/wiki/Kara_Walker.

[2]Â Milwaukee Art Museum. http://mam.org/collections/printsanddrawings_detail_walker.htm.

[3]Â Gwendolyn DuBois Shaw,Â Seeing the Unspeakable: The Art of Kara WalkerÂ (Durham: Duke University Press, 2004), 103-104.Â Â

EndFragment>

PleasePlease proofread my report

Anonymous — Mon, 10 Dec 2007 03:49:29 GMT

Hey, sorry to repost, but the other came out really difficult to read so i have delete tables etc. Could someone please proof-read my work. I am dyslexia and find proof-checking my work near impossible. It is long but will probably only be stupid mistakes.

***

Introduction

Due to social and media pressures the ideal body shape is becoming thinner and this contributes to eating disorders in both males and females Harrison & Cantor (1997).

Anorexia nervosa is defined by the DSM-IV (American Psychiatric Association, 1994) as being 15% under recommended weight for height, age and gender. The patient also has to have a distorted body view and a drive to become thin.

Gordon, (2000) states the ratio of females suffering from an eating disorder compared to males at 9-1. He recognises a gender difference in eating disorders but urges people to acknowledge the existence of the male sufferers. He describes a male patient had visiting a doctor, who had replied to the patients anorexia as âa problem that only happens to girlsâ. He claims that being labelled as suffering with a âfemaleâ disorder can lead to the male feeling ashamed and emasculated and therefore more hesitant to get help, and for this reason some believe that male anorexia is largely unreported. Gordon claims this feeling of shame is enhanced when even female anorexics are judgemental at group therapy.

This negative attitude towards male anorexia causes health risks. It may result in professionals and the males themselves not recognising their early symptoms and therefore may develop chronic anorexia nervosa before they are diagnosed. (Margo, 1987, cited in BMA publication 2000)

Whitney et al (2005) studies individual experiences of people who carers of anorexic people. The femalesâ reports were more emotional than the males who appeared to be less attached with a less sympathetic viewpoint, suggesting males have a more negative attitude towards anorexia nervosa than females do.

Support that males have unhealthy eating patterns in addition to females comes from Forman-Hoffman (2004) who conducted a study involving 9,118 adolescents, 7.3% of females and 3.1% of males reported unhealthy eating patterns over the previous week.

However, theory correlates with the attitudes as many eating disorder theories are specific to women. For example some psychoanalysists argue that anorexia nervosa is developed during whilst females experience separation anxiety from their mothers. (Darvell, BMA, 2000)

Literature on male anorexia nervosa is limited and there does not appear to be any prior research into the difference between attitudes towards male anorexia nervosa and gender. Furthermore, there appears to be a fair amount of ignorance when it comes to male anorexia nervosa, present in medical professionals as well as psychological theories not even accepting its existence might be suggesting that additional education about male anorexia needs to be put into place.

To clarify an attitude is a negative, positive or neural feeling towards an âattitude objectâ, which does not have to be a physical object; it could be an event for example. Attitudes are formed by affective and cognitive responses and behavioural intentions. The following study only examines explicit attitudes, which are attitudes which are self-reported, which can be easily measured on a likert scale.

The aim of this study is to investigate the different attitudes towards male anorexia nervosa between males and females by use of a questionnaire will remain reliable over time.

The hypothesis for this study is gender will affect attitudes towards males suffering from anorexia nervosa.

Method

50 male and 50 female students were selected by opportunity sampling to be participants for the study. Each participant was asked to fill out two questionnaires a week apart. The males were either part of a university football club or an engineering society, while the females were psychology students.

A 5-point likert scale was used.. The questionnaire used 18 affective, 18 behavioural and 14 cognitive. 25 of the questions were testing for a negative attitude, and 25 for a positive attitude.

The first questionnaire conducted had 50 questions but after the analysis had been carried out questions were removed from the questionnaire. Below is a table showing the removed items and why they were removed.

The overall design was a survey. The independent variables (IVs) of this study were gender of the participant and which questionnaire was completed. Gender is a between subjects IV, which has two levels; male and female. Which questionnaire completed is within subject IV, as each participant completed both questionnaires. This IV has two levels, the first questionnaire and the second questionnaire. The dependent variable (DV) is the scores on the questionnaire. The predictor variable (PV) in this study was the scores of the first questionnaire, while the criterion variable (CV) in this study was the scores of the second questionnaire.

The participantsâ details were anonymous and were only identified by their mothersâ maiden name and consent was gained from all participants involved who were briefed beforehand and understood that they could withdraw at any time.

First a questionnaire was constructed by brainstorming statements indicated positive and negative attitudes towards male anorexia nervosa and a mixture of affective, behavioural and cognitive, (18,18,14 respectively) with 25 negative attitude questions and 25 positive attitude was deliberately used. Then the questionnaire was typed up with a 5-point likert scale, with the options of â1. Strongly Disagreeâ, â2. Disagreeâ, â3. Neither Agree Nor Disagreeâ â4. Agreeâ â5. Strongly Agreeâ beneath each question. A brief and a form of keeping the participants details anonymous by using their motherâs maiden name, was also constructed and then potential participants were approached and asked to partake in the study. Once 50 male students and 50 female students had completed the questionnaire the results were coded into numbers as shown above. Then the negative attitude questions were recoded so that 5=1, 4=2, 3=3, 2=4 and 1=5, and then the questionnaires were both qualitatively and quantitatively analysed.

Qualitative analysis was done by looking at the questionnairesâ results and seeing if there was any reason why any particular question shouldnât be there. For example, if most people selected âneither agree nor disagreeâ then the question clearly did not serve its purpose. Quantitative analysis involved looking at the mean, and deleting any items which lay considerably outside 2.5-3.5 margins. Any items with a significantly larger standard deviation or lower correlation figures were also deleted. Then with the questions deleted new quantitative analysis was conducted to check that the results were significant. Then the questionnaire was handed out to the same participants to complete. The second set of data was then reanalysed and a t-test was carried out to compare the totals of each participant for either questionnaire to check the questionnaire was reliable over time, and Leveneâs test was perform to check for a homogeneity of variance. None of the participants where told we were comparing male and female attitudes until after the questionnaires were completed at which point they could disagree for their data to be used.

Results

The item means statistics are as would be expected when testing two opposing attitudes on a 5-point likert scale. From table 2 it is clear that all the means and standard deviations are similar. With the standard deviation being around 1. The item means are as they should be, with the mean around 3, (M = 3.137) with a few deviations, (Range = 1.290, Variance = 0.124,) no items having a mean of much less than 2.5, (Min = 2.470), or much higher than three point five, (Max = 3.760). The item variance is fairly low (M=1.011) and deviates little (Range = 0.634, Variance = 0.33)

These show similar results to those found in the 1^st questionnaire. Standard deviation are around 1. Means are around 3, (M = 3.128) with a few deviations, (Range = 1.320, Variance = 0.136,) These very similar results would suggest that the questionnaire had consistency over time; however this is tested for and discussed further later.

Reliability analysis of 1^st and 2^nd questionnaires

A reliability analysis of the items of the first questionnaire was performed to explore to what extent the scale was internally consistent. The results showed strong internal consistency in both questionnaires (Cronbach's Alpha = 0.891). The result suggest that the scale is not unidimensional (Inter-Item Correlation = 0.289) Similar findings were found with the reliability analysis of the second questionnaire, there was a similar strong internal consistency (Cronbrachâs Alpha = 0.882) and the scale still appeared to be multidimensional (Inter-Item Correlation = 0.270)

Test-Retest Reliability

The results above show that both tests are internally consistent but to discover if the test was consistent over time a test-retest correlational analysis was conducted, scores from the same individuals, on the same items on both questionnaires should be similar to indicate reliability over time. Each participantsâ total score was calculated for questionnaire one and questionnaire two and then the relationship between the two variables was examined. A significant strong correlation between scores on the two questionnaires was found (R = 0.949, p = 0.001). These results indicate that the test was reliable over time. The strong correlation between the two tests is illustrated below in a scatter-graph.

The hypothesis for this study was 1-tailed. The females scored a mean of 70.04 while males scored a mean of 55.06. An independent t-test was conducted to explore the influence gender had on attitudes towards male anorexia. A Leveneâs test of homogeneity of variance was carried out and found to be non-significant (p = 0.183) and therefore it can be assumed that there are no significant differences between variances. Gender was shown to have a significant effect on attitudes towards male anorexia, (df = 98, t = 8.045, p = 0.001).

Discussion

To summarize the results, internal consistency and consistency over time were present in the questionnaires; homogeneity of variance was assumed an independent t-test yielded significant results indicating that there is a difference between male and female attitudes towards male anorexia with males holding the negative viewpoint, while the average female has a more positive attitude towards male anorexics. This is supports the hypothesis that gender affects attitudes towards male anorexic.

Although these findings are highly significant it would be beneficial to conduct research where the scale was unidimensional as opposed to multidimensional.

These results support that Gordonâs viewpoint (2000) was correct that males suffering with anorexia nervosa are stigmatised, however Gordon also expected females to have negative attitudes towards anorexic males which this study does not find supportive evidence for. To ensure that it is not just female anorexics that stigmatise male anorexics a study could be conducted to investigate the difference between female who are suffering with anorexia nervosa and females who are not.

Negative attitudes towards male anorexia may be due to males being undereducated about anorexia as the condition is mainly associated with females. These results could be the consequence of a lack of media coverage. Female bias in academic publications about male anorexia may also contribute (Darvell, 2000). According to Margo, (1987) this will indirectly cause anorexic males health to become worse.

All the participants where students, with no mature students included, which served as a control, however further research to see if the results can be generalised would be worthwhile.

All the participants completed the questionnaires in similar conditions and the use of a questionnaire meant all the questions were standardised. Opportunity sampling was a suitable method for this study due to limitations on time, and the results were highly significant, but if a random sampling method was used for similar research in the future it would reduce possible criticisms. Because none of the participants where told we were comparing male and female attitudes until after the questionnaires were completed, the likelihood of demand characteristics was minimised.

To conclude, the results show a significant difference between male and female attitudes towards anorexia. Males showed a more negative attitude. The questionnaires internal consistency and reliability over time, along with homogeneity of variance of the results can all be assumed. The negative attitudes theorists suggest could be affecting the sufferersâ physical and mental health (Margo, 1980; Gordon, 2000) so it is a vitally important area of study to as evidence will in itself raise awareness and encourage other means of doing so

Please proof read my report

Anonymous — Mon, 10 Dec 2007 03:40:06 GMT

I am dyslexic and find proof-reading really hard. Please proof-read my work. I know that its kind of long, but its all in 3rd person and under the right headings etc. its only the prose and silly spelling mistakes I am conserned with which would be obvious to others. Thankyou so much. Obviously the stats arent relevent at all but thought that it might be really annoying reading something so out of context.

Introduction

Due to social and media pressures the ideal body shape is becoming thinner and this contributes to eating disorders in both males and females Harrison & Cantor (1997).

The aim of this study is to investigate the different attitudes towards male anorexia nervosa between males and females by use of a questionnaire will remain reliable over time.

The hypothesis for this study is gender will affect attitudes towards males suffering from anorexia nervosa.

Method

A 5-point likert scale was used.. The questionnaire used 18 affective, 18 behavioural and 14 cognitive. 25 of the questions were testing for a negative attitude, and 25 for a positive attitude.

Item Number deleted

Item Question

Exclusion Method

I would not find it odd if a straight male told me he longed to have the body shape of another male.

I believe any man with an eating disorder is not a âreal manâ.

3,4

It would not affect me if I heard a close male friend had dealt with anorexia alone

If a male told me he desired to be a underweight body size it would be fine with me.

1,3

I would be more worried about a female who was not eating than I would a male.

1,3

I would feel more uncomfortable discussing a maleâs body shape with himself than I would a femaleâs body shape with herself.

I would be equally worried about a male who wasnât eating just as much as I would a female.

1,3

I would feel unsympathetic to a male with anorexia.

1,3

The gender of a person would not affect how much I would intervene if they were suffering with anorexia.

I believe males who suffer from anorexia are effeminate.

I believe all males with anorexia are attention seeking.

I would actively try to discourage a male friend that I was worried was anorexic.

I would be equally likely to assume a male had an eating disorder than a female.

1,3

I would be just as likely call a female friend âfatâ as I would a male friend.

1,3

I would try to be supportive to any friend or family member with anorexia.

I would reassure a female friend that she is not overweight just as much as I would a male.

I would feel ill at ease if a male told me he desired to be a worryingly underweight weight.

1,3

I believe only homosexual males suffer from anorexia.

I would not be supportive to any friend or family member with anorexia.

1,3

I believe it is unlikely that a male that suffers with anorexia would be good at football.

1,3

I would spend as much time with a clinically underweight male as I would with a male of normal weight.

I would feel upset if I felt a close male friend or family member had suffered from anorexia alone.

I believe anorexic males should be treated differently than anorexic females.

I would reassure an insecure average/ underweight male that he is not overweight as much as I would a female.

2,3

I do not believe male anorexic is related to testosterone levels.

I would be more likely to call a male friend âfatâ in a jokey manner.

I would be faster to assume an underweight female has an eating disorder than I would a male.

1,2,3

I believe anorexic males should be treated the same as anorexic females.

It is just as normal for a male to suffer with anorexia as it is a female.

I believe it is weirder for a male to suffer from anorexia than it is for a female.

1, 3

Table 1 â A table showing the deleted items and reason for exclusion, 1 = Excluded due to mean, 2=Excluded due to standard deviation 3=Excluded due to item total correlation, 4= Other reasons, mainly qualitative (ie: Participants commented question was unclear or did not appear attitudes towards anorexia well)

Results

Descriptive Statistics from 1^st Questionnaire after items removed

Item

Mean

Std. Deviation

item4

3.57

1.07

item6

3.76

1.00

item8

3.35

0.98

item14

3.41

1.03

item21

3.33

1.00

item22

3.25

0.86

item27

3.15

1.09

item28

3.45

1.13

item30

2.95

1.11

item31

2.92

0.99

item32

3.03

1.13

item33

3.43

1.07

item36

2.96

1.03

item41

2.47

0.94

item42

3.38

0.81

item43

2.65

0.99

item44

3.39

1.03

item46

2.73

0.96

item47

2.97

1.01

item48

2.59

0.81

Table 2 â A table showing the descriptive statistics for each item of the first questionnaires after items removed (to 2dp.)

Mean

Minimum

Maximum

Range

Maximum / Minimum

Variance

N of Items

Item Means

3.137

2.470

3.760

1.290

1.522

.124

Item Variances

1.011

.648

1.282

.634

1.977

.033

Table 3 â A table summarising the descriptive statistics for 1^st questionnaire.

Descriptive Statistics from the 2^nd Questionnaire

Item

Mean

Std. Deviation

t2item4

3.60

1.082

t2item6

3.75

1.029

t2item8

3.36

1.020

t2item14

3.40

1.110

t2item21

3.33

1.045

t2item22

3.22

0.894

t2item27

3.20

1.110

t2item28

3.46

1.141

t2item30

2.96

1.127

t2item31

2.91

1.036

t2item32

3.00

1.181

t2item33

3.43

1.057

t2item36

2.94

1.127

t2item41

2.43

0.987

t2item42

3.38

0.862

t2item43

2.61

1.043

t2item44

3.38

1.033

t2item46

2.68

1.062

t2item47

2.97

1.029

t2item48

2.54

0.904

Table 4 â A table showing the descriptive statistics obtained by the 2^nd questionnaire (to 2dp.)

Summary Item Statistics

Mean

Minimum

Maximum

Range

Maximum / Minimum

Variance

N of Items

Item Means

3.128

2.430

3.750

1.320

1.543

.136

Item Variances

1.096

.743

1.394

.651

1.876

.029

Inter-Item Correlations

.270

-.164

.750

.914

-4.576

.028

Table 5 â A table summarising the descriptive statistics for 2^nd questionnaire

Reliability analysis of 1^st and 2^nd questionnaires

Test-Retest Reliability

Criterion Statistics

Gender

Mean

Std. Deviation

Std. Error Mean

TOTAL2

55.06

10.25

1.45

70.04

7.34

1.04

Discussion

Although these findings are highly significant it would be beneficial to conduct research where the scale was unidimensional as opposed to multidimensional.

All the participants where students, with no mature students included, which served as a control, however further research to see if the results can be generalised would be worthwhile.

Re: Proficiency alongside "poverty".

Cool Breeze — Sat, 21 Jul 2007 21:36:41 GMT

Forbes wrote:
Cool Breeze wrote:
Fortunately English is structurally so simple...

?

Hi Forbes

In the days of Old English the grammar of the language was more complicated than it is today: nouns had three genders, and there were even strong masculines as there are in modern German, 's' wasn't the normal plural ending for nouns etc. These days an English noun can have a maximum of four forms: boy, boys, boy's and boys'. A verb normally has only four forms: ask, asking, asks, asked. Countless adjectives have only one form: beautiful, difficult etc.

Adjectives have no plurals: old cars (not: olds cars).
Relative pronouns have no plurals: The cars that are parked in the street are mine. (Not: The cars thats are parked...)
Relatives that and which have only one form each, which serves many purposes:
The cat which looks old is mine. (subject)
The cat which you saw is mine. (object)

And so on. There are languages that use a different form of a verb for every grammatical person in all tenses and even the negative word (not) is inflected for all grammatical persons. If that happened in English, sentences like these might be correct:

I am not tired.
You are nott tired.
He is note tired.

We are net tired.
You are nette tired.
They are nottem tired.

In my native language all nouns have a basic minimum of about 30 inflected forms but for greater expressiveness far more forms are used.

The difficult thing about English is the fact that spelling and pronunciation are worlds apart. There are at least eight ways to pronounce ough, for instance: rough, though, plough, through etc.

Cheers
CB

Re: Can someone point out the mistakes, thanks!

Mr. Proofread — Wed, 27 Jun 2007 10:12:09 GMT

Yuiyui_girlfromchina wrote:
Impacts on One-child Policy
One-child Policy brings China both positive and negative impacts. It is a very important way to control the large size of population. Since the Policy started, the birth rate of China has been decreasing and dropped below 10% recently.

Since the population problem is controlled, it means that Chinese will not have to compete with each other for finding a job intensely because of the increasing number of the population. That makes lesser unemployment.

The polution problems will decrease because there are lesser people producing rubbish or waste.

The living condition will be better because China will not be too crowded as the population is not likely to increase.

One-child policy also brings us negative impacts.

Each Chinese family can only have one child, they prefer a boy to maintain the family bloodline. Therefore, many female foetuses [dunno about this. Fetus, possibly.] have been aborted and baby girls abandoned. There were 117 boys born for every 100 girls. It makes the gender imbalanced.

    Since boys are more than girls, more and more boys can not find wives. It means that those men will not get any children. Lesser babies will be born but more old people are without any sons or daughters. It brings the aging problems.

    The government stopped Chinese to born the second child. It is a kind of action that against human rights. Because human should have rights to born babies.

      When each family get only one child, parents may give all their hopes to their only child or spoil he or she. If their child dies, the parents will be hurt seriously and the pain is unbearable.

China carries out the One-child Policy to control the population problem, but it also brings many problems which are needed to be improved.

I bolded some phrases and words. Just wanna help.

Can someone point out the mistakes, thanks!

Yuiyui_girlfromchina — Wed, 27 Jun 2007 03:44:21 GMT

Hello!

I'm from Hong Kong. I've just joined this forum. Nice to meet you all!=]

Can anyone help me to check my grammar mistakes from the essay below? Thanks a lot!

Impacts on One-child Policy

One-child Policy brings China both positive and negative impacts. It is a very important way to control the large size of population. Since the Policy started, the birth rate of China has been decreasing and dropped below 10% recently.

Since the population problem is controlled, it means that Chinese will not have to compete with each other for finding a job intensely because of the increasing number of the population. That makes lesser unemployment.

The polution problems will decrease because there are lesser people producing rubbish or waste.

The living condition will be better because China will not be too crowded as the population is not likely to increase.

One-child policy also brings us negative impacts.

Each Chinese family can only have one child, they prefer a boy to maintain the family bloodline. Therefore many female foetuses have been aborted and baby girls abandoned. There were 117 boys born for every 100 girls. It makes the gender imbalanced.

Since boys are more than girls, more and more boys can not find wives. It means that those men will not get any children. Lesser babies will be born but more old people are without any sons or daughters. It brings the aging problems.

The government stopped Chinese to born the second child. It is a kind of action that against human rights. Because human should have rights to born babies.

When each family get only one child, parents may give all their hopes to their only child or spoil he or she. If their child dies, the parents will be hurt seriously and the pain is unbearable.

China carries out the One-child Policy to control the population problem but it also brings many problems which are needed to be improved.

Corrections

Yuiyui_girlfromchina — Wed, 27 Jun 2007 03:06:38 GMT

Hello!

I'm from Hong Kong. I've just joined this forum. Nice to meet you all!=]

Can anyone help me to check my grammar mistakes from the essay below? Thanks a lot!

Impacts on One-child Policy

The polution problems will decrease because there are lesser people producing rubbish or waste.

The living condition will be better because China will not be too crowded as the population is not likely to increase.

One-child policy also brings us negative impacts.

The government stopped Chinese to born the second child. It is a kind of action that against human rights. Because human should have rights to born babies.

When each family get only one child, parents may give all their hopes to their only child or spoil he or she. If their child dies, the parents will be hurt seriously and the pain is unbearable.

China carries out the One-child Policy to control the population problem but it also brings many problems which are needed to be improved.

I need urgent help

The_Great_khali — Wed, 14 Mar 2007 02:13:55 GMT

Pls help me here,, i have test on this coming monday. so i need help..pls reply ur answers..

Essay Name is Can We All Get Along ?

1. Which of the followingg best describes the tone of paragraph 1

A- Appreceative

B- Ostentatious

C- Combative

paragraph 1

I was walking by an elementary school in the san fernando valley when i sttoped to watch a group of children at play. As i stood staring through the mesh fence that surrounded the schoolyard, it occurred to me how lovely their world must be. No rage fueled their competitive spirits, no jealousies fired their energies. Gender wasn't question on their games, nor were race or cultural history. A clean wind blew through their lives as they ran from and toward each other, and at the end of their play they fell in heap of unrestricted laughter, their happiness isolated for a moment in a world fenced off from hatred.

2. Which of the followingg best describes the tone of paragraph 2

A- Cautiously optimistic

B- Cautiously pessimistic

C- Negative

paragraph 2

Brown sees a revival of civic life as a way of assuring that diversity will create the kind of california most of us want."That's why I've came to oakland," he said. " We 're equally balanced among whites, blacks, asian and hispanics, and we are talking to each other. Oakland is an early warning portrait of california. There is no reason why it shuoldn;t succeed as a multicultural state. It will have to. if not, Bosnia."

Help for wprd game and poetry

Anonymous — Mon, 26 Jun 2006 07:39:48 GMT

Dear madam / sir,

Being possessor of an exploitation right concerning an innovating technology of communication described below, I solicit your attention in order to know if any utilization would eventually interest you.

Kind regards,

(letters into brackets are readable with a phonetic font)

The language's way game

Preamble

The phoneme is the smallest unit of pronunciation. As this time is slower than the time of thought, one can introduce some numbers in the communication. We can separate the sounds into two classes : the letters -1 and +1 which symbolize negative and positive, down and up, left and right, female and male, yin and yangâ¦

Because these successions of phonemes have different senses according to the languages, itâs possible to express them simultaneously, in order to add a large number of meanings for the same sound.

1) The phonemes

The international code retained is the following one :

â=1

b baby

c, s price, sense

ci, s, sh, ssi, ti [$] official, sure, fashion, session, emotion

d hard

d, t lacked, toll

e bread

e, ae, ea, ee, ie [i:] theme, paediatric, easy, see, piece

f, ph fire, phonetic

i, y eight, boy

m [m] meat

n nice

p peace

s, z as, zone

v [v] have

y [j] yes

sh [$] shade

th [Î´] that

th think

s, z allusion, seizure

a [eI] take

g, j [dZ] revenge, jug

ch [t$] chain

â=-1

a [@:] ask

a frost

a travel

a, e, o pagoda, the, oâclock

a, o [%:] ball, door

ea, o, u, w learn, how, house, now

g gate

h house

c, k, q , ch neck, king, quarter, ache

i, u [E:]/[U:] bird, nurse

l life

o on

o, u done, but

r [r] root

u, oo [u:] plume, pool

w why

-2

o [&U] no

ai [E&] stair

i, y [aI] I, by

ng [M] during

u [ju] use

x [gs, ks] exact, execute

[â] = H mute

Thanks to this phonetic key, we can get meaningful positive results in all languages. Itâs also possible to add the results of several people in a discussion, or to designate something (3 hours = on the right).

By insisting on a sentenceâs value, we can use many metaphors to designate this/these number(s) to any quantifiable meanings. For instance the hour, position, height, priceâ¦ By extending the other meanings (or degrees) of languages can be called words, jokes, and sound, air, wind, life, clothes and so on according to the given cases. Now you can read between the lines.

Example of utilization :

-Wake up !

[weIk ^p] = 0 and is the absolutely same phonetic as âway cupâ or âway upâ where can be âquââ = âonlyâ in French.

Even if people canât see all the possible meanings, they may understand the original one and their research promises a lot of dreams and motivation. Itâs necessary to be careful, human language includes tons of anagrams and other stylistic devices.

Anybody might at one given moment, from a certain number of sentences, recover the private written key of a person (which must be complementary to the international phonetic one).

Example to give the result of three keyâs sentences :

To do zeal I ate the large dose. [tu: du: zi:l aI eIt D& l@g d&Us] = 4.

= beware of the for numbers : two [tu:] + douze [duz] (French twelve) + eight [eIt] + dos [d%s] (Spanish two).

The mathematic operators broached in this document are :

For and : French et , Italian e , Spanish y , Russian a and Ð¸

For or : French ou , Spanish and Italian o , Russian Ð¸Ð»Ð¸ [ili]

Furthermore we can propose the following grid to communicate a lot of data through spellings and numbers :

A [eI] : one + est et [e e] (âis andâ in French) + e (âand in Italian) + he (âI haveâ in Spanish) + (âandâ in Spanish and Russia) + written A = âhasâ in French + âatâ in Spanish and Italian + âandâ in Russian.

B [bi:] : be + vi [bi] = âI sawâ in Spanish.

C [si:] : see + sea + å [sÃ¬] (âfourâ in Chinese) + si (âifâ in French) + si (âyesâ in Spanish and Italian)

D [di:] : di (âI gaveâ in Spanish) + âdiâ (âsayâ in Spanish) + dis (âsayâ in French) + di (âofâ for belonging in Italian) + die [di] (âtheâ for feminine plural in German)

E [i:] : I + Italian e i + French est et + Spanish he y (by this way the sound âiâ could become a new pronoun composed of English I + Spanish y + Italian i = I + the and).

G [dZi:] : French [Ze] â [ZE] = jâai

H [eIt$] : ate eight + chez [$e] {âfromâ or âatâ somebodyâs place in French}

I [aI] : I + ahÃ [a'i] (= there in Spanish)

J [dZeI] : D + jâai + A

K [keI] : que [ke] = relative pronoun who/what in Spanish + A

M [em] : aime [Em] mais [mE] = âlove butâ in French.

N [en] : en = âinâ in Spanish.

O [&U] : Spanish and Italian o, and have also the same spelling in French, Spanish and Italian : , which is the pronunciation of âhoâ = âI haveâ in Italian, and the exact sound of âeauâ (= âwaterâ in French) and âauâ (= âat theâ in French). And yet weâve just seen that this letter and its sounds has been considered as feminine, so weâve got either the meanings of âI, woman, have water at the orâ (âwaterâ spelled in French as [watEr] could become [wAt] âwhatâ + [Er] French âairâ = âwhat air ?â) or âI have feminine sentences or objectsâ or âI or a woman haveâ or âI, not a woman, haveâ and so on.

P [pi:] : pi.

Q [kju:] : = quâ = âonlyâ in French + you (Italian i + French ou).

R [@:r] : art [ar] = âartâ in French + âR her airâ ( â) spelled in French [Er Er Er] and âer airâ (â) : er [e:r] = âheâ in German, and âaire et Ã¨reâ [Er e Er] (âarea and eraâ in French

S [es] : est-ce [Es] = âisâ in the French questions + es = âitâ in German + es = âisâ in Spanish + ess (âessenâ = âto eatâ in German, and its radical turned in an English conjugation gives âthey essâ)

T [ti:] : ÑÑ [ti] =âyouâ in Russian + ti [ti] = âyouâ in complement in Spanish and Italian + tea.

U [ju:] : you.

V [vi:] : vis vie= â(I/you) saw lifeâ in French + wie = âhow/asâ in German + Ð²Ñ [vi] = âyouâ in plural in Russian.

W [âd^blju] : ***.

X [iks] : anonymous.

Y [waI] : why [waI] ?

Z [zed,zi] : the [Di:] + in German : Sie [zi:] = âpolite youâ + sie =âshe/theyâ.

1 [w^n] : won

2 [tu:] : tout [tu] (= âallâ in French) + too to + tu [tu] (= âyouâ in Spanish and Italian)

3 [Tri:] : T+H+R+E+E + riz ris = ârice laughâ in French.

4 [f%:r] : for [f%:r] or + Ohr [o:r] = âearâ in German.

5 [faIv] : hive + fa (âhe doesâ in Italian) + faille faille [faj] = âfault needâ in French.

6 [sIks] : C + X.

7 [sevn] : sais ses câest ces [se se se se] (= âknow his/her/its itâs theseâ in French) â say + V +N.

8 [eIt] : ate At.

9 [naIn] : N ein nein [naIn naIn] = N âone noâ in German.

10 [ten] : ten = âhaveâ in Spanish + tN.

2) Examples of interpretations

Mother, father, brother, sister =[âm^D&r âbr^D&r] = -3.

M + other + fa = âhe doesâ in Italian + bR [ber] ver = âto seeâ in Spanish + other + si = âyesâ in Spanish and Italian + ist = âisâ in German + [&r] â heure [CR] = âhourâ in French.

Free school called home. = - 5Â°

= freeze cool called old cold + (= au = âat theâ in French) + home.

One two three four. = 0

= without H it wonât be too tree for air.

Easy to do.

[i:zi tu du] = 3

it is easy to sit on this sit where you can see the sea + 2 + du [du:] (âyouâ in German) + do + doux dâou dâoÃ¹ [du du du] (âsoft from or + from whereâ in French).

Each one possesses its own style of communication, but some meanings being contradictory within one expression, we can choose to underline some of them by the written and/or phonetic context. Moreover it could be judicious to marry the languages which countryâs names bring some supplementary senses :

Come on itâs not so far. = 2.

= (= quâ = âonlyâ in French, this country name partially spelled in French could become fREnch [fEren$] = fair + en {= âinâ Spanish} + chez in French), so overall, weâve got = âonly in fair fromâ) + komm [k%m] (to come in German = âkommenâ) + homme [%m] (= man in French) + home + Mo (= [Emo] = aime mot(s) = âlove word(s)â in French) + money + oÐ½ [on] (âheâ in Russian) neat on eat it is not naughty (no T) knot Not [no:t] (= distress in German) + note of + Italian fa + fahr [fa:r] (âto driveâ in German = âfahrenâ) + sofa so far + phare [faR] (âlighthouseâ and âlampâ in French).

He talks about the bad weather by the past, and explains his belief in teaching. = 1 + 15 = 16

= he + ÑÃ³Ð»ÑÐºÐ¾ [tolka] (= âonlyâ in Russian) toll out of a cab, bad way sir, buy the path + stA = [steI] = stay, index plain is bull leaf fine + ä¸ [it$] (= âoneâ in Japanese) each + itch + hitch.

This week is filled. = 6

= this weak wick, kiss, feel viel [fi:l] (= âplenty ofâ in German) fils [fil] (= âthreadâ in French) + fee + fient fis [fi fi] (= âthey trusted + I/you didâ, without their pronouns in French) + number six => sentence filled of âIâ.

To close that pathetic door, you know that. = -1+ 0 = -1

= took hook, clothe hat, at path attic door + dâor (= âof goldâ in French) + German Ohr + or you nose at.

Because the boat of hundred feet of length still operate now. = [bI'kAz D& b&Ut Av h^ndr&d fi:t Av le1(k)T Ap&reIt stIl naU] = 7 or 8 ?

= Spanish vi + cause + causent eux, osent bottes [koz G oz& b%t] (= âthey talk, dare bootsâ in French) of fun off un- + (D [de] spelled in French + red =) dare + head aide (= âhelpâ in French) + fit feat it still steal steel + âstiel still stilâ (= âstalk calm styleâ in German) + o (= or in Spanish) + fell hope air rate eight ate = 8 (number of the rate).

The army has begun there. = 1

= arm (= âpoorâ in German) arm harm arm me, the army, big gun un-, in the air at the second floor.

Take the steering wheel. = 4

= T ([te] in French like tes = your {+ plural}, or tâes = you are) + ache + steer + ST (which spelled in French [Este] could mean âesteâ = âthis oneâ in Spanish) + ear + will (modal/want) + wheel (could symbolise 0 or O).

= you will take the wheel (proper and figurate), listen because you have acheâ¦

This mill makes good flour. = 2 [tu:] (= to)

= The smile ill + M ([Em] = aime = âloveâ in French) + Ã®le il (= âisland heâ in French) + il (= âtheâ in masculine in Italian) + the millâs meal may in may + goÃ»t dâ [gu d] (= âtaste ofâ in French) + flower [âflaU&r] (exactly the same English phonetic as flour).

During the game, make it with proficiency. = 3 + 9 = 12.

= Dur (= âhardâ in French) ring, the gay aim may + ma (= âbutâ in Italian) + [ki t] (by spelling the âTâ in French weâve got = qui tâes = âwho are youâ in French) + we + P (= [pe] spelled in French, so it could give : [pE] = paie = âpayâ in French + [pER] pÃ¨re = âfatherâ in French, perd = âlooseâ in French, pair = peer in French, [âpero] pero = âbutâ in Spanish + fit [fi] = made in French => but the father peer lost the made + (un- + si = âifâ in French => not if.

The tale of the fine daring sheep which bit a knee on a beach =17.

= the tale of love, the tail of the sheep [$i] + fine = âthinâ in French + fine (ticket) dare ring + written dar = âto giveâ in Spanish + cheap [t$i] cheep [t$i] / chip [t$Ip] / ship [$Ip] + which + beat [bi:t] a bit [bIt] beet [bi:t] + French nis nid [ni ni] = âdeny nestâ + ni = âtwoâ in Chinese and Japanese + knee on a â eux = âthemâ in French = > the knees + bi (two) + beech [bi:t$] + *** [bIt$].

From the plane it could seem invisible =12.

From homme = âmanâ in French + home the plain (obvious) plane (tree) plane (map) neat could + coude [kud] cou = âelbow neckâ in French + seem + cime [sim] = âpeak, topâ in French + in V + vise [viz] = âaim atâ in French + I + bL [bEl] (L spelled in French) = beautiful on the feminine gender + twelve = to L + V spelled in French = [ve] â [vE] = vais = âI goâ in French.

They said that the camera saw the suite without the mattress = 8.

[esE] = âtestingâ in French + sed sed sede [seD seD âseDe] = âbe thirst seatâ on the second person of plural imperative present in Spanish + s'aide = âhelp him/her/itself or themselvesâ in French + head + camera = âbedroomâ in Italian + saw (tool) sweet with how T the M at + matt mat (dark carpet) + Ð¼Ð°ÑÑ [mat] = âmotherâ in Russia + tress.

Close ! The weather would provoke some leaks on the vice = -2 + 2 = 0.

Close [kl&Us] (near) close [kl&Uz] (end) clothe [kl&UD] + weather whether (either) wether (sheep) ['weD&r 'weD&r 'weD&r] wood PRV âOKâ some lick [lIk] leek [li:k] + weiÃ weiÃ [vaIs vaIs] = âknow whiteâ in German + vice (instead of) vice (fault).

At the bottom we can see the child = 4.

At the bottom + homme beau Ã´te bottes [%m bo ot b%t]= âbeautiful man removes bootsâ in French + weak week see the shield [$i:ld].

The police in the centre = 5.

a = = eux (them in French) => here a singular article (for a subject) is used with the plural conjugation of the French spelling of police : [p%lis] = also polissent = they âpolishâ + seen scene + cÑÐ½ = âsonâ in Russian + sin = âwithoutâ in Spanish + sin + the [&s] â [^s] âusâ + enter.

3) Applications

3.1) Board game

With the help of this technology, everybody can play a game which for a given question, accepts several answers. In case of litigation it will be sufficient to record the playâs minutes to overrule competitors. The winner is the first who has his answers right in the imposed theme, while respecting the exact phonetics or spelling of the language used.

Of course the different possible themes are not quantifiable : "country => associated lexical fields", "country = > elements of this country" (rivers, mountainsâ¦) for beginners, and then "country = > capital", "country = > presidentââ¦

Example : âWe can add an additional destination in our travel.â

The player answers : âOh no, itâs hot, awash and deserted.â

Thanks to the underlined link, the answer could allow the player to play again, and his movement is defined by the following sum :

[&U n&U it s hAt &'wA$ Gnd dI'zU:tId] = +3.

The board is round, players win a certain number of points. The different slots of it represent the themes, and the use of homonyms must be expressed solely by the player who is the master of his movement.

Examples of question :

Itâs well on donât go in this district.

=> Because itâs belongs to the barbarian you knighted king, domestic problem it is.

Where can I rush a pursued man ?

=> Over there are moss, cows and nobody to find him.

Did you see his pain ?

=> Yes he was the mad reader.

3.2) The languages school

The languages school is intended to become a didactic software including a data base regrouping the maximum languages. This new type of dictionary is going to become necessary to communicate as described in the first chapter. Moreover itâs a pity that no actual dictionary groups all whatâs essential together : the tonic accent and phonetic of every words (conjugated verbs), all definitions with the maximum multilingual translations, reseach of proverbs, the whole with a phonetic and written research key, and a link for any bilateral update on the Internet.

After the launch of the application, a customizable menu will propose the following choices :

- Translation / Definition

First it will be necessary to choose an origin language and a certain number of destinations with the help of an unwinding menu. Then the interface will adopt the outgoing language that will remain in memory.

To get the definition and translation in the wanted languages, enter a part of a word or any phonetic in the interactive window, or select a term from the list of outgoing language, automatically updated in real time, according to the level of the letters previously entered.

Example : the user will enter in the first column âlighâ and select "light", so the columns of right will let appear the words of the languages translated.

Search English French German

ligh | Light: n â¦ Clair : adj â¦ Erleuchtung : nf ...

Lighten : v â¦ Leger : adj ... Leuchte : nf ...

Lighter : n ... LumiÃ¨re : nf â¦ Licht: nnâ¦.

By selecting a second time one of the words appeared, its definition will be displayed then on full screen in its language. With phonetic and followed by synonyms.

Then two options will be available : come back on the previous page thanks to the history of the software, or select the word in progress so it becomes the word to translate of the outgoing language.

Rechercher FranÃ§ais Anglais Allemand

LumiÃ¨re LumiÃ¨re : nf â¦ Light : n â¦ Erleuchtung : nf

Lighten : v â¦ Leuchte : nf â¦

Lighter : n ... Licht: nnâ¦.

The user will be able to modify the languages columns at any time :

Search English French Spanish

Light Light: n â¦ Clair : adj â¦ Genio: nm ...

Lighten : v â¦ Leger : adj ... Luminare: nm ...

Lighter : n ... LumiÃ¨re : nf â¦ Luce: nf ...

Phonetic example :

Search French English German

lu | Loup : nm. Lubricant : n, adj ... Lud: v ...

Louable : adj ... Lubricate : v â¦ Luder : nn â¦

... â¦ â¦

It will be also interesting to be able to find examples of a pronunciation, getting a list of all words containing for example /A/.

- Translation of texts and expressions

The application will be able to interpret some expressions according to the context, even also translate any whole file, and eventually add a tool bar in texts softwares, in order to assist document writes.

Besides an option "Sentenceâs totals" would be put up-to-date in real time, according to the selected communication codes (12 maximum).

It will depend on the flexibility of the software to give the spoonerisms, anagrams and palindromes or any other hidden meanings of words.

Otherwise, a system of multilingual lexical fields printing, with possibilities of any adaptation on poster format, wallpaper or a worldâs map with one word per country, could be proposed.

To provide the most possible complete application, a speech recognition mode is also to study.

A camera (on glasses) scrutinizing the reader's eyes could permit the navigation after focusing the look of the user.

- Coding functions

* Define some communication codes

To create a code as in the chapter one, enter the wanted languages and a variable defined part of the alphabet letters, the application will propose a viable solution.

Some other encryptions could be available like the for instance the replacement of the whole letters by others in a text, with possibility to send the code grid by e-mail.

* Recover a code

In keyboarding or joining a text, the application would be able to extract all possible codes used by the creator, with or without a given public encryption key.