Old and New Government Accounting Distinguished

OLD AND NEW GOVERNMENT ACCOUNTING SYSTEM DISTINGUISHED | OLD| NEW|Accounting Entries| * Manual * Maintains numerous special journals with several wide columns| * Computerized * Simplified and updated accounting system| Commission on Audit| Journalizes the appropriation and allotment released by the Department of Budget & Management | No longer journalizes the appropriation and allotment released by the Department of Budget & Management | Bureau of Treasury| Accounting rules & regulations pertaining to cash operations, collections, remittances and disbursements are issued by the COA, jointly or with the concurrence of Department of Finance and the Department of Budget & Management. | Bureau of Treasury maintains the Registry of NCA & Replenishments (RENREP) for control & monitoring of NCA bank transfers released by the Department of Budget & Management. Government Agency| * Does not journalize the Notice of Cash Allocation (NCA) it receives which in effect, identifies the share of age ncy in the income of the national government. * Journalizes its appropriations and allotments. | * Now journalizes the Notice of Cash Allocation (NCA) it receives which in effect, identifies the share of agency in the income of the national government. * No longer journalize its appropriations and allotments; instead it shall maintain the ff. : Registry of Allotments and Obligations- Personal Services (RAOPS), Registry of Allotments and Obligations- Maintenance and other Operating Expenses (RAOMO), Registry of Allotments and Obligations- Capital Outlay (RAOCO), Registry of Allotments and Obligations- Financial Expenses (RAOFE). Basis of Accounting * Expenses * Income and Revenue| Accrual & Cash Basis shall be taken up in the accounts of that year recognized when earned except in case of taxes, where revenues that remain unrealized at the close of the fiscal year shall not be recognized| Modified Accrual Basis recognized when incurred & reported in the F/S shall be recognized on accr ual basis except for transactions where accrual basis is impractical or when other methods are required by law| Fund| All income accruing to the agencies shall accrue to the General Fund of the government and all money collected on any tax levied for a special purpose shall be treated as Special Fund. | Adopts one fund concept and that is the General Fund| Chart of Accounts & Coding Structure| * Six-digit account numbering system * There are contingent accounts. * Expenditures charged to capital outlay are classified as expenses. | * Three-digit account numbering system * There are no longer contingent accounts. * Expenditures charged to capital outlay are classified as expenses. Books of Original Entries| Journal of Collections & Deposits, Journal of Disbursements, Journal of Checks, Issued, Journal & Analysis of Obligations & Journal of Bills are being used| – no longer used, only the General Journal shall be used namely (1) Cash Receipt Journal, (2) Cash Journal, (3) Check Disbursements Journal and (4) Cash Disbursements Journal| Trial Balance| Four-money column listings of all general ledger accounts used in the operations of the agency, whether, the accounts are with or without balance| Two-money column| Financial Expenses| Recognized as components of Maintenance & Other Operating Expenses (MOOE)| Shall be separately classified from Maintenance & Other Operating Expenses (MOOE)| Contingent Accounts| Used to record claims for accounts in dispute| No longer be used, all financial transactions shall be recorded using the appropriate accounts| Corollary Entry & Negative Journal Entries| Being used| Discontinued | Journals used| Cash Journal and General Journal are used together with the ledgers by both books. | With the implementation of the computerized agency accounting system, only the General Journal shall be used together with the ledgers by both books. |

Dynamics Of Globalization Essay

Two themes emerge from Robert D. Kaplan’s â€Å"The Coming Anarchy. † The first is civilization and de-civilization against all odds. The second is Africa, an example of the group countries that are left behind by civilization. These two themes will be discussed in this essay. The movie â€Å"Girl in the Cafe† is a perfect illustration of what is happening in Africa. The movie took place at a time where most countries have attained a high level of civilization. They have technologies, cultural developments and modern values and concerns. It took place at a time where globalization is at a high level that countries’ leaders meet together to decide the fate of the world. Amidst all their issues stood one issue that not all countries find to be a priority—the condition in Africa and the fate of its people amidst the poverty and difficulties being experienced in the country. It is sad to say that when globalization began to take place, not all countries were able to follow. In fact, even at present, some countries are too attuned to being globalized, but most countries are still struggling with the concept and imagining themselves being globalized and enjoying the benefits that are claimed to come together with globalization. Some countries remain behind their countries’ boundaries by choice, but many remains behind by sheer inability to cope with world developments. Unfortunately, the so-called gap between the rich and poor manifests not only among individuals, but also among countries. Unfortunately, these poor countries are the ones always plagued with issues and hindrances that make it more difficult for them to globalize. Unfortunately, these poor countries are always left behind. It may be asked, â€Å"how did globalization come about? † Globalization may be a need as many people say. In my opinion, globalization is a product of civilization. The world began kept with boundaries. People in the past have limited view of the word. There is an international anarchy, not in the sense that there is chaos and disorder, but in the sense that there is no central government that governs the whole world. Governments are small and order is limited to very small communities. However, people began to explore and discover. They form larger governments and organize into states. Globalization is just a continuation of this—a manifestation of a search for a more advanced civilization. In fact, there were several claims in the past about the creation of an international government. Even at present, an international legal order is manifest, although loosely due to several conceptual and political hindrances such as sovereignty of states. However, it cannot be denied that countries are now forming unions and organizations and building international institutions such as courts and tribunals to govern conduct. The inquiry is therefore clear. â€Å"Will the world organize into a bigger union? † The irony in this question is that many countries such as Africa has not yet achieved the high level of civilization that many other countries have achieved. By not being highly civilized, I do not mean to say that they are savage, but only that they are left behind in terms in terms of political, economic and technological developments. Theirs are mostly a case of lawlessness and crime. Chaos and disorder prevails dues to poverty, disease and inadequate natural resources that are existing in the country. It is like being back during the period before the existence of social contracts where every man is a man for himself. The main concern is individual survival, not the advancement of civilization. These countries who were left behind have not made themselves as civilized and globalized as others countries have made themselves. How can they cope with the new world order that will be established in case civilization and globalization become more advanced? Going back to the question, the articles answer seems to be no. The pattern that may be observed is not integration, but disintegration. Countries are beginning to disaffiliate from their respective unions and affiliations. The reasons are simple, resources are scarce and countries have to fight over these resources to survive. It is â€Å"Africa† in a larger scale. The thing that prevents countries like Africa from assimilating to a grand globalization scheme will prevent many countries from becoming more politically and socially advanced. Worse, it may cause their social and political system to deteriorate, bringing them back to a path where they have already trodden before. That path is a path towards pre-civilization. Anarchy may return. An era of lawlessness and crime may again plague the world. The world may revert to the period before civilization when there is no social contract. The world may go back to a period where it is every man for himself or every country for itself. The pillars of cooperation, which countries have so painstakingly erected may easily collapse in the middle of poverty, need and competition for scarce resources. This prediction may be exaggerated, but it may happen; and what better way exists to show what may happen, but through an exaggeration. It is again a point of interest at this point the situation in countries like Africa. While Africa and other countries are still struggling to achieve the level of civilization and globalization that exist in the world, other countries are already going through the process of de-globalization and de-civilization. Even in de-globalization and de-civilization, they seem to be unable to keep up. Or is it that other countries are the ones keeping up with them in terms of de-globalization and de-civilization? It is in times like this that one may realize why government and laws are important. There may be wrongs committed in the government and it may limit or even abuse individual rights. However, governments create order. In times of difficulties, governments take charge. Governments are necessary in the development of a healthy and orderly social and political system. Law controls people. It may cause evils, but it also controls evils. Law is essential in governance and civilization.

Changing Roles of Unions Assignment Example | Topics and Well Written Essays - 250 words

Changing Roles of Unions - Assignment Example The unions currently engage in collective bargaining of benefits, wages and working conditions. Additionally, the unions represent employees during disputes with the management especially in cases of contract violations. Yates (2009), explain that both AFL-CIOÂ  and Change to Win Federation seek to achieve similar objectives for their members a feature that shows the split as a way of addressing contemporary labor issues. Key among such issues is globalization of labor and the development of the private sector. As such, the government, which is also a major employer, must uphold the values fronted by unions thereby safeguarding the interests of the employees. Additionally, the government should formulate appropriate legislations that protect the interests of workers thereby enhancing the development of unions in the country. Unions should observe the trends in the labor market thereby increasing their roles to protect workers from various factors in both the public and private sectors (Wunnava, 2008). Creation of appropriate organizational cultures that encompass the various diversities in the society is appropriate. Human resource managers must create a friendly working environment for their employees by permitting them to form unions since such is a constitutional right. The managers must meet the demands of such unions since they always enhance the productivity of the

Discussion Assignment Example | Topics and Well Written Essays - 250 words - 103

Discussion - Assignment Example First, regression analysis uses data from past events and therefore may not be accurate if unaccounted event occurs. For instance, a natural catastrophe such as earthquake may stall all building constructions in a given area forcing customers to stop buying. If linear regression uses previous data where catastrophe was absent, then its outcome will be inaccurate. Such errors can be avoided by adding as many variables as feasibly possible to the regression model used (Montgomery, 2011). Duration in which regression data points were taken determines the accuracy of the regression results. More data points are more likely to yield more accurate results. For instance, monthly sales spanning about five years can provide accurate regression results of sales as opposed to quarterly sales of past one year. Lastly, regression modelling is only as accurate as the variables used (Seber et al. 2003). Too few variables may not give accurate predictions because they may not give accurate history. Too many variables may not give accurate prediction either because some of the events may not happen in future. To improve the results, more data points should be used in conjunction with a fair number of multiple

Old Testament and New Testament Assignment Example | Topics and Well Written Essays - 2000 words

Old Testament and New Testament - Assignment Example Throughout the next few chapters, there were many stories of Jesus healing those who were sick and even dead in some cases. Before Jesus was crucified, He predicted that those who hated Him would want to kill Him. In the final chapter after Jesus rose from the dead, Jesus commanded his followers to go out into the world and preach the Gospel. Then Jesus ascended up to heaven. John The book of John was unlike the first three gospels; it was not a synoptic gospel. The difference was that Matthew, Mark, and Luke told the story of Jesus chronologically. On the other hand, the book of John was more about preaching what Jesus taught. This book was the last of the Gospels to be written. John wrote this book at the end of his life in approxiamately 90 A.D. This would have allowed John enough time to process what he had seen and heard and then gave him a great opportunity to dictate the story properly. Just as in the book of the previous Gospels, John described some of the signs and wonders t hat Jesus performed. In addition to this, the book of John used many direct quotes from Jesus himself, thus proclaiming why Jesus did the things He did. There are a number of lessons that a reader can get from becoming familier with the Gospel of John. Jesus often answered questions that were posed by different people. He always had a parable to relate a teaching principle to. Acts The book of Acts was a narrative story because it detailed the happenings of the early church. This book was written by the Apostle Luke, who was also the author of the book of Luke. The key character of this book was Paul, or Saul as he was previously known as. At the beginning of the book of Acts, the revival at Pentecost is described. This was where Jesus sent the Holy Spirit down to be available to anyone who would trust in God. Throughout the next few chapters, many of the early Christians performed miracles to those who needed it the most. However, the rulers at the time, the Romans, persecuted many Christians and even killed people such as Stephen by stoning him to death. In spite of this, the numbers of Christians increased rapidly. In the key event of the book, Saul was on his way to Damascus to persecute some new believers. But, before he was able to reach his destination, Saul was met by the spirit of the Lord and had a conversion experience. After this, Saul changed his name to Paul and became the first well-known missionary to go out into the world. Hebrews The book of Hebrews was written by an anonymous author. Many historians think that Paul may have been the author, but this cannot be proven beyond doubt. This book is known as one of the epistles because it was written as a letter to the Hebrews. The main theme of Hebrews is a continuation of the teachings of Jesus that were previously found in preceding books of the New Testament. In the first chapter of the book, it was taught that Jesus was not an angel, but a servant from God. Throughout the middle chapters, a le sson was shown. Jesus is God, but became a man and is now our priest. In the Old Testament, priests killed animals so the people could be forgiven. Yet, Jesus chose to die Himself so God would accept His sacrifice and thus forgive us of our sins. In the penultimate chapter, the heroes of the faith are described along with the deeds that they did. Revelation The final book of the New Testam

Swallowing Essay Example | Topics and Well Written Essays - 1500 words

Swallowing - Essay Example It is anticipated that this review will contribute to the self-learning of the author, as well as extending on insights and understandings of dsyphagia within the literature at this present time. The trigeminal nerve is the largest of the cranial nerves. It is very important in swallowing due to its afferent control of general sensation to the face, teeth, gum, muscles of mastication and the anterior two thirds of the tongue (Miller, 2006). Its efferent control is of the muscles for mastication. Innervating the tensor velar palatine, the trigeminal is partly responsible for the flattening and tensing of the soft palate. Innervations of the extrinsic laryngeal muscle results in the nerve's support for the upward and anterior movements of larynx. The facial nerve's main function is its motor portion; although, its afferent portion is involved in taste sensation from the anterior two thirds of the tongue (Miller, 2006). It provides motor innervations to the sublingual and submaxillary salivary glands. More specifically, it is involved in swallowing by regulating the lip sphincter and the buccal muscles, which allows food to be held inside the mouth and also assists in pulling the larynx up and back. The glossopharyngeal (GPN) is composed of the lingual branch of the GPN (GPN-li) and the GPN-ph. Its sensory portion transits inputs from the posterior third of the tongue, the velum and the pharynx, which includes the tonsils (Miller, 2006). The glossopharygeal nerve gathers sensation from the fauces, the palatine tonsil, upper pharynx, and the back third of the tongue. Sensory fibers carry taste information from the posterior one third of the tongue. Afferent input is received from receptors located in the larynx and these are carried primarily to the superior laryngeal nerve, also known as the cough center of the medulla. The motor portion communicates outputs to the middle pharyngeal constrictor muscle and also innervates the stylopharyngeal muscle, which, together with the palatopharyngeus muscle (X nerve), elevates the palate. The stylopharyngeus muscle dilates the pharynx laterally and contributes to the elevation of pharynx and larynx. Vagus (X)The vagus nerve (X) is the most dominant cranial nerve during the swallowing process. The vagus nerve is the major efferent for the pharyngeal constrictors and is the major afferent for the middle and inferior portions of pharynx (Miller, 2006). It supplies also main efferent innervations to the palatal muscles. Branches of the vagus nerve attach to muscles of the larynx and pharynx. It is also known as the nucleus ambiguous, and it innervates branchial arch muscles of the pharynx and larynx as well as the muscles of the upper esophagus and uvula. Branches also extend to the, glossopalantine, levator veli palatine and the palatoglossus muscles making it primarily responsible for palatal functioning. One of the motor nuclei transmits motor output to the pharyngeal constrictor muscles and in this way can completely control the intrinsic musculature of the larynx. Moreover, taste buds on the root of the tongue and on the epiglottis contribute special visceral afferent fibers t o the superior laryngeal branch. General visceral afferent fibers convey sensation from the lower pharynx, larynx, trachea, and esophagus. Together with the

Meaning and benefits of 'diversification in financial markets Essay

Meaning and benefits of 'diversification in financial markets - Essay Example Some markets can be stable with a clear direction while others move up and down without any clear direction. Such markets are said to be volatile and investing in them can be extremely risky. A lot of volatility increases the chances of losing especially if the capital is not large enough to caution the investment from the volatility (Smith and Schinasi, 1999). Allocating Capital The amount of money to invest in each of the markets or instruments solely depends on the investor. There is a percentage of risk the investor is comfortable investing in each of the chosen portfolios. This should also work together with the behavior of the markets in the last few months or years. An investor can invest more percentage of the capital in stable markets and instruments as there is little or no risk. Volatile and unstable markets should only be allocated a small percentage of the capital. In fact, investors should avoid trading volatile markets. If all the markets of interest are very volatile, the investor should consider waiting for volatility to come down before investing. Diversification in the financial markets has many advantages, including; Guaranteed profits: diversification in financial markets almost guarantees profitability. This is because even in the worst-case scenario, some of the markets and instruments will generate profits. ... If the markets were going against the investors bet, they can close the positions at once and remain with little or no losses. With good money management skills, even the others should be able to generate profits after some time. The charges for trading in the various markets are relatively low compared to other types of investments. With that, most of the profits made are retained by the investor (Caruso, Silli, and Umlauft, 2005). Reduced Risk: investing in different portfolios reduces the risk exposure of the capital. As such, it would be hard to lose all the capital. Even if some of the portfolios go at a loss, the investor will be guaranteed that at least some of the portfolios are into profits. In some cases, investors can even hedge, in which case they can make profits in one market while another is negative (Madura, 2012). Leverage: some financial markets institutions work with margin trading. Investors are required to raise a certain proportion or percentage, and the broker tops it up allowing the investor to purchase more units than they would have purchased with their own money. Leverage can increase the profitability factor of an investment but can also lead to substantial losses. Diversification and leverage would allow the investor to venture into different markets and invest in many different investments with little capital (Gilchrist, 2003). Management of Capital: Diversification in financial markets allows easy management and preservation of capital. Investors have access to a variety of tools and software that assists them in determining how they are going to invest, the amount of investments to make on what elements and calculations of the risk to reward ratio.

Shariah Law Essay Example | Topics and Well Written Essays - 750 words

Shariah Law - Essay Example It seemed to me that there were no reasons to allow that to happen and yet it seemed that not only was it being allowed by the one being beaten but by those that were watching the beating. I just didn't understand and to be honest it was beyond anything I could imagine. The real sadness it seemed to me came from the fact that tsunami had so devastated this country and now it seemed the new government would devastate what was left. Stopping violence towards women and children is a worldwide concentration right now. The WHO has put major emphasis on it. This new policy seems to make that violence worse and in a part of the world where the respect for women is already very minor. There is also the fact that this police force appears to have a poor view of women as well as the poor. Not only do they have a poor view of women but of the people in general. To parade women in front of men in that culture is degrading and allows men to take advantage of them as well. Being raised in the United States makes one see many things differently. Americans have no real experience with this kind of problem. We cannot imagine allowing someone to beat us, no less in public. Freedom of religion is one of our basic rights and we take full advantage of that. To have any kind of punishment inflicted in the name of a God would be more than we would ever understand. There is a lot of controversy right now about the possibility that there are some cases when culture is incompatible and this may be one of them. How a culture feels about its religion and whether there is a recognition as to the fact that not everyone believes the same thing can affect all other things in life.. That is not the case in Indonesia and it appears the little bit of freedom they might have had for awhile is now gone. Along with freedom of religion, of course, comes freedom of speech. It appears from the example of the women talking among themselves that this is surely not allowed. There also seems to be very little respect for women at all which though it is still being improved, is somewhat better in many countries. Are there any courts This is a question that has to be ask. Punishing someone instantly which appears to the case regularly allows that a court is not necessary. So, another thing that many of us are used to is "innocent until proved guilty." In the United States, we believe that "all men are created equal." We have not shown that through our history but we are getting there. We also believe that we have a government by the people and for the people so it is difficult to imagine that any government has the right to come along and change the religious rules for the country and begin to punish those that do not follow the rules. We can only guess what they are going through. As health professionals, we have caring beliefs. It causes us great discomfort to see the wounded person both physically or mentally. To see a case of purposeful wounding is really quite difficult. Many American surgeons and nurses went to Indonesia after the tsunami and performed great helping services. This is an issue that needs worldwide help. However, we must also remember that the healthcare

Two Quetions eight hundred words a peice 12 pitch double space Essay

Two Quetions eight hundred words a peice 12 pitch double space - Essay Example The impact of the above mentioned immigration policies and especially the Chinese Exclusion Act of 1943 was that the total number of these Asian aliens in America became negligible compared to other races like Germans and Italians who had no such harsh immigration restrictions. This therefore fulfilled one goal of the immigration policies of having minimal racial preponderance and especially from the Middle Eastern nations (Ueda, 1994). The other impact that is present even today is that due to the open cultural discrimination in these restrictive immigration policies, the relationship between the United States and the Middle Eastern nations started becoming strained. The strain led to cold war between these two regions with the Middle Eastern nations aiming to outdo the United States economically, politically and even in military strength. The economic war has been the strongest and has proved to be tough on American manufacturers who are constantly being outdone by Asian manufacturers and especially technologically (Daniels, 2005). The Immigration Act of 1965 was a tremendous improvement from the one in 1924. It abolished the quota system in immigrations and was determined on permitting into their country immigrants who had skills and or relatives in the United States. This abolishment was especially aimed at removing the cultural restrictions on citizens of Eastern Asia and part of Eastern and Southern Europe who had been the target of the 1924 Immigration Act. The factors that facilitated this change in immigration policies was the so called embarrassment it caused the United States by making the country become a culturally discriminatory one. The previous Act according to then president Lyndon was against the principle of American democracy which aimed at ensuring equality. The congress of the time also wanted to establish a good

Accreditation Process Essay Example for Free

Accreditation Process Essay Accreditation refers to the recognition given to institutions which have fully met specific standards of educational quality by an agency or an association. In the US, the relevant agencies undertake a review of education quality at all levels including elementary, secondary, colleges and universities. The agencies set basic standards reflecting the qualities of sound educational programs (Hasley et al, 1986 pp 66). They then develop procedures aimed at determining whether the institutions and programs meet the set standards. Many other countries lack accreditation systems like those used in the US and instead rely mainly on government agencies to check their education quality and standards. In Canada, provincial government authorities work closely with private educational associations in periodically assessing the quality of universities, colleges and schools. Accreditation offers standards of excellence that help in encouraging educational institutions in improving their programs. It also provides accountability for institutions’ educational policy, and creates criteria for certifying professions like medicine and law.   Furthermore, it helps prospective students to identify quality institutions, while facilitating student transfer from an institution to another. Accreditation is also among the factors used in determining the institutions and programs eligible for receiving federal and private funds. The accreditation procedure for any agency entails five fundamental stages, each of which has many other subtasks under it. First, the agency must establish the criteria or standards of academic excellence in consultation with the educational institution being accredited. The second stage involves development of procedures enabling institutions to evaluate themselves deeply, to help in determining if they meet the set accreditation standards or not. In case they do not meet the established standards, the institutions must go back to the drawing board and make the necessary adjustments and improvements to satisfy the required demands. Depending on the level of compliance, this may require the institution to invest some more time and resources and resources into it. Thirdly, the agency performs an evaluation aimed at determining first-hand if the institution really meets the set standards. This involves examining the institution’s facilities as well as its resources, both physical and human. This is done until the agency is fully convinced that the institution meets its minimum requirements. The evaluation is done by the agencies’ experts, who are usually armed with specific requirements for accreditation. Fourthly, the agency then grants the accreditation to the institution after it is convinced that the necessary requirements have been met. It then publishes a list of institutions that have met similar requirements and have been awarded accreditation by the agency, including the time of the accreditation. Finally, the agency periodically reviews these institutions to find out if they still maintain educational quality standards. This is done to ensure the institutions do not compromise on the quality of educational standards. All accreditation agencies utilize these steps even though inspection procedures and specific criteria differ depending on the agency. Current issues in the accreditation process Problems of the Law School Accreditation Process For the past ten or so years, the American Bar Association’s accrediting arm has faced a lot of criticism with regard to its standards. The association has been accused of having poorly monitored standards that are not related to law school quality (Marty et al, 1991). Critics are of the view that ABA’s accreditation standards lack correlation with professional competence and institutional quality. The accreditation process puts emphasis on high cost inputs; like requirements for physical facilities, library collections and the number of professors available. Moreover, it considers test scores at law school admission, which has been criticized as not being related to professional skills and academic achievement. The association has also been accused of restricting low income students and minorities by putting too much emphasis on standardized tests as well as raising tuition fees (Luebchow, 2007). The critics have accused the ABA of being inconsistent and using secret rules, which are not made public or disclosed to schools, to make accreditation decisions. The Department of Education has also complained about ABA’s failure in abiding by the department’s specific requirements (Hagan, 2004 pp201). The Congress has also raised concerns about the association’s accreditation. Both the federal officials and law schools have often disapproved ABA’s accreditation process from the early 1990s. The Massachusetts School of Law, which has itself not been accredited, has for long strongly criticized the association. In 1993 the school sued ABA citing violation of antitrust law because it functioned as a cartel and set unfair standards that only raised costs, yet were not connected to law school quality. The Justice Department filed a similar suit in 1994, leading to a ten year consent decree, which is now defunct (Hagan, 2004). The Education Department has also crossed heads with the association over its failure to comply with the department’s criteria for recognition since the 1990s. These deficiencies led to the limiting of the association’s recognition to just three years in 1997. Later in 1998, the Education Department’s staff recommended the limiting, suspending or terminating the association’s recognition as nationally recognized accreditation agency (Luebchow, 2007).

Tartuffe by Jean-Baptiste Poquelin Moliere

Tartuffe by Jean-Baptiste Poquelin Moliere Tartuffe is a comedy of manners written by Jean-Baptiste Poquelin Moliere in 1759 during the enlightenment period of history. In this work, Moliere attacks the hypocrisy and corruption that had gradually crept into some of the old man-made institutions such as the church and the aristocracy. As the plot unfolds, and the struggle between rational and irrational characters develops, Molieres enlightened reasoning becomes visible in the reflection of the folly and absurdity that he builds into the targets of his satire. The contrast between the behaviors that Moliere assigns to his stereotyped characters and the popular perception of these same characters in real life creates a wide gap raising questions in the minds of the reader. This reconciling of fact with fiction causes a rising of tension that is dispelled through laughter. With this in mind, Molieres ideas for fixing things can be learned by examining the opposite attributes of these characters. For instance, the opposite of dis honesty is honesty. The opposite of hypocrisy is integrity, and the opposite of blindly accepting the percepts of demagogues is free thinking. Thus, Molieres advocating of honesty, integrity and freedom of thought in the church and upper classes of society qualifies him to be counted among the leaders of the enlightenment movement in the eighteenth century. In Act I, Scene 1 of Tartuffe, Madame Pernelle is visiting her son Orgons home when she becomes irritated at the household members and visitors for not paying enough attention and respect to her. It is at this time that Dorine, Maryanes ladies-maid, further angers Madame Pernelle over comments she makes about Tartuffe, Orgons house guest. Madame Pernelle defends Tartuffe, Well, mark my words, your souls would fare far better if you obeyed his precepts to the letter. Dorine replies, You see him as a saint. Im far less awed; In fact, I see right through him. Hes a fraud In this exchange, Moliere portrays Dorine as a voice of reason in order for Madame Pernelle to be clearly seen as pompous and irrational. In the end, it becomes obvious that Madame Pernelle would have been wise to take heed to Dorines rational counsel. Another confrontation between the rational and irrational can be followed in Act I, Scene 5 as Cleante tries to talk to Orgon about his misplaced admiration of Tartuffe. Orgon tells Cleante, Oh, had you seen Tartuffe as I first knew him your heart, like mine, would have surrendered to him. Cleante responds, And, while your praise of him is quite sincere, I think that youve been dreadfully deluded. This is one of the major faults that Moliere finds with the aristocracy, blindly following the precepts of another instead of thinking for themselves. Once again, had Orgon listened to Cleantes rational advice, he would have avoided all the trouble that followed. Also, in another conversation in Act V, Scene 2 as Orgon finally discovers the truth about Tartuffe, he tells Cleante, Just think of it: behind that fervent face, a heart so wicked, and a soul so base! I took him in, a hungry beggar, and thenEnough, by God! Im through with pious men: To this statement, Cleante answers, Ah, there you go-extravagant as ever! Why can you not be rational? You never manage to take the middle course, it seems, but jump, instead, between absurd extremes Moliere is presenting a contrast between the shallow, emotionally clouded thinking of the aristocracy and the rational thinking of the enlightened. Cleante is trying to advise Orgon to calm down and use rational thinking to put these upsetting events into proper perspective. If Orgon could do this he would not have gotten himself into such an awful predicament. In Act II, Scene 2, Moliere continues to chip away at the aristocracy by drawing attention to Orgons tyrannical domination of family members, especia lly Maryane. When she tries to resist Orgons decision to have her marry Tartuffe, he states, In short, dear Daughter, I mean to be obeyed, and you must bow to the sound choice Ive made In Elmires interaction with Tartuffe, reason is once again seen triumphing over hypocrisy and deceit. It seems that among the several vices covertly enjoyed by Tartuffe is his lust for the ladies, and one of the services he graciously offers to Orgon is to keep a close eye on his attractive wife, Elmire, to insure her fidelity to him. However, when Orgon announces that he has decided to give the hand of his daughter, Maryane, in marriage to Tartuffe, Elmire intervenes. She attempts unsuccessfully to privately persuade Tartuffe to allow Maryane to marry her original fiancà ©e Valere. During this encounter, Tartuffe makes improper advances toward Elmire saying, In short, I offer you, my dear Elmire, love without scandal, pleasure without fear. Then, after declining this proposal, Elmire tries to reason with him by promising not to tell Orgon about his momentary loss of control, if he would release Maryane from her obligation to marry him. Elmire says, But I shall be discreet about you r lapse, Ill tell my husband nothing about what has occurred if in return, youll give your solemn word to advocate as forcefully as you can the marriage of Valere and Mariane. In the final analysis, it is Tartuffe who with no visible redeeming qualities plays the heavy weight villain. Elmire, being a person of reason, is seen pitted against his irrational and deceitful behavior as he begins to reveal his true colors as a self-serving, pious fraud, and hypocrite to the end. The very idea of Tartuffe, an old fat middle aged man, marring an attractive young woman such as Maryane is absurd to everyone except Orgon and Tartuffe. Elmire fails in her attempt to negotiate with Tartuffe and is forced by the marriage dilemma to formulate a different plan to deal with the situation. This new plan involves Orgon hiding under the table and finally gives Tartuffe enough rope to hang himself or at least expose himself as a con artist to everyone involved including the king himself. If all the irrational characters in Tartuffe had taken the advice of all the rational characters, there would have been no tale to tell. Everyone would have smoothly conducted their business successfully without friction. Considering that events did not move ahead with ease, but did finally work out satisfactorily, it could mean that the irrational characters had accepted and acted upon enough of the advice from the rational characters that a good result was finally achieved in the end with a little luck from the King. Had all the irrational characters taken the advice of all the rational characters there would have been nothing to write. Throughout Tartuffe, Moliere uses satire to champion the cause of reason and chip away at what he perceives to be unnecessary and destructive practices and beliefs that had gradually encrusted many of the old institutions of the day. He pays particular attention to hypocrisy in the established church. He sees avarice and corruption in the way the church exercises massive political power over its members and in the accumulation of great wealth by many church officials. Being a comedy of manners, Moliere also finds the blind trust that the aristocracy seems to place in the old social institutions of the day to be particularly worthy of his biting humor. He feels that each individual was given a mind capable of doing its own thinking, and that mind should be used freely and often to guide his path.

Unreasonable Searches By Police Are Illegal Essay -- Police vs the Fou

No one should be searched without a good reason and warrant. People should have the right of privacy- it is important to them. It is ethical for police to have search warrants before searching a person’s personal belongings. There have been recent conflicts on police powers over the pass years. Police are disobeying the fourth amendment by searching illegally. Critics frown upon police, while supporters agree with the police. Being searched without a permit is unconstitutional, and police could take advantage of their power, and abuse it. It makes US citizens feel less secure and safe. Citizens need to be guaranteed rights as long as they behave. Neighborhoods do not benefit because if the police seize this power of going into a person’s belongings without a permit, then they would use their powers to see what kind of person they are, or finding out on people’s personal business. In general, police will not respect the privacy of the person and his belongings. Therefore, no one should be searched without an extremely good reason and a warrant. Unreasonable searches are unethical. There are many people involved in this issue. They are the police force, the media, the communities, teens and families, victims and families, and the justice system. Neighbors need to feel safe and controlled, and everybody needs to feel equal. â€Å"Liberty is freedom from arbitrary or government† (http://dictionary.com/), and the Fourth amendment assures that we have the freedom of privacy from the United States government. The Bill of Rights is ten rights that could not be taken away from people. The court Case Board of Education V. Earls (12/26/01) deals with the 4th amendment. Earl’s is a student at a school that requires students to h... ...Citizens need to be guaranteed rights as long as they behave. The 4th amendment shows that each and every citizen has privacy rights, and that a search without a permit is illegal. Citizens of the United States of America should not be searched without enough evidence and a permit. Works Cited "The Oyez Project, Board of Education v. Earls , 536 U.S. 822 (2002) ." OYEZ- U.S Supreme Court Media. N.p., 2002. Web. 31 Mar 2015. . "United States V. Jeffers, 342 U.S. 48 (1951)." FindLaw|Cases and Codes. N.p., 13, November, 1951. Web. 31 Mar 2015. .

Suicide Bombers: What makes them tick? Essay -- Psychological Traum

Has anyone ever wondered how one individual could kill thousands of individuals, and not feel bad about it? Thousands of people die each year due to suicide bombing, but not too many people know why they do it. Also, no one really wonders about the past and how suicide bombing started. Someone did not just wake up, and decide to strap bombs to themselves, then detonate them inside a building full of people. This essay will discuss the history of suicide bombing, the training of a bomber, the personality of a suicide bomber, the different motivations behind his or her action, and the way culture impacts the bombing and the bomber. In order to understand the motivations behind suicide bombing, society needs to grasp the history of it. Suicide bombing was not really thought of until the 1980’s when one boy named Hossein Fahmiden died with a grenade in his hand during a battle. This incident started to change the way society viewed what the Qur’an said about killing yourself. People of this time, thought that it was bad, but then their views started to change after Fahmiden died. They thought it would help them and their families get into their version of heaven, called paradise. In 1983 suicide bombing became part of their cultural beliefs. Society, before it supported suicide bombing, had a huge debate on whether or not it was religiously supported. The Qur’an says that Muslims cannot kill themselves because they will not go to paradise. However, fighting and dying for one’s country makes them a hero. Suicide bombers of that time, and still today justify their actions using the e xcuse that they are fighting for their country (MacEoin 15-24). One may wonder how you become a suicide bomber. Many people think that these men ... ...culture is completely unhealthy for anyone, and will only breed future problems. Suicide bombers deal with a lot. They suicide bombers in the Muslim society have a expectation to live up to, and struggle to deal with it every day. The history of suicide bombing is very real, along with the debate on whether or not the Qur’an approves of suicide bombing. Suicide bombers are smart people who society would not take a second glance at. They do have certain personality characteristics, but so do non-suicide bombers. Many people believe that they only bomb because of anger or because they are crazy. This may be the case for some, but majority of them honestly believe that they are helping society out. Their culture does not help them in this matter and actually encourages suicide bombing. A combination of all these things is what makes suicide bombers tick.

Charles Dickens Essay -- essays papers

Charles Dickens Charles John Huffam Dickens is the greatest English writer that ever lived. He was one of the most popular writers in the history of literature. Surely no English author is so well known and so widely read, translated and remembered as Charles Dickens. He fame is well deserved. From the pen of this great author came such characters as Oliver Twist, David Copperfield, Bob Cratchit and Tiny Tim, Mr. Pickwick, and Little Nett. Dickens was born on February 7, 1812, in Portsmouth and spent most of his childhood in London and Kent, both of which appear frequently in his novels. Charles Dickens was the son of John and Elizabeth Dickens. John Dickens worked as a clerk at the Navy pay office in Portsmouth. Charles, the second of seven children, went to the local school. John Dickens found it difficult to provide for his growing family on his small pay. In 1822 the family moved to Camden Town in London. John Dickens' debts had become so severe that all the household goods were sold. Still unable to satisfy his creditors, John Dickens was arrested and sent to Marshalsea Prison. At age 12, Charles found work at Warren's Blacking Factory, where he was paid six shillings a week wrapping shoeblack bottles. The brief time that he worked at the Blacking Factory haunted him all of his life. He spoke of it only to his wife and to his closest friend, John Forster. The rough time he had there would show up in his stories Da vid Copperfield and in Great Expectations. Six months after being sent to Marshalsea, one of John Dickens's relatives died. He was left enough money in the will to pay off his debts and to leave prison. Some of the inheritance was used to educate Charles at a nearby private school, Wellington House Acade... ... the problem he gained copyright for the books sold in America. The only thing that I didn’t understand about this book was how the author said that Charles was a self-centered man but he argued to try to abolish slavery and gave some of his earning from book writing to charities. That doesn’t sound self-centered to me. Everything else about it was outstanding and I learned a lot. Charles Dickens went through a lot of rough times in his life and ended up on top. He came from being a normal middle class citizen to being one of the most popular people in the world. His books have been read, translated and made into motion pictures. They have been read and watched by people for years and will still be in years to come. Charles Dickens’s personal life grew increasingly unhappy and drove him to an early death. But His work remains, funny, sad, warm, and stunning.

Biology level

This causes a decrease in lung pressure, (intrapulmonary pressure) which establishes the pressure gradient from the atmosphere (1 59 meg) to the alveoli (105 meg) which then results INSPIRATION. As oxygen is inhaled it enters the external mares (nostrils), from the external mares it moves into the nasal cavity which functions in moistening, filtering and warming of the air. After the nasal cavity the air moves into the internal mares which is located behind the soft pallet of the roof of the mouth.Once the air moves through the internal mares it moves down into the pharynx which is the passageway for food and IR, it then moves down into the larynx which is the first part of the trachea. The larynx contains the epiglottis which is a cartilage flap that restricts food from going into the air pipe, and vice versa. As air moves down from the pharynx into the larynx the epiglottis closes the esophagi and opens the passageway for the air, to go through the glottis into the trachea. The tra chea is lined with a mucous membrane which catches any debris that is left in the air.The trachea then forms 2 primary bronchi, one for the left lung and one for the right lung. The primary bronchi attach he trachea to the lung. The primary bronchi then branch out into secondary bronchi which form the lobes of the lung. The left lung contains 2 secondary bronchi resulting in 2 lobes and the right lung contains 3 secondary bronchi which result in 3 lobes. The secondary bronchi then branch into tertiary bronchi, these then branch into smaller tubules called bronchioles.The first part of the bronchioles is known as the terminal bronchioles, which then sub-divide into respiratory bronchioles. The respiratory bronchioles then sub-divide into alveolar ducts; around the recurrence of the alveolar ducts are numerous alveoli and alveolar sacs. Alveolar sacs consist of two types of alveoli which share a common opening. The two types of alveoli are type 1 and type 2 cells. Type 1 cells have a continuous lining of the alveolar wall, and type 2 cells are called septa cells and are found between type 1 cells, they are also fewer in number.Type 1 alveolar cells are the main alveolar cells for gas exchange. Once 02 has reached the alveolus it can then diffuse into the capillaries. The process of diffusion is when pressures move from a higher pressure to a rower pressure through a pressure gradient. Oxygen is able to move from the atmosphere to the alveoli because it has a APP of McHugh and the Alveoli has a APP of McHugh. Once the oxygen moves from the atmosphere through the air passage into the alveoli it can then diffuse into the capillaries where APP is McHugh. 2 is able to move from the alveoli into the capillaries due to the process of diffusion (high pressure to low pressure through a pressure gradient). Once the 02 enters the capillaries it is then picked up by erythrocytes (RUB ‘s) where it attached to the hammed portion of the hemoglobin. APP in the blood is Mc Hugh. Once the 02 is in the Orb's it can then diffuse into the tissues where the APP is 40 meg. As oxygen is being inspired, CO is being expired in the opposite direction. CO starts off in the tissues at a APPC of 45 meg, it then diffuses into the capillaries where its APPC is might.Once the CO is in the capillaries it can then attach to RUB where the degenerated blood now has a APPC of might. Once in the red blood cells the CO can then diffuse into the alveoli where APPC is might. Once the CO enters the alveoli, the respiratory muscles then relax. Which then leads to the decrease in the size of the thorax, increase in thoracic pressure, decrease in lung size, and increase in lung pressure, which established the pressure gradient from the alveoli to the atmosphere, which the results in EXPIRATION.Once oxygen enters the capillaries from the alveoli it attaches to the hammed portion of the hemoglobin. A hemoglobin molecule consists of a protein called globing. Globing is made up of 4 polypeptide chain, each polypeptide chain contains a hammed portion, and at the center of each hammed portion is an iron molecule that oxygen can attach to. Therefore each hemoglobin molecule consists of 4 oxygen molecules. The oxygenated blood will then travel from the lungs, through the pulmonary veins, back into the left atrium of the heart.The AS node will then send an impulse to the VA node. The AS node functions as a ‘pacemaker' of the heart which sets its rhythm. The AS node makes sure that the ventricle and the atria do not contract at the same time. Once the impulse is sent to the VA node, it is then passed on to the VA bundles, also known as the Bundle of His. The VA bundles then branch in to 2 different ranches, the right and left, which then move down the septum into the pureeing fibers.Forcing the blood through the bicuspid valve, into the left ventricle, which then open the aortic seminar valve, forcing the blood through the aorta, into the abdominal aorta, then into the common iliac artery, through the external iliac artery, to the femoral artery, which will then lead the blood to the deep artery of the thigh. The blood will then flow into the quadriceps of the muscle where there is an open wound, and this is where the blood will begin to clot. Blood Clotting or Coagulation is a complex sequence of events (chemical reactions) that causes blood to go from liquid to gel.Consistency of blood is due to the formation of a network of fibers consisting of fibrin protein and it involves more than a dozen chemicals called clotting factors. Clotting factions include Ca ions phosphoric associated with lipids and a mixture of lepidopterist and phosphoric released from damaged tissues. The blood clotting process involves three major stages. 1) formation of praiseworthiness, 2) formation of thrombi, 3) and the formation of fibrin. For this specific case there is an open wound in the quadriceps, which triggers the body to use the extrinsic clotting mecha nism.The extrinsic clotting mechanism is used when there is tissue damage, bleeding and when the body is in need of rapid clot formation, this occurs within a few seconds. The damaged tissue then releases a ‘ 'tissue factor' ‘ known as thermoplastic into the blood. The thermoplastic then activated a protein in the plasma called factor x, with the aid of calcium this then forms the enzyme known as praiseworthiness. Praiseworthiness is an enzyme that converts promoting to thrombi.Promoting is an inactive enzyme in the plasma, with the help of praiseworthiness it can be converted to thrombi which is an activated enzyme. For thrombi to be active ca+ must be presence. Thrombi is an activated enzyme which converts forefinger to fibrin. Forefinger are soluble clotting proteins in plasma, this is then converted to fibrin with the help of thrombi. Fibrin are insoluble thread like proteins, which form across the wound, which form a net like structure that traps platelets and RUB à ¢â‚¬Ëœs which creates a plug across the wound, which results in a stoppage of bleeding. Question 2:

Ethan Frome Analysis Essay

Major themes in Ethan Frome include silence, isolation, illusion, and the consequences that are the result of living according to the rules of society. Wharton relies on personal experiences to relate her thematic messages. Throughout her life as a writer, Wharton would schedule the time that she wrote around social engagements and she did not readily discuss her writing. As a result, she was familiar with silence and isolation. The rules of society did not condone a woman who was a member of the upper class working, much less as a professional writer. Societal rules also frowned upon divorce. Wharton lived in a loveless marriage for years before she took a risk and divorced Teddy Wharton, her husband for almost thirty years. Throughout the novel Wharton focuses on silence as a major theme. In the introduction, the author describes her characters as â€Å"granite outcroppings . . . half emerged from the soil, and scarcely more articulate.† Each of the three major characters is encased in his/her own silence. Ethan, a quiet man by nature, returns to Starkfield following the death of his father to run the family farm and sawmill. Because he is too busy working to make small talk with the villagers and his sick mother stops speaking, Ethan becomes imprisoned in a â€Å"mortal silence.† He experiences a brief reprieve when Zeena arrives to care for his mother; but after his mother’s death and his subsequent marriage to Zeena, Zeena falls silent also. Communication between the couple is minimal and superficial. After Mattie’s arrival, Zeena forces a smothering silence on her also with her â€Å"fault-finding (that is) of the silent kind.† Ethan is able to share his passion for the wonders of nature with Mattie; however, when conversation takes a turn towards intimacy, silence returns and all Ethan can say is, â€Å"Come along.† The characters are unable to communicate with each other to di spel their own loneliness. It isn’t until Zeena forces Mattie to leave the Frome household that Ethan and Mattie express their feelings for each other. They abandon rational thought as they attempt to commit suicide and enter a silent hell in which the only verbal communication to be heard is Zeena and Mattie’s complaining. Isolation, another major theme in the novel, is not self-imposed before the tragedy that befalls Mattie and Ethan, but is enforced upon them by outside circumstances. Ethan tried to escape the isolation of Starkfield and his father’s farm by going off to the technological college at Worcester. He began to cultivate his own social traits and to overcome his reticence; however, his father’s death forced him to give up college and return to the farm and his ill mother. After his marriage to Zeena, Ethan is imprisoned by the farm, millwork, and caring for Zeena. He is physically isolated from the world at large and is also cut off from the possibility of any human fellowship that life in a village might afford. Mattie and Zeena are isolated characters also. Mattie is isolated by the deaths of bot h parents and the ill will of most of her relatives. She moves to the Fromes’, an unfamiliar farmhouse and, except for church socials, is cut off from contact with human beings other than the Fromes. Because Zeena is consumed by her many illnesses, she rarely leaves the farmhouse, and only speaks to Ethan and Mattie when voicing her complaints or demands. Because the attempted escape from isolation by Ethan and Mattie fails tragically, Ethan, Mattie, and Zeena are left to spend their lives in an isolation even more complete than that from which they tried to flee. Illusion, a false interpretation or perception, is an important theme in the novel. Illusion affords each of the three main characters a means of escape from the reality of the silent and isolated lives they lead. Ethan would † . . . imagine that peace reigned in his house† when Zeena stopped watching Mattie so closely after her arrival. He wants to believe that Mattie’s smiles and certain gestures are just for him. Ethan dreams of being with Mattie always; in fact, â€Å"he was never so happy with her (Mattie) as when he abandoned himself to these dreams.† The night that Zeena went to Bettsbridge, Ethan imagines them (Mattie and himself) sitting â€Å"on each side of the stove, like a married couple.† When Zeena insists that Mattie leave their household, Ethan tries to convince himself that Zeena will change her mind. His illusion about running away with Mattie fizzles when he faces reality — he can not afford one ticket, much less two. Mattie dreams of spending her life with Ethan. Ironically, her illusion becomes a reality. She does spend her life with Ethan, but as an invalid cared for by Zeena, not as Ethan’s wife, as she had imagined. Zeena’s illusions are unhealthy. Her hypochondria enables her to escape into self-pity and self-indulgence. The smash-up forces her to abandon her illusions of withdrawing from all her household responsibilities through the device of a hired housekeeper. The imprisonment experienced by an individual living according to the rules of society is a major theme inEthan Frome. The message that Wharton conveys through Ethan is that when people fear they are violating the rules of society, they risk becoming enslaved by those rules. Ethan doesn’t leave his wife because he feels bound by his marriage vows. He dreams about being married to Mattie; however, even as he writes his goodbye letter to Zeena, and subsequently talks to Mrs. Hale, his conscience does not allow him to follow through with his wishes. Instead, the rules of society rule his life and he remains entrapped in a loveless marriage. Symbols in Ethan Frome enrich the themes found in the novel as well as Wharton’s characterizations. A symbol functions literally as a concrete object and figuratively as a representation of an idea. Symbols allow writers to compress complicated ideas or views into an image or word. The most important use of symbolic imagery in Ethan Frome is the winter setting, which is first described in the prologue and is carried throughout the main story. Harmon Gow’s assessment of Ethan Frome early in the prologue is that he has endured too many Starkfield winters. From that point on, winter presides over the tragedy in all its manifestations of snow, ice, wind, cold, darkness, and death. The Narrator speculates that the winters in Ethan’s past must have brought about a suppression of life and spirit. Winter is also symbolic of the isolation, loneliness, and immobility that Ethan experiences. The name of the town, Starkfield, symbolizes the devastating and isolating effects of the harsh winters on the land and the men who work the land. The name is also symbolic of the stark and carefully composed prose Wharton used to write the story. Other symbols include the dead vine on the front porch of Fromes’ farmhouse that symbolizes the dead and dying spirits that inhabit the house and its adjacent graveyard, the farmhouse itself that has lost the â€Å"L† seems to be symbolic of Ethan (the house looks â€Å"forlorn† and â€Å"lonely†), it stands alone without support — isolated and lonely. The image of the butterfly, which has defied the cold and death of winter symbolizes freedom; freedom that Ethan is unable to attain because he is trapped in a loveless marriage. The cushion that Ethan throws across his study is the only cushion that Zeena ever made for him. Throwing it across the floor symbolizes his growing rejection of Zeena and his desire to run away with Mattie. Ethan thinks Mattie’s hair is one of her most beautiful features; it is symbolic of her free, happy, and open personality. Zeena’s hair, on the other hand, is always unattractively crimped and confined with pins, just as her personality seems pinched and constrained. The symbolic use of Mattie’s hair is more important at the climax of the novel, when it represents beauty and love, to which Ethan is willing to give his love — but can’t. The symbols used by Wharton in Ethan Frome reinforce the themes of silence, isolation, and entrapment; feelings that Ethan experiences i n his marriage. Wharton establishes patterns of imagery by using figurative language — language meant to be taken figuratively as well as literally. In Ethan Frome, Wharton’s descriptive imagery is one of the most important features of her simple and efficient prose style. Her descriptions serve a definite stylistic and structural purpose. The figurative language used by Wharton includes metaphors and similes. Metaphorscompare two unlike things without using words of comparison (such as like or as). For example, in the beginning of the novel, Wharton gives readers the feeling of the bitterness and hardness of the winter by setting the constellation, Orion, in a â€Å"sky of iron.† When Ethan and Mattie enter the Frome household after walking home, the kitchen has â€Å"the deadly chill of a vault after the dry cold of the night.† This image is appropriate to the living death that Ethan and Mattie experience in the years after their accident. Their lives do become cold and dead. The imagery associated with Zeena is bleak and cold also. When Ethan sees her before her trip to Bettsbridge, she sits in â€Å"the pale light reflected from the banks of snow,† which makes â€Å"her face look more than usually drawn and bloodless.† In contrast, the imagery associated with Mattie is associated with summer and natural life. Mattie’s change in mood reminds Ethan of â€Å"the flit of a bird in the branches† and he feels that walking with her is similar to â€Å"floating on a summer stream.† Later in the novel, when Ethan goes downstairs to tell Mattie that she will have to leave their house, their conversation has the effect of â€Å"a torch of warning† in a â€Å"black landscape.† Similes, comparisons of two unlike things that use words of comparison such as like oras, are direct comparisons that Wharton uses throughout the novel. At the beginning of the novel, Ethan’s perception of Mattie’s face is â€Å"like a window that has caught the sunset,† and later, he thinks her face seems â€Å"like a wheat field under a summer breeze.† As Ethan and Mattie walk home from the dance, Ethan reveals to Mattie that he had been hiding while she talked to Denis Eady. Wharton describes the moment when â€Å"her wonder and his laughter ran together like spring rills in a thaw.† The dead cucumber vine at the Frome farmhouse looks â€Å"like the crape streamer tied to the door for a death.† And, when Zeena tells Ethan that she should have sent Mattie away long ago because people were â€Å"talking,† the effect of her comment on Ethan is â€Å"like a knife-cut across the sinews. . . . † As Mattie and Ethan approach their crippling accident, darkness prevails over the imagery. Darkness comes, â€Å"dropping down like a black veil from the heavy hemlock boughs.† The b lack veil causes the reader to think of a funeral. Such figurative language evokes vivid images that reveal characterization and reinforce Wharton’s themes. Edith Wharton’s writing style is characterized by simplicity and control. Her choice of vocabulary and sentence structure, which is as stark as the lives led by her protagonists, is deceptive. Throughout the novel, Wharton builds up patterns of imagery, patterns of behavior, and specially charged words; all of which serve a definite stylistic and structural purpose. One of the best examples of Wharton’s careful control is seen in the descriptions of the events immediately before and after the â€Å"smash-up.† As Mattie and Ethan ride the sled down the hill, Wharton captures the initial thrill of the speed and then Ethan’s frenzied determination to drive them straight into the elm tree. Her prose slows down as she evokes Ethan’s return to consciousness. Not only in this example, but everywhere in the novel, her style is restrained, so that the way the words are arranged enhances their meaning without calling attention to the cleverness of the arrange ment. Because Wharton refrains from using unnecessary, superfluous modifiers, her descriptions seem to be almost elliptical or incomplete. She chooses adjectives and adverbs carefully and uses them infrequently. Her imagery is always appropriate to the limitations of her characters and is simply and subtly stated. For example, when Mattie and Ethan spend the evening together, Wharton uses the imagery of warmth and cold to complement characterization. She uses adjectives related to warmth when describing Mattie, and adjectives related to cold to describe Zeena. Other examples of elemental nature found in Wharton’s imagery are stars, the seasons, animals, vegetation, light, and darkness. Wharton’s use of structure contributes to the depiction of Ethan’s tragedy. The prologue and the epilogue, which take place some twenty years after the events of the main story, are written in first person from The Narrator’s point of view. Structurally, these portions of the novel constitute a â€Å"frame† around the story itself; however, this frame is more than a decoration. The prologue not only establishes the nature of theme and action, but also begins the characterization of Zeena and Ethan Frome. It also sets the important patterns of imagery and symbolism and starts a tone of omniscient narration throughout the body of the novel. Ethan is the only character who is thoroughly explored. Wharton’s attention to minor details and her use of structure to relay Ethan’s complicated and tragic life story to readers enables her to portray her characters as victims of the rules of society.

Why Prostitution Shouldn’t Be Legal?

Prostitution is a world wide controversial matter that has been around for many years. Prostitution itself is an old profession, but what about it leads to controversial arguments and opposing view points from our society? The idea that prostitution poses of selling one's body in exchange for money has had a negative impact in our society since it was first introduced into our presence. The many risk factors that follow prostitution, for example HIV, are one of many problems associated with going against legalizing prostitution. However, many people feel that diseases will be less frequent with legalizing prostitution.I would like to further explore this topic throughout the course of the semester, and gain an enhanced insight involved on each opposing side's point of view towards the issue, while finding the relevant information needed to back up my ideas and theory for this particular topic. â€Å"Prostitution is an extreme form of gender discrimination. Legalization of this viole nce to women restricts women's freedom and citizenship rights. If women are allowed to become a legitimate commodity, they are consigned to a second-class citizenship. Democracy is subverted† Donna Hughes Making the Harm VisibleThere is intense debate surrounding the legalization of prostitution. Full legalization involves prostitution taking the same status as any other occupation, i. e. giving sex workers access to social security and healthcare, regulating their places and terms of employment, etc. In many EU countries prostitution is de-criminalized, in other words, it is not a criminal offence to work as a prostitute. In the words of Hughes: â€Å"Considering the documented harm to women who are trafficked and prostituted, it is only logical that women should not be criminalized for being the victim of those abuses.Decriminalization also means that women will not fear arrest if they seek assistance and may be more likely to testify against pimps and traffickers. † Hughes goes on to argue that profiting from the services of a prostitute should be a crime in law, be this as a man buying sexual services, or as anyone gaining financial profit from a sex worker's activity: â€Å"But there absolutely should be no decriminalization for pimps, traffickers, brothel owners, or the men who buy women in prostitution. All legal reforms should aim to stop these perpetrators and profiteers. In her Factsheet on Prostitution, Melissa Farley argues that prostitution is: a) sexual harassment b) rape c) battering d) verbal abuse e) domestic violence f) a racist practice g) a violation of human rights h) childhood sexual abuse I) a consequence of male domination of women j) a means of maintaining male domination of women k) all of the above The well known Andrea Dworkin is part of the feminist camp which claims â€Å"Violation is a synonym for intercourse† (Dworkin, Intercourse), and prostitution is no exception; Beyond that, prostitution is the not only the affirmation, but the result of male supremacy.In a 1992 speech called Prostitution and male supremacy, Dworkin claims: â€Å"When men use women in prostitution, they are expressing a pure hatred for the female body. It is as pure as anything on this earth ever is or ever has been. It is contempt so deep, so deep, that a whole human life is reduced to a few sexual orifices, and he can do anything he wants. † Dworkin too asks how to define prostitution, she provides an answer: â€Å"Prostitution is not an idea.It is the mouth, the vagina, the rectum, penetrated usually by a penis, sometimes hands, sometimes objects, by one man and then another and then another and then another and then another. That's what it is. † Andrea Dworkin was speaking at a symposium with the focus of translating ideas from academia to action, but Farley claims Dworkin's brand of feminism is dead. Citing Catharine MacKinnon: â€Å"[In the past, we had a women's] movement which understood that the choice to be beaten by one man for economic survival was not a real choice, despite the appearance of consent a marriage contract might provide. .. Yet now we are supposed to believe, in the name of feminism, that the choice to be fucked by hundreds of men for economic survival must be affirmed as a real choice, and if the woman signs a model release there is no coercion there. † Farley's factsheet publishes results from one study which found 75% of women working as escorts had attempted suicide, and Hughes too points to the harm done to women through prostitution: â€Å"Prostitution causes extreme harm to the body and the mind.Women, who survive the beatings, rapes, sexually transmitted diseases, drugs, alcohol, and emotional abuse, emerge from prostitution ill, traumatized, and often, as poor as when they entered. † Calling on governments to realize that ‘women's bodies and emotions belong to them', Hughes says that is a state permits prostitution to flouri sh, a certain portion of each generation of young women will be lost. â€Å"Prostitution should not be legalized. Legalization means that the state imposes regulations under which women can be prostituted. In effect, regulation means that under certain conditions it is permissible to exploit and abuse women. In 1998 the Swedish government brought a bill to parliament which would in effect criminalize the buyers of sexual services, punishing them with a heavy fine or 6 month in jail. The bill as cited by EUROPAP states: â€Å"This new prohibition marks Sweden's attitude towards prostitution. Prostitution is not a desirable social phenomenon. The government considers, however, that it is not reasonable to punish the person who sells a sexual service. In the majority of cases at least, this person is a weaker partner who is exploited by those who want only to satisfy their sexual drives†¦It is also important to motivate prostitutes to seek help to leave their way of life. They s hould not run the risk of punishment because they have been active as prostitutes. † The legislation in Sweden was not only the result of lesser social acceptance of prostitution, but also an effort to eradicate trafficking. Legally able to sell her body, albeit for a short period of time, women become commodities. Commodification of women not only leads to women becoming second class citizens, but it also normalizes the concept of a human being becoming the property of someone else.For Hughes, there is no difference between trafficking which is by now universally recognized as a severe violation of human rights, and prostitution, which in Europe is widely tolerated, occasionally partly legal, and in the case of Holland, entirely so: â€Å"Prostitution is consuming thousands of girls and women and reaping enormous profits for organized crime in post-communist countries. In addition, each year, several hundred thousand women are trafficked from Eastern European countries for p rostitution in sex industry centers all over the world.The practices are extremely oppressive and incompatible with universal standards of human rights. The sex trade is a form of contemporary slavery and all indications predict its growth and expansion into the 21st century. † The European Parliament reports that police do not expect the sex trade to grow substantially in the Nordic region, however, the Swedish government hopes â€Å"By prohibiting the purchase of sexual services, prostitution and its damaging effects can be counteracted more effectively than hitherto.The government is however of the view that criminalization can never be more than a supplementary element in the efforts to reduce prostitution and cannot be a substitute for broader social exertions. † Hughes would agree that there is a wider social context; however she says â€Å"Above all, state bodies and non-governmental organizations should understand that prostitution is a demand market created by men who buy and sell women's sexuality for their own profit and pleasure.Legal reforms should therefore create remedies that assist victims and prosecute perpetrators† The perception of the prostitute as a victim is one which resounds through the literature against legalization of sex work. For Dworkin, the prostitutes is a victim of male supremacy, poverty and/or incest, and Catharine MacKinnon puts prostitution in a wider context in Prostitution and Civil Rights: â€Å"The legal right to be free from torture and cruel and inhuman or degrading treatment is recognized by most nations and is internationally guaranteed.In prostitution, women are tortured through repeated rape and in all the more conventionally recognized ways. Women are prostituted precisely in order to be degraded and subjected to cruel and brutal treatment without human limits; it is the opportunity to do this that is exchanged when women are bought and sold for sex. † An alternate school of feminism s ees sex work as empowerment, and the sex worker as willfully exerting and exploiting her power over the client.For Hughes, the concept is impossible: â€Å"Most arguments in favor of legalization are based on trying to distinguish between ‘free' and ‘forced' prostitution and trafficking. Considering the extreme conditions of exploitation in the sex industry, those distinctions are nothing but abstractions that make for good academic debates. They are, however,

Dictinory

EASIER ENGLISH BASIC DICTIONARY SECOND EDITION Dictionary Titles in the Series English Language: Easier English Basic Synonyms 0 7475 6979 7 English Study Dictionary 1 9016 5963 1 Easier English Student Dictionary 0 7475 6624 0 English Thesaurus for Students 1 9016 5931 3 Specialist Dictionaries: Dictionary of Accounting 0 7475 6991 6 Dictionary of Banking and Finance 0 7475 6685 2 Dictionary of Business 0 7475 9680 0 Dictionary of Economics 0 7475 6632 1 Dictionary of Environment and Ecology 0 7475 7201 1 Dictionary of Hotels, Tourism and Catering Management 1 9016 5999 2Dictionary of Human Resources and Personnel Management 0 7475 6623 2 Dictionary of ICT 0 7475 6990 8 Dictionary of Marketing 0 7475 6621 6 Dictionary of Medical Terms 0 7475 6987 8 Dictionary of Military Terms 1 9038 5620 5 Dictionary of Nursing 0 7475 6634 8 Dictionary of Science and Technology 0 7475 6620 8 Check your English Vocabulary Workbooks: Business 0 7475 6626 7 Computing 1 9016 5928 3 English for Academic Purposes 0 7475 6691 7 PET 0 7475 6627 5 FCE + 0 7475 6981 9 IELTS TOEFL 0 7475 6982 7  ® 0 7475 6984 3 Visit our website for full details of all our books ttp://www. bloomsbury. com/reference EASIER ENGLISH BASIC DICTIONARY SECOND EDITION General editor P. H. Collin A BLOOMSBURY REFERENCE BOOK www. bloomsbury. com Second edition published 2004 First published in Great Britain 2001  © Copyright P. H. Collin, F. Collin, S. M. H. Collin 2001 This edition  © Copyright Bloomsbury Publishing 2004 Bloomsbury Publishing Plc 38 Soho Square London W1D 3HB All rights reserved. No part of this publication may be reproduced in any form or by any means without the permission of the publishers. British Library Cataloguing-in-Publication DataA catalogue record for this book is available from the British Library ISBN 0 7475 6644 5 eISBN-13: 978-1-4081-0202-2 Text processing and computer typesetting by Bloomsbury Publishing Printed and bound in Italy by Legoprint All papers used by Bloomsbury Publishing are natural, recyclable products made from wood grown in well-managed forests. The manufacturing processes conform to the environmental regulations of the country of origin. GENERAL EDITOR P. H. Collin Editorial Contributors Penelope Hands, Howard Sargeant Text Production and Proofreading Katy McAdam, Joel Adams, Daisy Jackson, Sarah LusznatPreface This dictionary contains the most frequently used words in English and provides the basic vocabulary needed for everyday communication by anyone starting to learn the language. It is especially useful for elementary and pre-intermediate students of all ages and would be suitable for those working towards an elementary level English examination such as KET or PET. Each word is individually defined, and no words, not even adverbs, are given without a definition. Examples are included for many words to provide patterns for the user’s own production of English sentences.Each word, including compound words and phrasal verbs, has its own easy-to-find main entry in bold type. Each word has a pronunciation in the International Phonetic Alphabet. Common phrases and idioms associated with the main term are shown in bold type and separately defined within the entry. The meanings of the main common senses of each word are given clearly and simply, using a limited and easily understood vocabulary. Meanings are grouped together by their part of speech. Extra help is offered in Notes at the end of some entries.These include warnings about words which can confused with each other, unusual inflected forms and regularly collocating prepositions. The major differences in US and British spelling are noted. A useful companion to this dictionary is Easier English Basic Synonyms which compares and contrasts words with similar meanings, showing the similarities and differences in usage. Symbols before a new part of speech before examples before a phrase or collocation before an idiom a definition of the word will be foun d at the place indicated extra information will be found at the place indicated i ? PronunciationThe following symbols have been used to show the pronunciation of the main words in the dictionary. Stress has been indicated by a main stress mark ( ) and a secondary stress mark ( ). Note that these are only guides, as the stress of the word changes according to its position in the sentence. Vowels ? ? a? a? a a ? e e? e? e? i i ? ? u u ? Consonants back harm stop type how hire hour course annoy head fair make go word keep happy about fit near annual pool book tour shut b d ? d f h j k l m n ? p r s ? t t? ? v w x z buck dead other jump fare gold head yellow cab leave mix nil sing print rest ave shop take change theft value work loch measure zone Basic. fm Page 1 Friday, January 16, 2004 3:10 PM A a1 /e? /, A noun the first letter of the alpha- very able manager. There are special activities for able children. a bet, followed by B Do you mean ‘dependant’ spelt with an à ¢â‚¬Ëœa’ or ‘dependent’ with an ‘e’? from A to Z completely, all the way through about /? ba? t/ preposition 1. referring to about something He told me all about his operation. What do you want to speak to the doctor about? 2. to be about to do something to be going to do something very soon We were about to go home when you arrived. 3. ot exactly I’ve been waiting for about four hours. She’s only about fifteen years old. how about? 1. what do you think about? We can’t find a new chairperson for the club – What about Sarah? 2. would you like a cup of tea? while you’re about it at the same time as the thing you are doing While you’re about it, can you post this letter? a2 /? , e? /, an /? n, n/ article 1. one a an enormous hole a useful guidebook She’s bought a new car. I want a cup of tea. We had to wait an hour for the bus. (NOTE: an is used before words beginning with a, e, i, o, u and with h if the h is not pronounced: an apple or an hour. is used before words beginning with all other letters and also before u where u is pronounced /ju / : a useful guidebook) 2. for each or to each Apples cost ? 1. 50 a kilo. The car was travelling at 50 kilometres an hour. He earns ? 100 a day. above /? b v/ preposition 1. higher than above The plane was flying above the clouds. The temperature in the street was above 30 degrees. At prices above ? 20, nobody will buy it. 2. older than If you are above 18, you have to pay the full fare. 3. louder than I couldn’t hear the telephone above the noise of the drills. abandon /? b nd? n/ verb 1. to leave abandon someone or something in an unkind wayThe dog had been abandoned by its owner. 2. to give up or stop doing something The company has decided to abandon the project. We abandoned the idea of setting up a London office. abbreviation /? bri vi e (? )n/ noun a abbreviation short form of a word abroad /? br? d/ adverb in or to another abroad country They’ve gone abroad on holiday. I lived abroad for three years. ability /? b? l? ti/ noun 1. a natural tendenability cy to do something well I admire his ability to stay calm in difficult situations. We can develop their natural abilities. (NOTE: The plural is abilities. ) I’ll do it to the best of my ability I’ll o it as well as I can 2. the fact of being clever suitable for different levels of ability (NOTE: no plural) absence / bs? ns/ noun the fact of beabsence ing away from a place She did not explain her absence from the meeting. The former president was sentenced in his absence. in the absence of because someone or something is not there In the absence of the chairman, his deputy took over. In the absence of any official support, we had to raise our own funds. able / e? b(? )l/ adjective 1. to be able to able do something to be capable of something or have the chance to do something They weren’t able to find the ouse. Will you be able to c ome to the meeting? 2. good at doing something, or good at doing many things She’s a absent / bs? nt/ adjective not there absent Ten of the staff are absent with flu. absolute / bs? lu t/ adjective comabsolute plete or total Basic. fm Page 2 Friday, January 16, 2004 3:10 PM absolutely 2 accompany absolutely adverb 1. / bs? lu tli/ com- little gift. 2. to say ‘yes’ or to agree to something She accepted the offer of a job in Australia. I invited her to come with us and she accepted. (NOTE: Do not absolutely pletely I am absolutely sure I left the keys in my coat pocket. 2. / bs? lu tli/ es, of course Did you build it yourself? – Absolutely! absorb /? b z? b/ verb 1. to take in something such as a liquid The water should be absorbed by the paper. Salt absorbs moisture from the air. 2. to reduce a shock The car’s springs are supposed to absorb any shock from the road surface. absurd /? b s d/ adjective completely unreasonable or impossible to believe It ’s absurd to expect you will win the lottery if you only buy one ticket. abuse1 /? bju s/ noun 1. rude words The people being arrested shouted abuse at the police. 2. very bad treatment the sexual abuse of children She suffered physical abuse in prison. absorb bsurd abuse (NOTE: [all senses] no plural) abuse2 /? bju z/ verb 1. to treat someabuse one very badly, usually physically or sexually She had been abused as a child. 2. to make the wrong use of something He abused his position as finance director. 3. to say rude things about someone The crowd noisily abused the group of politicians as they entered the building. academic / k? dem? k/ adjective 1. relating to study at a university Members of the academic staff received a letter from the principal. 2. only in theory, not in practice It is only of academic interest. i noun a university teacher All her friends are academics. ccelerate /? k sel? re? t/ verb to go faster Don’t accelerate when you get to traffic lights. accent / ks? nt/ noun 1. a particular way of pronouncing something He speaks with an American accent. 2. the stronger or louder part of a word or sentence In the word ‘letter’ the accent is on the first syllable. 3. a mark over a letter showing a particular way of pronouncing it Cafe has an accent on the ‘e’. accept /? k sept/ verb 1. to take and keep a present We hope you will accept this academic accelerate accent accept confuse with except. ) acceptable /? k sept? b(? )l/ adjective acceptable good enough to be accepted, although ot particularly good Fighting in the street is not acceptable behaviour. Smoking is becoming less socially acceptable. A small gift of flowers would be very acceptable. The offer is not acceptable to the vendor. access / kses/ noun a way of reaching a place The concert hall has access for wheelchairs. At present there is no access to the site. to have access to something to be able to reach a place, meet a person, or obtain somet hing I’ll have access to the studio day and night. The company has access to substantial funds. i verb to get information from a computer She tried to access the address list. accident / ks? d(? nt/ noun 1. an unpleasant thing which happens and causes damage or injury He lost his leg in an accident at work. She was involved in a car accident and had to go to hospital. 2. something that happens unexpectedly Their third baby was an accident. by accident without being planned or expected He found the missing papers by accident. accidental / ks? dent(? )l/ adjective happening without being planned or expected an accidental meeting accidental damage His death was not accidental. accidentally / ks? dent(? )li/ adverb without being planned or expected accommodation /? k? m? de (? )n/ noun a place to live or somewhere to tay for a short time Are you still looking for accommodation? Visitors have difficulty in finding hotel accommodation during the summer. (NOTE: In Britaccess acciden t accidental accidentally accommodation ish English, accommodation has no plural. ) accompany /? k mp(? )ni/ verb 1. to accompany go with someone or something She accompanied me to the door. 2. to play a musical instrument while someone Basic. fm Page 3 Friday, January 16, 2004 3:10 PM accomplish else plays another instrument or sings She sang and was accompanied on the piano by her father. (NOTE: accompanied by someone or something) accomplish /? k mpl / verb to do omething successfully You won’t accomplish anything by arguing. according to /? k? d tu / preposition 1. as someone says or writes The washing machine was installed according to the manufacturer’s instructions. According to the police, the car was going too fast. 2. in agreement with rules or a system Everything went according to plan or schedule. 3. in relation to The teachers have separated the children into classes according to their ages. account /? ka? nt/ noun 1. same as bank account 2. I was worried on her account I was afraid something might happen to her on account of because of, due to The trains are late n account of the fog. We don’t use the car much on account of the price of petrol. take something into account to consider something We have to take the weather into account. on no account not at all accurate / kj? r? t/ adjective correct in all details Are the figures accurate? We asked them to make an accurate copy of the plan. accurately / kj? r? tli/ adverb correctly The weather forecast accurately predicted the storm. accuse /? kju z/ verb to say that someone has done something wrong The police accused her of stealing the money. (NOTE: You accuse someone of a accomplish according to account accurate accurately accuse rime or of doing something. ) achieve /? t? i v/ verb to succeed in doachieve ing something after trying very hard Have you achieved all your aims? The company has achieved great success in the USA. achievement /? t? i vm? nt/ noun something which h as been done successfully She is very modest about her achievements. Coming sixth was a great achievement, since he had never entered the competition before. achievement 3 action acid / s? d/ noun a chemical substance acid that is able to dissolve metals acknowledge /? k n? l? d / verb 1. to acknowledge say that something has been received She didn’t acknowledge receiving my etter. 2. to accept that something is true She acknowledged that she had seen me there. acknowledgement /? k n? l? d m? nt/ noun a letter or note sent to say that something has been received acorn / e? k? n/ noun the fruit of an oak tree acquaintance /? kwe? nt? ns/ noun a person you know slightly She has many acquaintances in the travel industry but no real friends. acquire /? kwa / verb to become the owner of something She has acquired a large collection of old books. across /? kr? s/ preposition 1. from one side to the other Don’t run across the road without looking to see if there is any traffi c coming. 2. n the other side of He saw her across the street. i adverb from one side to the other The river is only twenty feet across. The stream is very narrow – you can easily jump across. act / kt/ noun 1. something which is done He thanked her for the many acts of kindness she had shown him over the years. 2. a part of a play or show Act 2 of the play takes place in the garden. 3. a short performance The show includes acts by several young singers. 4. a law passed by Parliament an act to ban the sale of weapons i verb 1. to do something You will have to act quickly if you want to stop the fire. She acted in a very responsible way. o act as someone or something to do the work of someone or something The thick curtain acts as a screen to cut out noise from the street. 2. to behave in a particular way She’s been acting very strangely. to get your act together to organise yourself properly If they don’t get their act together, they’ll miss their train. action / k n/ noun 1. the fact of doing something We recommend swift acacknowledgement acorn acquaintance acquire across act action Basic. fm Page 4 Friday, January 16, 2004 3:10 PM active tion to prevent the problem spreading. What action are you going to take to prevent accidents? ut of action not working The car has been out of action for a week. 2. something that is done They’ve shown their commitment by their actions. 3. a movement Avoid sudden actions that could alarm the animals. 4. the things that happen in a performance such as a play or film The action of the play takes place in a flat in London. 5. a case in a law court where someone tries to get money from someone else to bring an action for damages against someone active / kt? v/ adjective 1. involved in active an activity or activities, especially in an energetic way He didn’t play an active part in the attack on the police station.My grandmother is still very active at the age of 88. 2. (of a volcano) ex ploding or likely to explode Scientists think the volcano is no longer active. 3. the form of a verb which shows that the subject is doing something (NOTE: If you say ‘the car hit him’ the verb is active, but in ‘he was hit by the car’ it is passive. ) activity / k t? v? ti/ noun 1. the act or activity fact of being active 2. something that someone does to pass time pleasantly Children are offered various holiday activities – sailing, windsurfing and water-skiing. (NOTE: The plural in this sense is activities. ) actor / kt? / noun a person who acts in actor he theatre, in films or on TV actress / ktr? s/ noun a woman who actress acts in the theatre, in films or on TV (NOTE: Many women prefer to call themselves actors rather than actresses. ) actual / kt? u? l/ adjective real actual It looks quite small but the actual height is 5 metres. Her actual words were much stronger. actually / kt? u? li/ adverb really actually It looks quite small, but actuall y it is over 5 metres high. He said he was ill, but actually he wanted to go to the football match. 4 address ad / d/ noun an advertisement (informal ) ad If you want to sell your car quickly, put an ad in the paper. adapt /? d pt/ verb 1. o change something to be suitable for a new situation She adapted the story for TV. The car has been adapted for disabled drivers. 2. to change your behaviour to fit into a new situation We’ll all have to learn to adapt to the new system. adaptable /? d pt? b(? )l/ adjective able to change or be changed easily to deal with new situations or uses add / d/ verb 1. to make a total of numbers If you add all these numbers together it should make fifty. (NOTE: Addadapt adaptable add ing is usually shown by the sign + : 10 + 4 = 14. ) 2. to join one thing to another Interest is added to the account monthly. Add two cupfuls of sugar.Put a teabag into the pot and add boiling water. By building the annexe, they have added thirty rooms to the hotel. 3 . to say or to write something more I have nothing to add to what I put in my letter. She added that we still owed her some money for work she did last month. add up phrasal verb to make a total the figures do not add up the total is not correct addition /? d (? )n/ noun 1. someone or something added to something else the latest addition to the family He showed us the additions to his collection of paintings. 2. the act of adding figures to make a total You don’t need a calculator to do a simple addition. n addition to as well as There are twelve registered letters to be sent in addition to this parcel. in addition as well in addition to as well as There are twelve registered letters to be sent in addition to this parcel. additional /? d (? )n? l/ adjective included as well as what there is already address /? dres/ noun 1. a set of details of the number of a house, the name of a street and the town where someone lives or works What is the doctor’s address? Our address is: 1 Cambridge Road, Teddington, Middlesex. 2. the set of letters, symbols and numbers that addition additional address Basic. m Page 5 Friday, January 16, 2004 3:10 PM address book identify someone’s email account i verb 1. to write details such as someone’s name, street and town on a letter or parcel That letter is addressed to me – don’t open it! 2. to speak or write to someone Please address your questions to the information office. Teachers are not normally addressed as ‘Sir’ here. 3. to make a formal speech to a group The chairman addressed the meeting. address book /? dres b? k/ noun a address book notebook or computer file in which you can record people’s names, home addresses, telephone numbers and email addresses adequate / d? kw? / adjective 1. adequate enough for a purpose We don’t have adequate supplies for the whole journey. His salary alone is barely adequate. 2. only just satisfactory adhesive /? d hi s? v/ adje ctive able to stick to things i noun a substance which sticks things together adhesive adjacent /? d e? s(? )nt/ adjective very adjacent close to or almost touching something My office is in an adjacent building. adjective / d ? kt? v/ noun a word which describes a noun In the phrase ‘a big black cloud’, ‘big’ and ‘black’ are both adjectives. adjective adjust /? d adjust st/ verb to make a slight change to something I need to adjust his belt a bit. to adjust to something to become used to something How are you adjusting to being a parent? admiration / dm? re (? )n/ noun readmiration spect for someone or something admire /? d ma / verb to consider admire someone or something with approval He was admired for his skill as a violinist. We admired the view from the balcony. admission /? d m (? )n/ noun 1. the act admission or fact of being allowed to go in to a place Admission to the exhibition is free on Sundays. My friend was refused admission to the restaurant because he was not wearing a tie. no admission no one can enter 2. statement saying that something bad is true Her 5 advantage admission that she had taken the money led to her arrest. admission fee /? d m (? )n fi / noun an amount of money paid to go into a place such as a museum admit /? d m? t/ verb to allow someone to go in to a place Children are admitted free, but adults have to pay. This ticket admits three people. (NOTE: admits – admitting – admitted) to admit (to) doing something to say that you have done something wrong They admitted stealing the car. adopt /? d? pt/ verb 1. to take someone legally as a son or daughter They have adopted a little boy. 2. o decide to start using something The book has been adopted for use in all English classes. We need to adopt a more flexible approach. adore /? d? / verb to like someone or something very much adult / d lt/ noun a fully-grown person i adjective 1. fully grown an adult tiger 2. relating to a matu re person or people adult fiction advance /? d v? ns/ verb to move forward The police slowly advanced across the square. i noun 1. a movement forwards The police have made some advances in their fight against crime. The team made an advance into their opponents’ half. 2. money paid as a loan or as a part of a payment o be made later i adjective done before something happens She made an advance payment of ? 3000. in advance earlier than the time something happens You must phone in advance to make an appointment. They asked us to pay ?200 in advance. advanced /? d v? nst/ adjective which is studied at a higher level He’s studying advanced mathematics. She’s studying for an advanced degree. advantage /? d v? nt? d / noun something which will help you to be successful Being able to drive a car is an advantage. Knowledge of two foreign languages is an advantage in this job. She has several advantages over the other job candidates. o take advanadmission fee admit adop t adore adult advance advanced advantage Basic. fm Page 6 Friday, January 16, 2004 3:10 PM adventure tage of something to profit from something They took advantage of the cheap fares on offer. to take advantage of someone to get something unto (good or fairly from someone best) advantage in a way that helps someone or something appear especially good She used her knowledge of Italian to good advantage. adventure /? d vent / noun a new, exciting and dangerous experience I must tell you about our adventures in the desert. adverb / dv b/ noun a word which applies to a verb, an adjective, another dverb or a whole sentence In the sentence ‘He walked slowly, because the snow was very thick. ’ both ‘slowly’ and ‘very’ are adverbs. adverse / dv s/ adjective (of condian tions) unpleasant and unwanted adverse reaction adverse effects advert / dv t/ noun same as adveradventure adverb adverse advert tisement advertise / dv? ta? z/ verb to make advertise su re that people know that something is for sale, or that something is going to happen The company is advertising for secretaries. Did you see that the restaurant is advertising cheap meals on Sundays? I saw this watch advertised in the paper. advertisement /? d v t? sm? nt/ noun n announcement which tries to make sure that people know that something is for sale, or that something is going to happen advertising / dv? ta? z / noun the act of making sure that people know that something is for sale, or that something is going to happen The company has increased the amount of money it spends on advertising. They spent millions on the advertising campaign. advice /? d va? s/ noun an opinion that someone gives you about what you should do He went to the bank manager for advice on how to pay his debts. They would not listen to the doctor’s advice. My grandfather gave me a very useful piece of advice.His mother’s advice was to stay in bed. (NOTE: no pluadvertisement advertising advice 6 afraid ral: use some advice or, for one item, a piece of advice) advise /? d va? z/ verb 1. to suggest to advise someone what they should do He advised her to save some of the money. 2. to tell someone officially that something has happened (formal ) They advised us that the sale of the house had been completed. adviser /? d va? z? /, advisor noun someone who helps people to make decisions about what to do aerial / e? ri? l/ noun a piece of equipment for receiving radio or TV signals aeroplane / e? r? ple? n/ noun a vehicle hich flies in the air, carrying passengers or goods affair /? fe? / noun 1. something which is relevant to one person or group of people only That’s his affair – it’s nothing to do with me. It’s an affair for the police. His business affairs were very complicated. 2. a sexual relationship with someone who is not your husband or wife He’s having an affair with his boss’s wife. 3. an event The party is just a famil y affair. 4. an event or situation that shocks people The whole sorry affair was on the front page of the newspapers for days. i plural noun affairs situations or activities relating to public or private life affect /? ekt/ verb to have an influence on someone or something The new regulations have affected our business. Train services have been seriously affected by the strike. affection /? fek n/ noun a feeling of liking someone, especially a friend She always spoke of him with great affection. afford /? f? d/ verb to have enough money to pay for something How will you afford such an expensive holiday? be unable to afford, can’t afford to be unable to accept something because it might cause you a problem I can’t afford a delay of more than three weeks. afraid /? fre? d/ adjective 1. frightened of something or someone I am afraid of nakes. He is too afraid to climb the ladder. 2. to be afraid (that) to be adviser aerial aeroplane affair affect affection afford afraid B asic. fm Page 7 Friday, January 16, 2004 3:10 PM after sorry to say I’m afraid that all the cakes have been sold. You can’t see the boss – I’m afraid he’s ill. Have you got a pocket calculator? – No, I’m afraid not. after / ? ft? / preposition 1. following or next in order to If today is Tuesday, the day after tomorrow is Thursday. They spoke one after the other. What’s the letter after Q in the alphabet? after you you go first 2. later than We arrived after six o’clock.We don’t let the children go out alone after dark. i conjunction later than a time After the snow fell, the motorways were blocked. Phone me after you get home. (NOTE: after after is used with many phrasal verbs: to look after, to take after, etc. ) after all 1. in spite of everything Everything was all right after all. 2. the fact is He should be OK; after all, he is eighteen now. afternoon / ? ft? nu n/ noun the time between midday and the evenin g He always has a little sleep in the afternoon. There is an afternoon flight to Paris. Can we meet tomorrow afternoon? afterwards / ? ft? w? dz/ adverb laterWe’ll have lunch first and go shopping afterwards. again /? en/ adverb 1. another time He had to take his driving test again. again and again several times, usually in a firm or determined way The police officer asked the same question again and again. 2. back as you were before Although I like going on holiday, I’m always glad to be home again. against /? enst/ preposition 1. so as to touch He was leaning against the wall. She hit her head against the low doorway. 2. in opposition to England is playing against South Africa tomorrow. It’s hard cycling uphill against the wind. They went against his advice. age /e? / noun the number of years which you have lived She is thirty years of age. He looks younger than his age. i plural noun ages a very long time (informal ) I’ve been waiting here for ages. It took us ages to get served. afternoon afterwards again against age 7 agreement aged /e? d d/ adjective with the age of 1 aged a girl aged nine She died last year, aged 83. aged2 / e? d ? d/ adjective very old an aged man agency / e? d ? nsi/ noun an office which represents another firm an advertising agency agenda /? d end? / noun a list of points for discussion what’s on the agenda? what are we going to discuss? i a set of hings that someone plans to do top of your agenda what someone wants most A holiday is top of my agenda at present. agent / e? d ? nt/ noun a person who works for or represents someone else Our head office is in London but we have an agent in Paris. aggression /? re? (? )n/ noun a feeling of anger against someone that is expressed, especially in physical force an act of aggression an attack on someone aggressive /? res? v/ adjective ready to attack someone aggressively /? res? vli/ adverb as if wanting to attack someone ago /? / adverb in the past He pho ned a few minutes ago. This all happened a long time ago. NOTE: ago aged agency agenda agent aggression aggressive aggressively ago always follows a word referring to time. ) agree /? ri / verb 1. to say yes or give agree permission After some discussion he agreed to our plan. (NOTE: You agree to or on a plan. ) 2. to say or show that you have the same opinion as someone else Most of the group agreed with her suggestion. agreement /? ri m? nt/ noun 1. the act or fact of thinking the same to reach an agreement or to come to an agreement on salaries Agreement between the two sides is still a long way off. they are in agreement with our plan they agree with our plan We discussed he plan with them and they are in agreement. 2. a contract to draw up or to draft an agreement We signed an agreement with the Italian company. agreement Basic. fm Page 8 Friday, January 16, 2004 3:10 PM ahead ahead /? hed/ adverb 1. in front ahead Our team was losing, but now we are ahead again. Run on ahead a nd find some seats for us. You need to go straight ahead, and then turn left. 2. in future My diary is filled with appointments for six weeks ahead. 3. before We try to fill the vacancies at least three weeks ahead. ahead of /? hed ? v/ 1. in front of Ahead of us was a steep hill. They ran on ahead of the others. 2. in future time You have a mass of work ahead of you. 3. before (informal ) They drafted in extra police ahead of the international match. aid /e? d/ noun 1. help, especially money, food or other gifts given to people living in difficult conditions aid to the earthquake zone an aid worker (NOTE: This meaning of aid has no plural. ) in aid of in order to help We give money in aid of the Red Cross. They are collecting money in aid of refugees. 2. something which helps you to do something kitchen aids i verb 1. to help something to happen 2. to help someone aim /e? m/ noun what you are trying to do His aim is to do well at school and hen go to university. One of our aims is to increase the speed of service. i verb 1. to plan to do something We aim to go on holiday in June. 2. to point a gun at someone or something He was aiming or aiming a gun at the policeman. air /e? / noun 1. a mixture of gases which cannot be seen, but which is all around us and which every animal breathes His breath was like steam in the cold air. 2. the air the space around things and above the ground He threw the ball up into the air. (NOTE: These meanings of air have no plural. ) i adjective referring to a method of travelling or sending goods using aircraft new air routes y air in an aircraft I don’t enjoy travelling by air. It’s quicker to send the letter by air. i verb to make a room or clothes fresh by giving them more air Let’s open the windows to air the room. aircraft / e? kr? ft/ noun a vehicle which flies in the air The passengers got into or boarded the aircraft. The airline aid aim air aircraft 8 alive has a fleet of ten aircraft. (NOTE: The plur al is aircraft: one aircraft, six aircraft. ) airfare / e? fe? / noun the amount of money a passenger has to pay to travel on an aircraft air force / e? f? s/ noun a country’s military air organisation airline / e? la? n/ noun a company which akes people or goods to places in aircraft The airline has been voted the most popular with business travellers. He’s an airline pilot. airplane / e? ple? n/ noun US an aircraft airport / e? p? t/ noun a place where aircraft land and take off You can take the underground to the airport. We are due to arrive at Heathrow Airport at midday. alarm /? l? m/ noun 1. a loud warning sound An alarm will sound if someone touches the wire. to raise the alarm to warn everyone of danger 2. same as alarm clock i verb to frighten someone I don’t want to alarm you, but there’s a police car parked outside your house. alarm clock /? ? m kl? k/ noun a clock which rings a bell to wake you up album / lb? m/ noun 1. a large book 2. a coll ection of songs on a CD, cassette or record alcohol / lk? h? l/ noun a substance in drinks such as beer or wine that can make people drunk They will not serve alcohol to anyone under the age of 18. alcoholic / lk? h? l? k/ adjective relating to alcohol alert /? l t/ adjective watching or listening carefully, ready to notice something alike /? la? k/ adjective very similar i adverb in a similar way My sister and I just don’t think alike. The change will affect rich and poor alike. alive /? la? v/ adjective 1. iving He was still alive when he was rescued from the burning building. When my grandfather was alive, there were no supermarkets. (NOTE: not used in front of a noun: the fish is alive but a live fish. ) 2. lively airfare air force airline airplane airport alarm alarm clock album alcohol alcoholic alert alike alive Basic. fm Page 9 Friday, January 16, 2004 3:10 PM all The holiday village really comes alive to come alive to become at night. busy and active all /? l/ adject ive, pronoun everything or all everyone They all or All of them like coffee. All trains stop at Clapham Junction. Did you pick all (of) the tomatoes?Where are all the children? i adverb 1. completely The ground was all white after the snow had fallen. I forgot all about her birthday. 2. all by yourself all alone You can’t do it all by yourself. I’m all by myself this evening – my girlfriend’s gone out. all along right from the beginning all at once suddenly all in 1. tired out 2. including everything all of a sudden suddenly all over 1. everywhere over something 2. finished all right well She was ill yesterday but she’s all right now. all the same in spite of this I’m not really keen on horror films, but I’ll go with you all the same. allergic /? l d ? k/ adjective suffering llergic from or referring to an allergy to be allergic to to react badly to a substance Many people are allergic to grass pollen. She is allergic to cats. 9 alpha betical Jack has been my closest ally in the campaign. ally2 /? la? / verb to ally yourself with or to someone to join forces with someone The unions have allied themselves with the opposition. (NOTE: allies ally – allying – allied) almost / ? lm st/ adverb nearly almost London is almost as far from here as Paris. She’s almost as tall as I am. She’ll eat almost anything. Hurry up, it’s almost time for the train to leave. alone /? l n/ adjective 1. with no one lse She lives alone with her cats. He was all alone in the shop. 2. only She alone knew the importance of the message. i adverb without other people We don’t let the children go out alone after dark. I don’t like travelling alone. leave alone 1. not to disturb someone Leave your sister alone, she’s trying to read. 2. to stop touching or playing with something Leave the cat alone, it doesn’t like being stroked. Leave those keys alone, the noise is annoying me. to go it alone to do something, especially a business activity, without help from anyone along /? l / preposition 1. by the side of He has planted fruit trees along oth sides of the garden path. The river runs along one side of the castle. 2. in a straight forward direction She ran along the pavement. Walk along the street until you come to the post office. I was just driving along when I caught sight of my brother. 3. to a place John came along after about five minutes. Is it ok if I bring a friend along? aloud /? la? d/ adverb in a voice which can be easily heard alphabet / lf? bet/ noun a series of letters in a specific order, e. g. A, B, C, etc G comes before H in the alphabet. If you’re going to Greece on holiday, you ought to learn the Greek alphabet. alphabetical / lf? bet? k(? l/ adjective relating to the alphabet in alphabetical order in order of the first letter of each word The words in the dictionary are in alphabetical order. Sort out the address cards into alphabetica l order of the people’s names. alone along allergy / l? d i/ noun a bad reaction to allergy a substance which makes you sneeze, or makes your skin itch, e. g. She has an allergy to household dust. The baby has a wheat allergy. allow /? la? / verb to let someone do allow something She allowed me to borrow her book. Smoking is not allowed in the restaurant. You are allowed to take two pieces of hand luggage onto the plane. allowance /? a ns/ noun 1. an allowance amount of money paid to someone regularly a weekly allowance 2. an amount of money which you are allowed to earn without paying tax on it 3. to make allowances for to take something into account You must make allowances for his age. ally1 / la? / noun 1. a country which ally works together with another, especially in a war (NOTE: The plural is allies. ) 2. someone who is willing to support you in something you want to achieve aloud alphabet alphabetical Basic. fm Page 10 Friday, January 16, 2004 3:10 PM already already /? l redi/ adverb before now or already I’ve albefore the time mentioned eady done my shopping. It was already past ten o’clock when he arrived. also / ? ls / adverb in addition to something or someone else that has been mentioned He’s a keen cyclist and his sister also likes to cycle when she can. She sings well and can also play the violin. (NOTE: also is usually placed bealso fore the main verb or after a modal or auxiliary verb. ) alter / ? lt? / verb to become different, or alter make something different, especially in small ways or in parts only They wanted to alter the terms of the contract after they had signed it. The shape of his face had altered slightly. alteration / ? lt? re (? )n/ noun 1. the ct of becoming different or of making something different 2. something that has been, or needs, changing She made some alterations in the design. alternate1 /? l t n? t/ adjective every other one We see each other on alternate Sundays. alternate2 / ? lt? ne? t / verb to keep changing from one particular position or state to another alternative /? l t n? t? v/ adjective 1. in place of something else If the plane is full, we will put you on an alternative flight. Do you have an alternative solution? 2. following a different way from usual i noun something which you do instead of something else Now that she’s ill, do we have any alternative o calling the holiday off? although /? l / conjunction in spite of the fact that Although it was freezing, she didn’t put a coat on. I’ve never been into that shop although I’ve often walked past it. altogether / ? lt? e / adverb taking everything together The food was ? 10 and the drinks ? 5, so that makes ? 15 altogether. The staff of the three shops come to 200 altogether. always / ? lwe? z/ adverb 1. every time She is always late for work. Why does it always rain when we want to go for a walk? 2. all the time It’s always alteration alternate alternate alternative al though altogether always 10 amount hot in tropical countries. . frequently, especially when someone finds it anShe’s always asking me to noying lend her money. am /? m, m/ 1st person present singular of be a. m. / e? em/ adverb before midday I have to catch the 7 a. m. train to work every day. Telephone calls made before 6 a. m. are charged at the cheap rate. (NOTE: a. m. is usually used to am a. m. show the exact hour and the word o’clock is left out) amazement /? me? zm? nt/ noun great amazement surprise To his amazement he won first prize. amazing /? me? z / adjective 1. very surprising It was amazing that she never suspected anything. 2. extremely It was an interesting and unusual mazing experience, sailing so far from land at night. ambition / m b (? )n/ noun a wish to do something special His great ambition is to ride on an elephant. ambulance / mbj? l? ns/ noun a van which carries sick or injured people to hospital When she fell down the stairs, her husband call ed an ambulance. American /? mer? k? n/ adjective relating to America or to the United States among /? m ? /, amongst /? m ? st/ preposition 1. surrounded by or in the middle of He was standing among a crowd of tourists. 2. between a number of people in a group Let’s share the cake among us. 3. in addition to other people or things Jack was there, mong others. amount /? ma? nt/ noun a quantity of something such as money The amount in my bank account has reached ? 1000. We spent a large amount of time just waiting. a certain amount some but not a lot Painting the house will take a certain amount of time. amount to phrasal verb 1. to make a total of My year’s savings amount to less than ? 1000. 2. to be similar or equal to something I think what he said amounts to a refusal to take part. 3. to amount to the same thing to mean the amazing ambition ambulance American among amount Basic. fm Page 11 Friday, January 16, 2004 3:10 PM amuse same, to be the same Whether he took ash or free holidays, it all amounts to the same thing. The remaining problems don’t amount to much. amuse /? mju z/ verb 1. to make someone laugh This story will amuse you. to amuse yourself to play or get pleasure from what you are doing The children amused themselves quietly while their parents talked. 2. to make the time pass pleasantly for someone How can we amuse the children on the journey? amusement /? mju zm? nt/ noun 1. a feeling of pleasure caused by something that is funny 2. to someone’s amusement making someone feel pleasure in a funny situation Much to her amusement, the band played ‘Happy Birthday to you! . 3. a way of passing the time pleasantly They had planned several visits for the guest’s amusement. amusing /? mju z / adjective funny an /? n, n/ ? a analysis /? n l? s? s/ noun a close examination of the parts or elements of something job analysis to make an analysis of the sales or a sales analysis to carry out an analysis of the marke t potential (NOTE: The plural is analyses /? n l? si z/. ) ancient / e? n nt/ adjective very old, or belonging to a time long ago He was riding an ancient bicycle. and /? n, ? nd, nd/ conjunction used to join two words or phrases All my uncles and aunts live in the country.The children were running about and singing. Come and sit down next to me. amuse amusement amusing an analysis ancient and (NOTE: and is used to say numbers after 100: ‘seven hundred and two and so on, and so forth, (702)’) and so on and so forth with other similar things He talked about plants, flowers, vegetables, and so on. anger / ? ?/ noun a feeling of being very annoyed He managed to control his anger. She couldn’t hide the anger she felt. angle / ? ?l/ noun a corner where two lines meet She planted the tree in the angle of the two walls. at an angle anger angle 11 annoying not straight The shop front is at an angle to the road. ngrily / ? r? li/ adverb in an angry way He shouted angrily when the children climbed over the fence. angry / ? ri/ adjective upset and annoyed, and sometimes wanting to harm someone The shopkeeper is angry with the children because they broke his window. He gets angry if the post is late. I am angry that the government is doing nothing to prevent crime. When the cashier still hadn’t arrived at midday the boss got even angrier. angrily angry (NOTE: angrier – angriest) animal / n? m(? )l/ noun a living thing animal that moves independently I love having animals as pets. (NOTE: animal may include humans in scientific contexts. )