Service, Solidarity and social justice Essay Example | Topics and Well Written Essays - 500 words

Service, Solidarity and social justice - Essay Example In the author’s view, social injustices and suffering do have an exact form of measure thereby making it difficult to quantify or minimize. The three personalities showed solidarity with the poor, fought for their rights and stood by them. However, the culprits oppressing the disadvantage take every measure to ensure they continue with their oppression; a good example being the killings of Romero and Gustavo when they were campaigning against the oppression of the poor. The author proposes that the best way to deal with suffering and violence is to lay down fundamentals such as schools and hospitals. Additionally, many other allies to join the fight against oppression the way Martin Luther and the predecessors have done in the past. In summary, the author views accompaniments as the best way of dealing with grief and loss. One of the author’s main point of argument is that fields such as medicine and public health are neglecting the issue of grief and loss. I think this is not true because one of the fundamental principles taught to medicine students is how to console their patients and make them feel at home even when they are facing the toughest challenges such as cancer. In my opinion, doctors and public health officials offer much consolation the same way the liberation fighters provide solidarity to the poor. On the other hand, I strongly concur with the author that indeed it is quite challenging to quantify the amount of suffering one experience. Suffering that causes grief and loss are subjective in that what I view as suffering may not be misery to another person. The controversial view of suffering makes it hard to dealing with it. Respecting and acknowledging the efforts that activists such as Romero, Gustavo, and Martin did put in liberating the poor from oppression is not inevitable as they impacted on the lives of the helpless at a time of

Original writing assignment Essay Example for Free

Original writing assignment Essay It was a beautiful sight, picturesque even, all around were fields of lush green grass with steep hills, deep valleys and evergreen trees. In front of him there was a lake with beautiful sparkling blue water, with beavers going about their daily business, fishes swimming and birds singing. However, as he glanced across to the other side of the lake the boy laid eyes upon an almighty cave. The water on this side of the lake was brown with dead fish floating on the surface. The banks surrounding this part of the lake were simply bare rocks threatening to crush anything with the misfortune of touching them. There were no birds singing or beavers playing. Not a single living thing dwelled on those premises and it was obvious why. Who in there right minds would rather live there than on the stunning view that was just meters from the grim scene? The boy drew his gaze away from the lake and noticed many little buildings with thatched roofs and only one floor. In front of these unusual and certainly old-fashioned buildings stood small families of people all dressed in pretty much the same way. The women wore long brown and white frilly dresses. They all looked like servants. The men also wore brown and white but these were brown tattered trousers and a white V-necked shirt. At a glance down at his attire, the boy noticed he was wearing exactly the same as the other boys that he had seen. He was tired and decided that he should get some rest; a fall from the sky into unfamiliar territory can really take it out of you. The young boy slowly advanced towards the nearest house. He was walking straight towards the 3 people stood in front of it, but the didnt even seem to have noticed him. The boy was only 20 metres from them now but their gaze was still fixed to where he had first landed. He was now only 10 metres from them and could clearly see every single crevice on their skin. That was then he noticed the boy in front was not only dressed identically to him he was also exactly the same height and build with the same blonde hair blue eyes. He even had exactly the same horseshoe shaped birthmark on his neck. The young boy looked extremely confused and turned to the women in a desperate search for an explanation. To his horror, the woman was looking straight through him. This feeling of horror rapidly swapped itself with a feeling of utter disbelief, he recognised this women but where from. He opened is mouth to ask if she too recognised him. However, as soon as the first letter rolled of his tongue and dissipated into the air the almighty rumbling started again. This was much worse then the soft rumbling he had become accustomed to during his dreams. This was a full-blown earthquake style rumbling. The whole ground was shaking. The voices started again. He could finally make sense of the voices Help David, the cave, help it started of with just the women but very quickly the rest of the people joined in. He finally realised where he recognised that woman from. It was his mum, but it wasnt. It couldnt be it had to be a bad dream. The voices were unbelievably loud now. He could not take much more of this. David dropped to his knees willing himself to wake up. He didnt. Of course, he didnt: He couldnt. There was only one thing he could do. The young boy sprinted to the cave, as soon as his size 7 shoes made contact with the cold grey stone the voices stopped, and the rumbling subsided. The inside of the cave was massive. David was standing in what seemed to be an ally. It had a grey floor and red-stone wall. In this alley of a cave ran a small, dirty brown stream. David decided to follow the stream. The silence was deafening. He was right in the centre of his worst nightmares yet the scene he was now living resembled his dreams in no way what so ever. He was expecting an increasingly loud rumble as he became ever closer to the source of all his sleepless nights. However, it was in no way at all like this. All David could hear was the splat as his feet slapped against the wet floor. All he could do was walk straight into the caves belly, he could not go back outside, he couldnt face the screaming. He had to sort this, now, once and for all. The relatively small walk was taking forever, a whole hour seemed to have passed as David walked through the cave however in reality it was closer to a minute. At last, the young boy had reached his destination. It certainly was not what he had expected. He was standing on a floor of grey stone. In front of him was a ring of water. Inside this ring was a small island containing one thing and one thing only; a white, round crystal. A rickety rope bridge hung loosely over the deep murky water. This was the end; he had reached the end of the cave, the end of the nightmares. It had to be something to do with that crystal, but what? David had obviously made his mind up as he cautiously walked to the bridge. He checked the ropes, it seemed secure enough but there was only one way to find out. He raised his foot and slowly but surely placed his foot on to the bridge. As soon as his foot connected with the nearly rotten wood an almightily high-pitched scream pierced through the silence, the rumbling once again shook Davids brain, and a short stab of bright light temporarily illuminated the area before subsiding into a low shimmer. The rumbling didnt stop, it got considerably worse. The bridge was shaking; water was spraying from the stream in huge waves. He had to keep going, this torture had to end. David lunged and grabbed the crystal. A searing pain swarmed through Davids entire body. A brilliant light blinded him. Everything went white. David could no longer hear the high-pitched screams; he did not feel the ice-cold water flooding over the top of him. The rumbling stopped, so did the screaming and the crystal returned to the dull colourless state in which it started. David was nowhere to be seen.   All this happened 14 years ago. I have been all alone here ever since, still experiencing the same horrific dreams. Although now its all changed. You are here. The man thrust his hands forwards, palms out. There was writing burnt into the skin. Help David Our Saviour. Harry Litchfield Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

Activities for Sc1 and Sc4 Skills Development

Activities for Sc1 and Sc4 Skills Development Primary Science Task Introduction It is important that assessment in primary science is linked to learning outcomes if it is to be successful (Hudson, 2005). It is therefore important that all primary teachers in science understand the learning outcomes which are appropriate to their year, and that learning activities and assessments are based on that. Most children in year 4 at school would be expected to be working between levels 2 and 5, although most children would only be expected to reach level 4 by the age of 11 (DirectGov, 2008). Here a set of activities based around circuits are discussed in terms of how they allow for development in Sc1 Scientific Enquiry and Sc4 Physical Processes skills. Assessment of Sc1 and Sc4 Skills In order to ensure appropriate development through both Sc1 and Sc4, it would be considered preferential to change the order of the learning activities. The first activity which would be approached would be that of the safety session. This would be approached first due to the importance of approaching safety considerations before approaching any practical activities utilising electricity. This activity is not only considered crucial to safety, but presents a good introduction to circuits, as the learning objectives would be considered to be at level 2 (L2) of Sc4. For example discussion of the differences between mains and battery electricity corresponds to pupils being able to compare the way in which devices work in different electrical circuits (QCA, n.d.). The learning outcomes of this activity, being able to record the characteristics of the devices using mains electricity, would also be at L2 of Sc1, which states that pupils should be able to describe observations using simple scientific vocabulary. The second activity approached would be that of looking at drawings of circuits. This is an important step before practical work with circuits as it may address some of the gaps in knowledge of circuits which may be present in children of this age (Glauret, 2008). The learning objectives and the activity itself allow for development from L2 of Sc 4 to L3. For example while knowing that a circuit needs a power source means that pupils are able to compare the way in which devices work in different electrical circuits (L2), it could also be developed so that pupils are able to discuss cause and effect (L3). The same could be said of the knowledge that a complete circuit is needed for a device to work. The actual activity itself, in which children look at drawings of circuits and decide and explain which will work and which will not could be performed at L2 of Sc1, where pupils are able to observe and compare objects and events, and say what is expected. It could however allow for develo pment to L3, where pupils are able to use their knowledge and understanding of physical phenomena to link cause and effect in simple explanations. By asking children to design a circuit which will work, record it, and annotate it, this is however only tackling L1 of Sc1 in terms of notation, where pupils are able to communicate their findings in simple ways (QCA, n.d.). Although not specifically addressed in this learning activity, it may also be useful to include some discussion in pairs or small groups. This is due to evidence that vocalisation of scientific concepts may help with development of scientific vocabulary (Mercer et al., 2004). This may then assist in developing from being able to communicate findings in simple ways (Sc1 L1) to using simple scientific vocabulary (Sc1 L2) and beyond. Using the third activity, in which pupils test their ideas about what make good conductors would allow for further development of Sc1 and Sc4. For example the learning objective about how to find out which materials allow electricity to pass through them could be approached from L1 if suggestions are actively offered to the pupils (Sc1 L1), or could be developed through the L4 if pupils are given freedom to design their own approach with lower levels of guidance. The learning objective relating to the development of the knowledge that some materials are better conductors of electricity than others relates to both L3 and 4 of Sc4. This involves development from being able to use knowledge to link cause and effect to being able to use knowledge to create generalisations. This development is also addressed by the objective that pupils are able to use results to draw conclusions about which materials conduct electricity. This objective also addresses development of L3 to L4 in Sc1 in tha t pupils develop from being able to provide explanations for their observations (L3) to pupils being able to relate their conclusions to patterns in their data and scientific knowledge. The specific learning outcomes of this activity would be that pupils would be able to use equipment to make observations, by being able to construct a circuit to test which materials let electricity pass through (Sc1 L2) and that they would be able to provide explanations for their observations by explaining that with some materials the bulb did not light because the circuit was not complete (Sc1 L3). This may even be developed through to Sc1 L4, where pupils begin to relate their conclusions to patterns in their data and scientific knowledge, if pupils are able to relate their findings to other sources of information. Rather than approach it as a separate activity, it would be better to incorporate the activity of making simple switches here, as it too relates to conductors and complete circuits. As such, it does not particularly offer further development of any of the learning targets, so does not warrant investigation as a separate session. As a development of the third activity, it then makes logical sense to proceed to discuss the uses of metals and plastics as conductors and insulators. This would lead to the development of Sc1 L4 if pupils were not previously able to relate their own work to outside information. This also includes exploring secondary sources, which can also be developed from L2 of Sc1 to L4, depending on the sophistication of sources used and what is done with the information. For example using the information to explain why metals are used for some purposes and plastics for others indicates being able to link cause and effect in simple explanations (Sc4 L3), although if pupils are also able to make generalisations about physical phenomena and use physical ideas to explain, then this may indicate development to L4. The final activity in the paper would be included last, as this is generally a culmination of the information gathered to this point, and offers development of Sc1 and Sc4 to L4. For example making predictions about what will happen indicates that pupils are able to make generalisations and use physical ideas to explain simple phenomena (Sc4 L4). Deciding how to change the brightness of bulbs and speed of a motor in a circuit also shows that pupils are able to decide on an appropriate approach towards answering a question and also able to vary one factor while keeping the others the same (Sc1 L4). Designing their own experiment also indicates that pupils are able to describe physical phenomena, for example how a particular device may be connected to work in a circuit (Sc4 L4). This type of self-directed activity may also be essential for some young children in developing scientific confidence (Glauert, 2005). Finally, a self-directed activity at the end of the series of sessions also allows for a better assessment of progress through the levels, as it allows for complete flexibility as to how much assistance is given in the task, thereby allowing for a better assessment of competency. Conclusions By utilising the appropriate activities from those given, it is possible to allow for development of both Sc1 and Sc4 right through from level 2 to level 4, which is appropriate for this age group. There is also some degree of flexibility in the levels which the selected activities could be approached from to allow for individual achievement levels within the class. The sessions lend themselves to culmination in a self-directed session, which allows for more accurate assessment of levels within Sc1 and Sc4. References DirectGov (2008) National curriculum teacher assessments and key stage tests. DirectGov. Available [online] from: http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/ExamsTestsAndTheCurriculum/DG_10013041 [Accessed 22/08/2008]. Glauert, E.B. (2005) Making sense of science in the reception class. International Journal of Early Years Education, 13(3), 215-233. Glauert, E.B. (2008) How young children understand electric circuits: Prediction, explanation and exploration. International Journal of Science Education, DOI: 10.1080/09500690802101950. Hudson, P.B. (2005) Analysing preservice teachers’ rubrics for assessing students’ learning in primary science education. Proceedings Australian Curriculum Studies Association. Available [online] from: http://eprints.qut.edu.au/archive/00002102/ [Accessed 22/08/2008]. Mercer, N., Dawes, L., Wegerif, R. Sams, C. (2004) Reasoning as a scientist: Ways of helping children to use language to learn science. British Educational Research Journal, 30(3), 359-377. QCA (No date) Attainment targets for science. Qualifications and Curriculum Authority. Available [online] from: http://curriculum.qca.org.uk/key-stages-1-and-2/subjects/science/attainmenttargets/index.aspx?return=/key-stages-1-and-2/subjects/science/keystage2/index.aspx%3Freturn%3D/key-stages-1-and-2/subjects/index.aspx [Accessed 22/08/2008].

The Jfk Assassination: Conspiracy Or Single-gunman? Essay -- essays re

The JFK Assassination: Conspiracy or Single-Gunman? Adolf Hitler, the Nazi dictator of Germany during World War II, once said, "The bigger the lie, the more people will believe it." Although this may sound ludicrous, we can see many example of this in the world's history. One example would have to be the John Fitzgerald Kennedy assassination. For over thirty years the people of the United States were led to believe that a single gunman shot and killed Kennedy in Dallas on November 22, 1963, at 12:30 p.m... However, in this paper, I will dispute the ancient analization of the facts that show a single gunman was involved, and try to show that a conspiracy must have been present. According to the old facts regarding the case of the JFK assassination, Kennedy was killed by a single gunman. On November 22, 1963, at 12:30 p.m. CST (Central Standard Time), Kennedy was riding in an open limousine through Dallas, Texas. At this time, Kennedy was shot in the head and neck by a sniper. He was then taken to Parkland Memorial Hospital, where he was pronounced dead. Later, police arrested Lee Harvey Oswald, a former U.S. Marine, at a nearby theater. By the next morning, Oswald was booked for the murder of President John F. Kennedy. Two days later, Oswald was killed by Jack Ruby, a Dallas nightclub owner, while he was being moved from the city to the county jail. At a glance, the above story sounds as if this should be an open-and-shut case. After all, according to the facts above, Oswald must have killed Kennedy. However, you must take a deeper look into this case. Many people who witnessed the murder of John F. Kennedy dispute the facts above, saying that they heard shots from places besides the book depository, and other things that may contradict what is stated above. One of these witnesses, Abraham Zapruder, captured the entire assassination on his Bell and Howell eight millimeter movie camera. This movie, cleverly called the Zapruder Film, is the single best piece of visual evidence in this case. In order to more clearly understand the Zapruder Film, it is necessary to break it down into frames. The particular Bell and Howell movie camera that Zapruder was using ran at eighteen and three-hundredths (18.3) frames per second. When using this frame system, you must remember that all shots were actually fired several frames before the number that is assign... ...ives to kill the President. As you can see, the killing of John F. Kennedy was a conspiracy. There is no way a single gunman could have fired all the bullets that hit Kennedy and Connnally in that short period of time. Also, since Kennedy's head went back and to the left, the bullet must have been fired from the front and right of Kennedy. This shows that there was another gunman, which makes this a conspiracy. Someday, it would be nice if the truth is revealed about who fired the bullets, and how many gunmen there actually were. Bibliography 1. Harris, Robert. "The Assassination of President John F. Kennedy: A Reassessment of Original Testimony and Evidence." 2. Harris, Robert. "The Single Bullet Theory: A Question of Probability." 3. Newman, John. "Oswald and the CIA." Carroll and Graf Publishers, Inc. New York: 1995. 4. Summers, Anthony. "Conspiracy." McGraw-Hill Book Company. New York: 1981. 5. "JFK" Directed by Oliver Stone. Warner Bros., Inc. 1991.

A Golden Age: 1960s

The 1960s era, commonly referred to as the â€Å"Golden Age†, represents a fascinating turning point for economic and post war policies world over. It was a decade stretch that lasted soon after the Second World War to initial oil crisis that began in 1973.Recognized economists, politicians and senior government officials have deliberated upon the socio-economic policies and their consequences during that period.There has been much speculation concerning whether there were errors in the 1960s economic policies that could have contributed to the great inflation of the 1970s. Key players’ roles in that era’s major economic decisions are scrutinized to establish their positive and negative contributions to the great economic boom and the negatively perceived inflation.Some of these figures included Lord O’Brien who was the Bank of England’s Governor between 1966 and 1973. The considerations were both from an official or a political position held by the individuals.However, even with the inflation, the 1960s decade seem to be an economic golden age as viewed from the 1990s perspective due to the major economic reformations and inventions that took place during the period. It is in this respect regarded as an economic apogee whose high/crest preceded the tribulations decent that followed. National income’s growth rate was faster than ever in history (Jason, 2001, p.45).The unemployment level in Britain for example remained below 2.5% of the total labour. In many instances, it remained below 2%, far much below the proceeding two decades. For most of this golden decade, the inflation averaged below 4% even though it was a reason for major concern especially as it rose to between 5-6% in and within the last 2 years of the decade.The 1967 balance of payments devaluation particularly led to surplus that was very healthy after it was affected to abide to post war years problems.Generally, 1960s is regarded as a social and economic policy experimental period where major innovations took place and resulted to admirably noteworthy economic revolutions. In Britain for example the endless departures successions in the countries fiscal policies including gains in capital tax, regulatory tax, selective employment and corporation tax were major economic factors on the one side of the ledger whereas grants on investments and regional employment premiums comprised the other (Diller, 1995, p.23).The National Plan and the National Economic Development Council were the major economic organs of the government that attempted to accelerate the economic growth rate especially through the use of long successive experimentation of income policies to control inflation.Industrial restructuring was done through the industrial reconstruction corporation as a concerted effort to have an overhaul of the industrial. The 25% premium surrender on investment currency on temporary surcharged imports played a vital role in the balance of payments operations as efforts were made to join the European Community.Other methods included opening of new universities as well as relaxation of procedures of Open University Learning system. This was facilitated by relaxations in the â€Å"permissiveness† law.However, the golden age survivors usually do not see back to it with any particular individual resounding success. Most of them don’t have the feeling that they had singularly been carried or blessed for the successes but are sometimes retrospective on the fact that this period was also characterized by crises especially the balance of payments crisis.Notably, the long uncertainties of currency, the 1968 catastrophic prediction of the following years and the long deferred 1967 devaluation to reduce difficulties in the balance of payments were some of these crises. And several years later, a number of the 1960s experiments were abandoned (Caircross, 1992, p.13).Furthermore, the 1990s reappearances of difficulti es in the balance of payments may perhaps revive the experiments and crises of the 1960s.Considering for example the narrowly fixed exchange rate limits within the European monetary system, and the external deficit that is enormously increasing, the temptation to revert to the golden age policies and innovations is quite strong. Britain’s dilemma comes from an inclination of great magnitude of restoring her competitive power.Other countries of the world have also experienced these difficulties as well although different world industrial economies experience substantiated differential effects.This is especially considering the fact that continental countries had a faster growth rate as compared to the UK but in the 1950s they grew less fast than the UK did. All countries therefore had their unique problems.Paris experienced riots and a strike that almost brought the government down early in 1968, between 1969-70 Germany suffered a great inflation than at any other time after t he war whereas French franc devalued within one year after the sterling pound and again towards the end of the golden decade (Stuart, 1999, p.32).

Counseling the Dying Patient Essays

Counseling the Dying Patient Essays Counseling the Dying Patient Paper Counseling the Dying Patient Paper Death is certain to come. It is only a matter of time and how we face it. Ironically, it is part of life. There is no fearful human experience than going through the anguish of dying. Attitudes toward death are not completely positive or negative; rather, they are on a continuum. At one end of the continuum is the perception of death as humanitys mortal enemy†¦ at the other end is accepting and even welcoming death as a passage to a more blissful state of being. (Aiken, 2001, p. 5). Dr. Elisabeth Kubler-Ross, in her years of caring for the dying patients, described death as a wonderful experience. In her book On Death and Dying, she cited five stages wherein terminally ill patients undergo during their final moments. The First Stage is Denial and Isolation. Due to the terrifying as well as stressful effects of dying both physically and emotionally, the patient usually refuses to accept the reality that his life will end soon. He thinks that there must have been some mistakes and that this is not happening to him. The patient still thinks that life is normal recalling more often happy memories with his loved ones. The Second Stage is Anger. Realizing that the situation is no longer controllable and that he is helpless, the patient demonstrates emotional outburst of anger with himself and his surroundings. Feeling that there is no choice but to die, the patient experiences a sense of loss that is unbearable to him. The Third Stage is Bargaining. Realizing that death is imminent after all the medical measures have been done, the patient now tries to make a compromise in order to make his remaining days fruitful and memorable like making peace with God or settle grudges with the family, friends and other people he has hurt before. If given more time, he promises to do good deeds and attend an important family event like his children’s graduations or birthdays. The Fourth Stage is Depression. Knowing that you are dying adds up to your misery after battling the deadly disease that ends up for nothing. The patient feels that all his efforts and struggles are all useless. Angry and incapable knowing that death is near, the patient develops these guilt feelings he thinks causing so much pain to him and his loved ones. The Fifth Stage is Acceptance. This comes after the patient has explored all possibilities available and dealt with all the struggles and conflicts in his final moments that he now realized this is really happening. With less emotions, tired and weak, he comes to terms with reality that it is okay to die. The battle is over and he is ready. With these thoughts, he accepts death as part of life and that the world will continue even without him. Counseling the Dying Patient. A number of health institutions are now integrating care for the dying patients. From the foregoing it is evident that the terminally ill patient has very special needs which can be fulfilled if we take the time to sit and listen and find out what they are. The most important communication, perhaps, is the fact that we let him know that we are ready and willing to share some of his concerns. (Ross, 1989, p. 240). This special therapy is known as Hospice that focuses mainly on caring rather than curing. Specifically, it pays attention to the patient’s physical, emotional, social and spiritual aspects trying to ease pain and suffering that will prepare him and his family for death. This is provided wherever the dying patients are mostly in their homes but it is also available in nursing homes and hospitals for long-term inpatient care. Hospice care is a comprehensive interdisciplinary program of care designed to provide hope, care and comfort to terminally ill people and their families or loved ones in the familiarity of their own communities. (Hospice Hawaii, 2004,  ¶2). In home settings, two family members are assigned shared responsibilities of care giving. Hospice staff visits the home on a regular schedule to assess the patient and provide support for the whole family. They are on call 24 hours a day seven days a week. However, if there is some difficulty or symptoms that would require continued professional care a short-term inpatient solution could be provided. The team composing the hospice care includes doctors, registered nurses, social workers, chaplains/clergies, home health aides, and trained volunteers. The team’s major responsibilities are: manages the patient’s pain and symptoms; assists the patient with the emotional and psychosocial and spiritual aspects of dying; provides needed medications, medical supplies, and equipment; coaches the family on how to care for the patient; delivers special services like speech and physical therapy when needed; makes short-term inpatient care available when pain or symptoms become too difficult to manage at home, or the caregiver needs respite time; and provides bereavement care and counseling to surviving family and friends. (Caring Connections, 2006,  ¶4). The patient’s physician continues to be in-charge of his medical care. The team formulates care plan designed to suit the needs of the patient for pain management and to control symptoms. Counseling the dying patient and his loved ones is an important service of hospice care. Bereavement support is offered to families for at least a year after death by way of visits, support groups, telephone calls, and literature on grieving. This approach is covered by health insurance and is given to those who are only willing to undergo. Dr. Kubler-Ross in her own experiences with dying patients came to realize that death is simply a shedding of the physical body like the butterfly shedding its cocoon. It is a transition to a higher state of consciousness where you continue to perceive, to understand, to laugh, and to be able to grow. (EKR, 2006,  ¶15). Reference Aiken, L. R. (2001). Dying, Death and Bereavement. Lawrence Erlbaum Associates, Inc. ; 4th edition. Mahwah, NJ. ISBN: 0805835040 Ross, E. K. (1989). On Death and Dying. Routledge; Reprint edition. London. ISBN 0-415-04015-9 Hospice Hawaii, AssistGuide, Inc. (2004). Creating Comfort Giving Hope Connecting Lives. Retrieved October 20, 2006, from hospicehawaii. org/home/default. asp? PF= Caring Connections. ((2006). How Does Hospice Work? Home Advance Care Planning. National Hospice and Palliative Care Organization. Retrieved October 20, 2006, from caringinfo. org/i4a/pages/index. cfm? pageid=3467 EKR (Elisabeth Kubler-Ross) Foundation. (2006). Selected Quotes. Life, Death, Compassion. Retrieved October 20, 2006, from http://dying. about. com/gi/dynamic/offsite. htm? zi=1/XJsdn=dyingzu=http%3A%2F%2Fwww. ekrfoundation. org

How to Learn the Russian Alphabet

How to Learn the Russian Alphabet The Russian alphabet is based on Cyrillic and Glagolitic scripts, which were developed from Byzantine Greek in order to facilitate the spread of Christianity during the 9th and 10th centuries. Some letters in the modern Russian alphabet look familiar to English speakers - Е, Ð £, К, Ð  - while other letters do not resemble any characters in the English alphabet. Russian Alphabet Sounds The Russian alphabet is relatively easy to learn thanks to its principle of one letter per sound. This principle means that most phonemes (sounds that convey meaning) are represented by their own letters. The spelling of Russian words typically reflects all of the sounds that are part of that word. (This will get more complicated when we move onto allophones- variations of possible pronunciations.) Get to know the Russian alphabet by studying all three columns below. The first column provides the Russian letter, the second column provides an approximate pronunciation (using English characters), and the third column gives an idea of what the letter sounds like, using an example from an English word. Russian Letter Pronunciation Closest English Sound , a Ah or aah Far, lamb , B Boy , V Vest , Gh Guest , D Door E, e Yeh Yes , Yoh York , Zh pleasure, beige , Z Zoo , E Meet , Y Toy , K Kilo , L Love , M Mop , N No , O Morning , P Pony , R (rolled) , S Song , T Train , Ooh Boo , F Fun , H Loch , Ts Ditzy , Ch Cherish , Sch Shhh , Sh (softer than ) Shoe , hard sign (non-vocalized) n/a , Uhee no equivalent sound , soft sign (non-vocalized) n/a , Aeh Aerobics , Yu You , Ya Yard Once you have learned the Russian alphabet, you should be able to read most Russian words, even if you don’t know their meaning. Stressed and Unstressed Vowels The next step is to learn how Russian words are stressed, which simply means which vowel in the word is emphasized.  Russian letters behave differently under stress and are pronounced more distinctly  according to their alphabet sound. Unstressed vowels are reduced or merged. This difference is not reflected in the spelling of Russian words, which can be confusing to beginner learners. While there are several rules governing the way unstressed letters are pronounced, the easiest way to learn is to expand your vocabulary as much as possible, naturally acquiring a sense of stressed vowels along the way.