Tips to Improve Your French Vocabulary

Words, words, words! Languages are made up of words, and French is no exception. Here are all kinds of French vocabulary lessons, practice ideas, and tips to help you get better at learning and remembering French words. Resources to Learn French Vocabulary The following resources will help you learn, practice, and master French vocabulary. French Vocabulary: Utilize vocabulary lists and lessons on all the basics and topic areas including introductions, food, clothing, family, and more.Mot du Jour: Learn 5 new French words a week with this daily feature.French in English: Many French words and expressions are used in English, but do not always have the same meaning.Cognates: Hundreds of English words mean the same thing in French, but some are false cognates.French Expressions: Idiomatic expressions can really spice up your FrenchHomophones: Many words sound alike but have two or more meanings.French Synonyms: Learn some new ways to say the same old things and master words like bon, non, oui, petit, and trà ¨s.   Know Your Genders One of the most important things to remember about French nouns is that each one has a gender. While there are a few patterns that let you know what the gender of a particular word is, for most words, its just a matter of memorization. Therefore, the best way to know whether a word is masculine or feminine is to make all your vocabulary lists with an article, so that you learn the gender with the word itself. Always write une chaise or la chaise (chair), rather than just chaise. When you learn the gender as part of the word, youll always know what gender it is later on when you need to use it. This is particularly important with what I call dual-gender nouns. Dozens of French pairs have different meanings depending on whether they are masculine or feminine, so yes, gender really does make a difference. Chance Encounters When reading French, its very likely that youll come across a lot of new vocabulary. While looking up every single word you dont know in the dictionary may disrupt your comprehension of the story, you might not understand anyway without some of those key terms. So you have a few options: Underline the words and look them up laterWrite down the words and look them up laterLook up the words as you go Underlining is the best technique because when you look the words up later, you have the context right there in the case of words with multiple meanings. If thats not an option, try to write down the sentence in your vocabulary list, rather than just the word itself. Once youve looked everything up, read the article again, with or without referring back to your list, to see how much more you understand now. Another option is to look up all the words after each paragraph or each page, rather than waiting until youve read the whole thing.Listening can also offer up a lot of new vocabulary. Again, its a good idea to write down the phrase or sentence so that you have the context to understand the meaning provided. Get a Decent Dictionary If youre still using one of those little pocket dictionaries, you need to seriously consider an upgrade. When it comes to French dictionaries, bigger really is better. Practice French Vocabulary Once youve learned all this new French vocabulary, you need to practice it. The more you practice, the easier it will be for you to find just the right word when speaking and writing, as well as to understand when listening and reading. Some of these activities might seem boring or silly, but the point is simply to get you used to seeing, hearing, and speaking the words - here are some ideas. Say It out Loud When you come across a new word while reading a book, newspaper, or French lesson, say it out loud. Seeing new words is good, but saying them out loud is even better, because it gives you practice both speaking and listening to the sound of the word. Write It Out Spend 10 to 15 minutes every day writing lists of vocabulary. You can work with different themes, such as kitchen items or automotive terms, or just practice words that you continue to have trouble with. After you write them down, say them out loud. Then write them again, say them again, and repeat 5 or 10 times. When you do this, youll see the words, feel what its like to say them, and hear them, all of which will help you the next time you are actually speaking French. Use Flashcards Make a set of flashcards for new vocabulary by writing the French term on one side (along with an article, in the case of nouns) and the English translation on the other. You can also use a flashcard program like Before You Know It. Label Everything Surround yourself with French by labeling your home and office with stickers or post-it notes. Ive also found that putting a post-it on my computer monitor helps me remember those terms that Ive looked up in the dictionary a hundred times but still cant ever seem to remember. Use It in a Sentence When you go over your vocab lists, dont just look at the words - put them into sentences. Try making 3 different sentences with each word, or try to create a paragraph or two using all the new words together. Sing Along Set some vocabulary to a simple tune, like Twinkle Twinkle Little Star or The Itsy Bitsy Spider, and sing it in the shower, in your car on the way to work/school, or while washing the dishes. Mots Flà ©chà ©s French-style crossword puzzles, mots flà ©chà ©s, are a great way to challenge your knowledge of French vocabulary.

A Brilliant Madness about John Forbes Nash Essay - 1458 Words

â€Å"To some extent insanity is a form of conformity; people are always selling the idea that people who have mental illness are suffering. But it’s really not so simple†¦I think mental illness or madness can be an escape also† (qtd. in â€Å"John Forbes Nash†). To many â€Å"normal† people, the terms â€Å"insanity† or â€Å"madness† portray a negative connotation-- the unfortunate ones â€Å"suffer† from mental illness. However, brilliant mathematician and Nobel laureate John Forbes Nash, who has paranoid schizophrenia, cherishes his unique condition as a means of retreat from the brutalities of reality (â€Å"John Forbes Nash†). Since ancient times, people have observed the link between madness and creative genius. Indeed, research has proven that the two conditions of†¦show more content†¦On the other hand, a person considered mentally insane may not have control of his/her own conscience and thus cannot disce rn between reality and imagination, resulting in destructive behavior. The skill of visualizing concepts and ideas foreign to the normal mind also resides in an insane person; however, this ability exists as a result of losing touch with reality (Griffith 627; Neihart). Many factors hinder a truly effective study of and conclusion to the relationship between genius and insanity. For instance, who determines a genius? One can measure neither creativity nor madness, for these two factors are purely objective and up to the discretion of the individual carrying out the test (Simonton; Weisberg 362). In addition, the measures of genius and madness may simply depend on the culture and time period; Galileo, the famed astronomer who proved the Copernican theory that the planets revolved around the sun, a presently obvious but at the time completely heretical idea, was deemed a madman by the Roman Catholic Church (Ludwig 12; â€Å"Genius or Madness?†). The issue remains and probably will remain dubious; nevertheless, through much investigation and research, many credible speculations have surfaced that may explain the phenomenon. The ancient Greeks viewed mental illness as having derived from the gods (Griffith 625; Ludwig 4; Neihart; Weisberg 361). According to them, different forms of madness provoked various types

Nursing Reflection Free Essays

Going back through previous experiences and tracing back the footsteps we have made allows us to reminisce about the good things that have happened in our lives. Somehow the undesirable memories would also seep in as they are part and parcel of our existence that we cannot do away with. This process gives us an opportunity to encounter past events that can necessarily aid us in the future. We will write a custom essay sample on Nursing Reflection or any similar topic only for you Order Now In the Nursing practice, reflection is a retrospective approach that evaluates historical processing of experiences that takes place in a structured form and is deemed highly essential (Eliis, Kenworthy and Gates, 2003, 156). In the clinical practice, this retrospective activity facilitates in the promotion of quality care. The art of reflection however in the nursing practice focus on self rather than on the situation as the care provider (Quinn, 2000, 252). The process is a reflective practice that is a cognitive act by which we are allowed to make sense of our thoughts and memories (Taylor, 2000, 43). This method therefore allows a practitioner to generate a complementary or alternative form of knowledge and a set of choices in the evaluation of the best course of action. It is a â€Å"deep learning† experience that reflects on our knowledge and theories and go beyond merely thinking about what we do but involves recalling what had occurred and analyzing the situation by interpreting important information recalled (Taylor, 2000, 4). In Nursing, the reflective process is aimed about our own practice (Taylor, 20000, 3); that nursing education and research cannot do without as a common practice in the learning mechanism in which we all engage in a regular basis (Slevin and Basford, 2000, 483). With a main purpose of enabling the practitioner to learn from experiences and increase clinical effectiveness, reflection is highly essential to the nursing practice. For this process to be effective, Johns has provided a guided reflection which employs different models of self-inquiry to enable a practitioner to realize desirable and effective practice (2002:3). Considering that this involves a cognitive and emotional component that is expressed through analysis, different models would aid us feel comfortable about the activity. John’s model can be used in preparation for or during clinical supervision and applicable to specific incidents rather than more general day to day issues and particularly applicable to those who prefer a structure approach (Ellis, Kenworthy and Gates, 155). Gibbs Model use term description rather than â€Å"a return to the entire experience† as a form of reflection is considered as a simpler method but one where a mentor or facilitator is likely needed(Davies, Bullman and Finlay, 2000, 84). Both models however in supervision practice can be used to facilitate clinical governance through the promotion of quality care where an exchange between two professionals employing this technique seeks to improve their practice (Watkins, Edwards and Gastrell, 2003, 266). To maximize the potential benefits of clinical supervision, nurses have to learn to be comfortable with this retrospective activity with the aid of Gibbs or John’s models depending on where one feels most comfortable working with (Ellis, Kenworthy and Gates, 156). Gibbs Model for reflection As a simple and easily attainable method, Gibbs model uses term description rather than a return to a previous experience (Davies, Bullman and Finlay, 84). In psychology and teaching, reflection facilitates as purposeful change and competencies such as psychological-mindedness and self-regulation (Clutterback and Lane, 2004, 196). Usually this process involves a mentor, teacher or supervisor working with a student at different stage while allowing for individuality. Although less specific than re-evaluating an experience; Gibbs in his cycle or reflection makes the action planning a more overt component of reflection (Davies, Bullman and Finlay, 84). Gibbs provides that in one’s own practice, an essential aspect of working as an autonomous practitioner involves a critical analysis of one’s role and responsibilities from a personal perspective (Gibbs, 1998,13). It is a process that requires others to become involved that encourages feedback and constructive comment to recognize your role and value in a health team (Humphris and Masterson, 2000, 77). John’s Model for reflection John’s model uses the concept of guided reflection to describe a structure supportive approach that helps the practitioner learn from their reflections and experiences (Quinn, 2000, 572). The approach involves the use of a model of structure reflection, one-on-one group supervision and the keeping of a reflective diary (Quinn, 572). The practice would aid the practitioner in learning from a reflection of their experiences. John’s model is more detailed as it provides a checklist of specific points necessary for reflection (Davies, Bullman and Finlay, 85). The only problem cited with John’s model if it imposes on a framework that is external to the practitioner leaving little scope for inclusion as cite by other theories. John’s model can be used in preparation and during clinical supervision consisting of 6 steps that is applicable t specific incidents rather than more generalized day to day issues facing the supervisee (Ellis, Kenworthy and Gates, 155). This model is highly attractive to those who prefer a structured approach but others may find this type more restricting (Ellis, Kenworthy and Gates, 156). Criticisms against the reflective process Reflection involves cognitive and emotional components that are expressed through analysis and to maximize the potential benefits of the clinical supervisor nurses have to learn to feel comfortable with this retrospective activity both during and in preparation for supervision sessions (Ellis, Kenworth and Gates, 157). This could be deemed time–consuming in an institution where time is often an important element in the delivery of care. A time for reflection can be done positively only when a situation or a need arises. This is probably why reflection method is considered a radical approach to nursing education and practice given the ample time training can afford (Slevin and Basford, 483). Yet reflection is valuable if done in partnership with someone else which led Davies et al to believe that the approach is quasi-therapeutic (Davies, Bullman and Finlay, 86). The principles have been transferred directly from client-centered psychotherapy and may trigger more powerful responses such as guilt and anxiety. Practitioners are therefore evaluated before they are given a chance to try this one out according to conservative studies. However with practice, it is assumed that a reflective process may not hold as much negative impact for the learned practitioner in an answer to the demands for a continuous review of a practice in a critical and analytical manner that support the reflective concept. The Value of Reflection for the Student Nurse As an essential component of scholarly practice, reflection, reflection is a method for generating a complementary alternative form of knowledge and theory (Humphris and Masterson, 2000:78).   Regardless of any negative criticism a reflective method may elicit from critics, I consider this to be a valuable tool. For the student, this is a process were one internally examines and explores an issue of concern triggered by an experience that clarifies the meaning of perspectives (Canham and Bennett, 2001, 185). The nursing practice has been surrounded by a world of silence and reflection is a way for nurses to reflect that is enhanced and introduced in the nursing curriculum (Guzzetta, 1998, 102). Often in the professional practice, nurses have encouraged silence among themselves in their health environment and setting while usually developing a shared professional voice with her team. Oftentimes, her relationship with the rest of the health team and other professionals faced difficult efforts because of the autonomy. The process of reflection allows one to air out her sentiments and ideas within her group or to a mentor or a supervisor during moments of reflection that could be produced as a shared voice for the team. Developing a habit of reflection is therefore a must for nursing education in order to uncover dimensions of experiences such as hidden and explicit meanings of behavior that can aid a student nurse in identifying her own perspective of the nursing practice that is highly useful in her entry to the profession (Guzzetta, 1998, 103). For a student in nursing, one must therefore develop a habit of reflection in order to uncover experiences and the meaning of behavior, values and thoughts that could readily prepare one for professional practice. It should be noted that the reflective process can helpfully aid in teamwork where one has the chance to relay sentiments after reflection of her past experience.Nursing education must therefore develop and evaluate innovative strategies to prepare nurses to meet the challenges of the rapidly changing health care system and for lifelong learning (Johns and Freshwater, 1998, 149). Reflection and reflective practice are currently receiving attention as a strategy yet little is known about the process of becoming a reflective thinker, how to teach skills needed for reflection, or the barriers and facilitators to becoming a reflective practitioner (Clutterback and Lane, 2004, 198). However a reflection process is worthy of study and practice that should initially be started and adapted as a core training for everyone wishing to professionally practice nursing as a positive way to analyze the development of reflective practice abilities. Bibliography Canham, Judith and Bennett, JoAnne, 2001, Mentoring in Community Nursing: Challenges and Opportunities, Blackwell, London, 2001. Clutterback, David and Lane,Gill, 2004, The Situational Mentor: An International Review of Competencies and Capabilities in Mentoring, GowerHouse, London. Davies, Celia, Bullman, Anne and Finlay, Linda, 2000, Changing Practice in Health and Social Care, Sage, London. Ellis, Roger, Kenworthy, Neil and Gates, Bob, 2003, Interpersonal Communication in Nursing: Theory and Practice, Elsevier Sciences, Orlando. Gibbs, Graham, 1998, Learning by Doing: A Guide to Teaching and Learning Methods, Oxford, London. Guzzetta, Cathie, 1998,Essential Readings in Holistic Nursing, Jones Bartlett, Maryland. Humphris, Debra and Masterson, Abigail Masterson, 2000, Developing New Clinical Roles: A Guide for Health Professionals, Elsevier, Florida. Johns, Christopher, 2002, Guided Reflection: Research in Practice, Blackwell Publishing, Perth. Johns, Christopher and Freshwater, Dawn, 1998, Transforming Nursing Through Reflective Practice. Blackwell, Perth. Quinn,   Ã‚  Francis M. 2000, The Principles and Practice of Nurse Education, 4rth ed., Nelson Thorne, London. Slevin, Oliver and Basford, Lynn, 2003, Theory and Practice of Nursing: An Integrated Approach to Caring Practice, Nelson Thomas, London. Taylor Beverly, 2000, Reflective Practice: A guide for Nurses and Midwives, Allen and Unwin, St. Leonard. Watkins, Dianne, Edwards, Judy and Gastrell,Pam, 2003, Community Health Nursing: Frameworks for Practice, Elsevier Sciences, Orlando.             How to cite Nursing Reflection, Essay examples

The novel represents cycle Essay Example For Students

The novel represents cycle Essay To further express the idea that The Child is finally back within his natural environment is the short sentence, The Child is there. This is extremely important as it highlights that Ovid now understands the social restraints put on the Child when in Tomis. Ovid realizes that you cannot force oneself to change their culture to suit the needs for others. For he is a wild boy.  Ã‚  Throughout the novel, animalistic and humanness and distinctions between the two become a topic of conversation and thought, especially with regard to the Childs belonging in part to both the animal world (being apparently raised by wolves) and the human world. While Ovid is convinced that the Child is indeed human. However, the boundaries between Ovid and the Child, which they both recognize and acknowledge, are what draws them together, and allows each to learn from the other. And this final passage of the novel represents the end of this learning cycle. Ovid now understands that the boy is now back into his comfort zone, I might call to him to call to him might miss the whole fullness of this moment the fullness is the Childs moving away from me. Thus, through his relationship with The Child, Ovid becomes aware of the fact that to become connected to The Child he must come into a greater relationship with the natural environment. This ideal is fulfilled in passage of the novel, where both Ovid and The Child are frequently described as being there. Hence presenting the capacity of the natural environment to supply unity and insignificance of human boundaries. And it is these animalistic instincts that are resented yet again through the image o the water in the stream. The stream shakes out its light climbs then balances. It is these verbs that accentuate how much of an animal The Child is, yet has so many human characteristics. It portrays the freedom the wild boy finally feels there are no boundaries, no constraints. The final section of this prose consists of Ovid asking himself a series of rhetorical questions, (he) stoops to gather what? has he already forgotten all purpose. This summarizes a key theme within the novel metamorphoses. Once Ovid met the Child, he tried to teach him human ways and mannerism. Yet in the end it was Ovid who was transformed. From a man dependent on human civilization to a man the can live the natural world totally dependent on the environment, the living and edible snails that are no longer to my life. Hence, the irony of it all is that the Child taught him these concepts. Malouf concludes the novel with eh image of the wild boy walking on the waters light. This illustrates the growth of the boy for every step he takes is a new stage in his life, he takes the first step off it, moving slowly away now into the deepest distance. The Child has now developed :slowly from one stage to the next, above the earth, above the water, on air. Thus showing the learning cycles that The Child had, from the constraints put on him in Tomis to the freedom he feels back in his won environment. Whilst Ovid has completed his learning cycle, The Child is just beginning his. The final paragraph of this passage is the repeated paradoxical statement. It portrays the since the poet has been in this new natural environment he is immeasurably, unbearably happy. These two strong adjectives impact the reader in understanding the freedom and satisfaction nature can provide humans. Moreover, it shows the development of Ovid, I am three years old. I am sixty. I am six. .ue8856e768ec9f8e318f2e75e7d0f4d68 , .ue8856e768ec9f8e318f2e75e7d0f4d68 .postImageUrl , .ue8856e768ec9f8e318f2e75e7d0f4d68 .centered-text-area { min-height: 80px; position: relative; } .ue8856e768ec9f8e318f2e75e7d0f4d68 , .ue8856e768ec9f8e318f2e75e7d0f4d68:hover , .ue8856e768ec9f8e318f2e75e7d0f4d68:visited , .ue8856e768ec9f8e318f2e75e7d0f4d68:active { border:0!important; } .ue8856e768ec9f8e318f2e75e7d0f4d68 .clearfix:after { content: ""; display: table; clear: both; } .ue8856e768ec9f8e318f2e75e7d0f4d68 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue8856e768ec9f8e318f2e75e7d0f4d68:active , .ue8856e768ec9f8e318f2e75e7d0f4d68:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue8856e768ec9f8e318f2e75e7d0f4d68 .centered-text-area { width: 100%; position: relative ; } .ue8856e768ec9f8e318f2e75e7d0f4d68 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue8856e768ec9f8e318f2e75e7d0f4d68 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue8856e768ec9f8e318f2e75e7d0f4d68 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue8856e768ec9f8e318f2e75e7d0f4d68:hover .ctaButton { background-color: #34495E!important; } .ue8856e768ec9f8e318f2e75e7d0f4d68 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue8856e768ec9f8e318f2e75e7d0f4d68 .ue8856e768ec9f8e318f2e75e7d0f4d68-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue8856e768ec9f8e318f2e75e7d0f4d68:after { content: ""; display: block; clear: both; } READ: Macbeth's Internal Conflicts EssayBy this stark contrast between the age barriers it highlights the physical, and mental journey that Ovid has come one. For now he feels I am there. He feels that he has finally reached the place of where he is meant to be, the point on the earths surface where I disappear its the place where he could never find in all his wanderings, in all his dreams. There was no place like this in his imagination. The true feelings of Ovid are finally expressed in these final three words. This short sentence is intended to illustrate the eventual utopia of belonging and achievement. Thus, this final section of Maloufs An Imaginary Life examined the end result for not only the change in The Child, but also the metamorphoses Ovid has undergone. It illustrates the poets new outlook on life and the natural environment through the descriptive imagery. Also illustrating the natural animalistic instincts The Child has through the diction and verbs. Hence, expressing that Ovid has ironically completed his learning, for he wanted to transform the wild boy. A key theme the interrelationship man and his environment this is depicted through Ovids new reliance, not only human civilization but rather nature. Ovid has completed a journey of self0disrovery, leaning how to establish an existence based on the natural world, entering a partly unrealistic and imaginary way of life.