Practice Revising Affirmatives Into Negative Statements

This exercise will give you practice in turning positive statements (also called affirmatives) into negative statements. Practice Instructions The most common way of turning a positive statement into a negative statement in English is to add the word not (or the contracted form -nt). In a declarative sentence, the word not is usually placed after a helping verb (such as a form of do, have, or be). Similarly, in less formal writing, the contraction -nt may be added to the helping verb. For each sentence in the next section, write the negative version of the verb or verb phrase in italics. In some cases, you will need to add a helping verb. When you have completed the exercise, compare your answers with those in the final section. Practice Problems The teacher was paying attention to the other children in the room.The band was playing perfectly in tune.The police concluded that the security system had been working properly.The research study concluded that longer school days lead to greater student achievement.Travis has been a taxi driver for a very long time.My friend wants to move to Alaska with her family.I waited for Charlie to finish complaining about his stupid cell phone.Sara is the first person in our family to go to college.When I go to bed tonight, I will think about pink elephants.We have been seeing a great deal of each other lately.I heard my grandfather singing in the shower.We are going to spend our vacation at the lake this year.Caleb tried very hard to win the race.Last night I went to the movie theater with Takumi. Practice Solutions Here you will find answers (in bold) to the exercise. Note that contracted forms (such as  wasnt  or  didnt) may also be written out in full (was not  or  did not). The teacher  was not paying  attention to the other children in the room.The band  wasnt playing  perfectly in tune.The police concluded that the security system  had not been working  properly.The research study  did not conclude  that longer school days lead to greater student achievement.Travis  has not been  a taxi driver for a very long time.My friend  does not want  to move to Alaska with her family.I  didnt wait  for Charlie to finish complaining about his stupid cell phone.Sara  is not  the first person in our family to go to college.When I go to bed tonight, I  wont think  about pink elephants.We  have not been seeing  a great deal of each other lately.I  did not hear  my grandfather singing in the shower.We  are not going to spend  our vacation at the lake this year.Caleb  didnt try  very hard to win the race.Last night I  did not go  to the movie theater with Takumi.

A Short Note On The Energy Drink Industry - 996 Words

Energy drinks are part of the broader soft drink category, which includes carbonated beverages, fruit and vegetable juices, bottle water, sports drinks, beverages concentrates, ready-to-drink tea, and ready-to-drink coffee (Fontinelle). Because there are so many companies competing for the top spot for the best energy drink, it is hard for small and new companies to compete. There are challengers amongst competitors as far as distribution, obtaining shelf space, and offering something unique from the big three competitors: Red Bull, Monster, and Rockstar. Some of the new and smaller companies can take on the opportunity of offering solely certified organic and Fair Trade ingredients, which is a big trend amongst a lot of people who prefer to consume products with naturally grown and processed ingredients (Fontinelle). Another trend amongst the energy drink industry is adding additional ingredients that are supposed to enhance athletic performance and recovery such as branched- ch ain amino acids and beetroot extract. Some threats towards the energy drink industry is the health hazards it poses on its consumers. One of the main ingredients in energy drinks is caffeine. Caffeine is a natural stimulant that constricts blood vessels in the brain. High doses can result in anxiety, dizziness, headaches and jitters (Health Hazards of Caffeine). Caffeine is diuretic, meaning that it can cause one to urinate more than they normally do. It can also have a great impact onShow MoreRelatedA Short Note On The Energy Drink Industry1337 Words   |  6 PagesThe energy drink industry is a fairly new market, with the top products being little under 30 years old. There are several strengths, weaknesses, opportunities and threats in the sector that are unique to this particular industry. 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ADDITIONAL RESOURCE 13.21 Works Cited Executive Summary: PepsiCo, as the second leading brand in non-alcohol drink industry in US, its main long-term objective is to catch up with the industry leader Coca-Cola and finally exceeds Coca-Cola to become the industry leader itself. First, PepsiCo’s mission is aim to become the worlds premier consumer products

Teachers’ Knowledge of Legal Issues Surrounding Students’ Rights Free Essays

string(111) " not automatically coextensive with the rights of adults in other settings† \(Bethel School District No\." Even though lawsuits against teachers have multiplied over the last decade, teacher preparation institutions and educational leaders across our nation have yet to recognize teachers’ knowledge of school law as an area that should be at the top of the priority list for improvement in teacher training. Although this new, legally influenced educational environment has not developed overnight, it has quickly become an area that demands attention among teachers, administrators, and other constituencies. The overabundance of litigation in the United States of America illustrates the legal complexity of the nation and the litigious nature of its citizenry. We will write a custom essay sample on Teachers’ Knowledge of Legal Issues Surrounding Students’ Rights or any similar topic only for you Order Now Accordingly, individuals entering the teaching profession should be equipped with the legal knowledge necessary to protect themselves and the students with whom they have contact. The purpose of this study is to explore some of the underlying legislation and literature that depicts the legal issues surrounding students’ rights and how these issues are interrelated to teachers’ knowledge of school law. Through the information provided in this paper, it is evident that insight into knowledge of school law among teachers is an issue that is increasingly important to educators and educational leaders in United States. Introduction In 1989, the American Tort Reform Association (ATRA) surveyed principals and school attorneys to determine the impact of legal issues on the educational setting. The study revealed that 58% of the participants noted changes in school-related programs due to liability concerns and nine percent of respondents reported having been involved in lawsuits or settlements (Sherman, 2000). Only a decade later, the ATRA conducted a similar investigation in which 64% of the respondents reported a difference in school-related programs as a result of liability concerns and 31% of participants reported being involved in lawsuits or settlements (Sherman, 2000). In 1999 ATRA reported that nearly one-third of all high school principals have been involved in a lawsuit in the last two years, compared to only nine percent, 10 years ago. (Sherman, 2000). Further, Affinity Insurance Services (2003) reported that, â€Å"the number of lawsuits filed against teachers and other education professionals has increased at an alarming rate -over 270% in the last ten years† (p. 2). These findings clearly illustrate the severity of the issue under investigation and highlight the need for corrective and preventative measures aimed at reducing the regularity of litigation within the educational environment. Although this research speaks for itself, public sentiment toward filing suits against educators is at the crux of the issue. Stern (2001) reported that for some students and parents, a good lawyer is as important as good grades. Furthermore, Sorokin (2002) stated that society has become increasingly litigious and the law is used only for personal benefit, especially in the educational setting. Recently, the National Center for Policy Analysis (2003) reported that the rising tide of lawsuits against educators over the last decade has made school discipline difficult, reduced opportunities for students, and consumed many educational resources. Fischer, Schimmel, and Kelly (2003) state that â€Å"today’s schools function in a complex legal environment, and a wide range of legal issues influence the lives of teachers, students, parents, and administrators† (p. vii). Currently, the No Child Left Behind legislation asserts that teachers are protected from most lawsuits if they act within their responsibilities. However, the problem arises in the issue of whether teachers have adequate legal knowledge upon which to define their responsibilities, and subsequently base their decisions for action or behavior. Additionally, educators operate in environments that are open-systems that are subject to the influence of countless extraneous variables. This makes educational policy and daily procedures more difficult to define; thus, complicating teachers’ responsibilities (McCarthy et al. , 2004). For these reasons, it would seem that knowledge of legal responsibilities and legal rights would be at the forefront of professional preparation for preservice educators or professional development for inservice educators. Legal issues surrounding students’ rights Knowledge of students’ rights is at the forefront of lawfulness as an educator. Although rights of students are very important to educators, maintaining orderliness and authority by teachers and other school officials is also a top priority for educational systems. Thus, educators are granted broad powers to establish rules and regulations governing student conduct in the educational setting (Essex, 1999). This power of authority is not absolute; rather it must be exercised with reasonableness and the focus must stay on maintaining order and peace. However, because students continue to test the limits of their personal freedoms in public schools, frequent collisions arise as educators strive to maintain educational environments that are highly conducive to learning (McCarthy et al. , 2004). In dealing with these issues, the courts have generally considered the reasonableness clause as a basis for case decisions. In 1969, the United States Supreme Court handed down a historic decision that challenged the reasonableness consideration, in Tinker v. Des Moines (1969), the court ruled that neither teachers nor students lose their constitutional rights to freedom of expression when they enter the public schools. The First Amendment guarantees that the federal government cannot abridge personal freedoms. Thus, the Supreme Court ruled that through the Fourteenth Amendment state governments, including Boards of Education, cannot abridge citizens of such freedoms. Consequently, educators have been faced with the increased challenge of maintaining effective educational environments while ensuring personal freedoms (Essex, 1999). Freedom of speech and expression is granted by the First Amendment to the U. S. Constitution that states, in part, that â€Å"Congress shall make no law †¦ abridging the freedom of speech, or of press or of the rights of peoples to peacefully assemble. † The court has stated that First Amendment rights must receive protection in the educational setting â€Å"if we are not to strangle the free mind at its source and teach youth to discount important principals of our government as mere platitudes† (West Virginia State Board of Education v. Barnette, 1943). A multitude of additional court cases has set precedence in the area of students’ rights. However, the court has recognized that â€Å"the constitutional rights of students in public school are not automatically coextensive with the rights of adults in other settings† (Bethel School District No. You read "Teachers’ Knowledge of Legal Issues Surrounding Students’ Rights" in category "Pap ers" 403 v. Fraser, 1986). Thus, freedom of speech and expression is open to limitation by policies that are reasonably designed based on the conditions of the educational setting (Fischer, Schimmel, and Kelly, 2003). Taking this legislation into consideration, educators should be knowledgeable of situations in which constitutional freedoms do not prevail. â€Å"Defamatory, obscene, vulgar, and inflammatory expression are not protected in the public school context† (McCarthy et al. 2004, p. 115). As a result of Hazelwood School District v. Kuhlmeier (1988), school authorities can limit students’ freedom of expression in school publications and other school-related activities as long as the limits are based on legitimate educational concerns. In commenting on the utilization of this judicial decision, Rosen (2002) states that â€Å"administrators with a militaristic bent have no better weapon in their arsenal†¦ † In general, however, courts have endorsed the notion that educators should limit students’ freedoms of expression and press only when their actions cause disruption to the educational environment (Essex, 1999). Student-initiated clubs have become very common in the educational setting. Lee (2002) asserts that joining a group that is unified in vision and in action can soothe the difficulties that many alienated students may experience. But, because the nature of some clubs has caused controversy, litigation has ensued. Although freedom of association is not specifically protected under the First Amendment, the Supreme Court has ruled that freedom of association is â€Å"implicit in the freedoms of speech, assembly, and petition† (Healy v. James, 1972). The issue, however, arises in the nature of the association that is taken by the students. Public school students have sought legal espousal for secret societies or closed-membership clubs through the assertion that these associations are supported by First Amendment freedoms. However, the courts have upheld rulings by school officials prohibiting student membership in secret societies (Burkitt v. School District No. 1 Multnomah County, 1952). Conversely, student-initiated organizations with open membership are receptive to support under the First Amendment. Accordingly, courts have held that if a public high school allows student associations to meet during noninstructional time, the access policy for such meetings by other groups must be neutral in relation to association content (Dixon v. Beresh, 1973). Due to the legislation resulting from such issues, Congress enacted the Equal Access Act (EAA) in 1984, that confirmed that if a federally assisted secondary school creates an open forum for noncurricular student groups to meet during noninstractional time, it must not deny access to specific groups based on religious, political, or other content of the groups’ meeting (Fischer, Schimmel, and Kelly, 2003). School officials may only limit meetings that threaten to disrupt the educational environment. As mentioned earlier in this literature review, the establishment of an open forum has been challenged by the Establishment clause when association is of a religious nature (Board of Education of the Westside Community Schools v. Mergens, 1990). Reflection on this legislation raises the issue of whether or not the creation of an open forum is in the best interest of the school. Fortunately, under the EAA, school districts do retain the option of restricting access to only curriculum related association, rather than creating a limited open forum for student-initiated association. Regardless of the choice, teachers must be aware of the school district’s decision and the underlying obligations of this decision in order to avoid instances of controversy when dealing with student-initiated clubs (Imber Van Geel, 2000). Freedom of appearance on behalf of students has led to regular litigation in the past. Appearance is of great importance to most students. However, when fads and fashion lead to disruptions in the learning environment, controversy usually follows. Although freedom of appearance has been considered an extension of symbolic expression, which is protected under the First Amendment, the courts have reached contradictory conclusions over this issue (Essex, 1999). In 1982, the court determined that restrictions on student appearance constitute â€Å"a reasonable means of furthering the school board’s undeniable interest in teaching hygiene, instilling discipline, asserting authority, and compelling uniformity† (Domico v. Rapides Parish School Board, 1982). Although students have asserted that attire is a means of expression protected under the First Amendment, courts have held that attire can be regulated if it is deemed â€Å"immodest, disruptive, or unsanitary† (Richards v. Thurston, 1970). More stringent restrictions on attire, in the form of uniform policies, have been established in some school systems in order to eliminate gang-related attire, reduce violence, and improve school climate by removing the emphasis placed on attire, thereby enhancing the emphasis on academics (Del Stover, 1996). However, courts have reached contradictory conclusions concerning the constitutionality of mandated school uniform policies. Thus, in order to avoid potential litigation, educators must ensure that a legitimate educational justification is underlying any regulation related to students’ appearance and teachers must enforce uniform policies based solely upon these established justifications in order to avoid litigation (McCarthy et al. , 2004). Extracurricular activities are integral components of the majority of public school across the nation. In 1975, Goss v. Lopez established that once a state provides public education, students cannot be denied access to this education without due process of law. Although courts have historically held that extracurricular activities are fundamental in the educational system, the current view stipulates that conditions may be attached to participation in such activities. However, litigation has been contradictory because, â€Å"courts have not agreed regarding procedural protections that must be provided when students face suspension or expulsion from extracurricular activities† (McCarthy et al. 2004, p. 135). Due to these insubstantial rulings, school authorities may not be required to provide formal due process procedures prior to the suspension of a student from extracurricular activities. Nevertheless, if the school district has a policy for suspending students from extracurricular activities, school authorities must abide by this policy, in such instances, an informal hearing and documentation of the underlying rationale for the action is advisable. Suspension based on academic standing, age, conduct, extracurricular participation fees, individual skill, school attendance, residence, and a number of other conditions have been left to the discretion of school district authorities (Imber Van Geel, 2000). Policies concerning these considerations should be clearly written, they should be communicated to students, teachers, and parents, they should be based on sound educational rationale, and they should be enforced in an indiscriminating manner. Educators should ensure that suspension or denial of participation in extracurricular activities is based on established policy in order to avoid litigation in this area. Conclusion In this litigious society, to protect themselves and the students they teach, teachers should have ample knowledge of school law. Determining the level of knowledge of school law and the importance that teachers place on this knowledge is important so that college officials, school administrators, and teachers can make decisions focused on improving knowledge in deficient areas, such as legal issues pertaining to students’ rights. Educating particular groups to increase law knowledge will remain a great challenge for universities officials, school administrators, and teachers because no one person or group of people is like that of another and because no one person or group shares the same educational or practical experiences. Knowledge of the law pertaining to students’ rights is of extreme importance to educators because â€Å"by their very nature schools are places where students often wish to express their ideas through speech and other means† (Imber Van Geel, 2000, p. 37). Thus, teachers should be prepared to lawfully allow students to exercise their constitutional rights while maintaining the structure and integrity of the educational system. In doing so, students will experience an enriched educational environment based upon diversity of ideals, respect for self and others, and, most importantly, the liberties granted by the U. S. Constitution that have defined our nation and its citizenr y. How to cite Teachers’ Knowledge of Legal Issues Surrounding Students’ Rights, Papers

Feme Fatale free essay sample

From victimization to femme fatale, Evans(2004) notes the progression of â€Å"prey† to a more powerful image of â€Å"predator†. Evans(2004) examines the differences between the 1890’s Femme Fatale and McQueen’s representation in his Dante collection1996. A key point made by Evans(2004) in terms of fin-de-siecle femme fatale is â€Å"the woman whose sexuality was dangerous even deathly, and whose terrifying allure would tinge the male desire with dread† 00 years later, Alexander McQueen’s femme fatale was similar style wise and referenced the image of the vamp with â€Å"pale flesh and berry coloured lips† (Evans 2004) and the mouth watering palette of black, beige and mauve. However, McQueen created a frightening subject who was no longer a seductress to be feared, but rather a terrifying predator Along with Alexander McQueen, Hussein Chalayan is also one of the most influential and popular designers. Both, used design as an outlet of expression of concepts and allegories. We will write a custom essay sample on Feme Fatale or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Presenting fashion as a site of exploration, Hussein and McQueen challenged preconceived notions of what clothing can mean, rather than as garments with only functionality in mind. Motivated by ideas and disciplines not readily associated with fashion, their designs cross between architecture, design, philosophy, anthropology, science and technology. ( Shad Thames,2010) Both challenge the variety and use of materials. Hussein has even used plastic and wood for his ‘furniture† collection, and McQueen used sellotape for his â€Å"The Birds† collection conceptualizing road kill. McQueen and Hussein have the ability to shock, electrifies and provoke the apperception of the public, and could even be thought of as â€Å"abstract theoretical designers† and â€Å"philosophers†. (Lubomir Stoykov,2010) â€Å"My work is about ideas. If I had to define my philosophy in just a few words, it would be about an exploration, a journey, storytelling – it is a combination of these things with suggestions and proposals at the same time† (Hussein Chalayan,2010) McQueen and Hussein had a very similar design philosophy and the theme of victimization was reflected in Hussein’s SS 1998 collection. Beginning with a nude woman, her face covered with a mask Hussein gave eloquent voice to the oppression of Muslim women. He showed a dozen models in all, several in white chadors of varying lengths and the final model in a floor-length black chador. (Ellen McIntyre, 2010) Both are dealing with various provocative themes in their work, but one of these themes is very common for them: their national and cultural identities. The two designers have ethnic backgrounds from small and oppressed nationalities (Scotland and Northern Cyprus), so they have plenty to say on their personal cultural experiences. Mostly, inspirations are drawn from the outside world,nature, artifacts, historical costumes, etc. ) Both reflect political issues of the past decades: Scottish independence, the political status of Northern Cyprus,and the place of the Muslim women in society. Although they use their work to convey political and social messages, their collections remain commercially successful. The religious and ethnic animosities between Greek Christians and Turkish Muslims drew Hussein to the theme for this collection. ( Gordana Vrencoska,2011) Both designers are similar in the way they defend their controversial and theatrical collections. ‘It wasnt really supposed to be offensive This was about the cultural loss of self. (Hussein Chalayan,1998). For his collection â€Å"La Poupee† ,a black model walked contorted in a metal frame fixed to her wrists and ankles. Disavowing the obvious connotation of slavery, just as he disavowed the accusations of misogyny in â€Å"Highland Rape,† McQueen claimed he wanted the restricting body jewellery to produce the jerky and mechanical movements of a doll or puppet. (Caroline Evans,2004). Although Chalayan and McQueen shared no artistic vision, these exhibitions each prove how compelling it is to able to stand in front of a display and be overwhelmed by meanings and sensations that were never quite comprehensible in the fleeting 15 minutes of a show.