Example writing essay

Wednesday, October 30, 2019

Eyewitness the movie and the issue of identification Essay

Eyewitness the movie and the issue of identification - Essay Example Eyewitness the Movie and the Issue of Identification Introduction For many years, a debate on the issue of eyewitness identification and testimony has been raging with thin the justice system.One camp pushes the concept that that eyewitness identification is not reliable and is, in fact, detrimental to the pursuit of genuine justice. This side of the argument insists that eyewitness accounts have many times resulted into the resolution of cases based on testimonies, which could be subjective and inaccurate, instead of on the merits of physical evidences, which could be more concrete and objective. The opposing camp, on the other hand, insists that eyewitness accounts are necessary to hasten the resolution of criminal cases in court. It stresses the point that without the testimony of a person who saw the crime committed, positive identification of the suspects cannot be achieved. Even as the debate on the merits and demerits of the two sides continue though, there have been films and television shows that tackle the issue directly and indirectly. The movie Eyewitness may not have presented a courtroom drama that dealt with the pros and cons eyewitness testimony but it did present the filmmakerÃ¢â‚¬â„¢s own perspective on the issue. It did so by depicting a character that wishes to present himself as a witness to a crime not because he is interested in seeing the resolution of a murder case but because of his personal objective of winning the affection of a person. Weakness of Eyewitness Testimony Eyewitness is a movie that was released in 1981. The film was directed by Peter Yates and written by Steve Tesich. It stars William Hurt as Daryll Deever, the janitor who discovered the body of a murder victim in the building he is working in. Sigourney Weaver plays the role of a zealous television reporter, Tony Sokolow, who wants to get a scoop of the murder case. Deever sees the opportunity of becoming close to Sokolow when he presented himself as someone who discov ered the body. While this may be true though, Deever goes to the extent of insinuating that he saw more than just the dead body but also the actual crime while it was committed. This leads Tony to be interested in DeeverÃ¢â‚¬â„¢s account, hoping to be the first to broadcast the story to the public. Tony actually is already in a relationship with someone else, Joseph played by Christopher Plummer. However, just to have a story, she manages to flirt a little with Deever. Joseph, on the other hand, is also very interested about what Deever knows which is why he is not quite concerned about the relationship between Tony and Daryll. The attempt by Deever to maintain TonyÃ¢â‚¬â„¢s interest in him later turned into the source of conflict in the film. The murderers begins to consider the possibility that Daryll may have indeed witness the commission of the crime and that Tony already knows about it. For fear of being caught by the police, who are already doing investigations on the matter, they run after both Tony and Daryll with the aim of silencing them before their identities are divulged to the public. The police for their part have also begun believing that Daryll may have indeed witnessed the crime and that he could identify the perpetrators. However, the issue that is at stake here really is regarding the credibility of the eyewitness. Deever is obviously motivated by his desire to become personally close to Tony. On the other hand, Tony, who can amplify DeeverÃ¢â‚¬â„¢s claim because she is a journalist, is only interested in getting a scoop. The police, whose objective is to see that the crime is solved as soon as possible, also have the tendency to believe in whatever story Deever may come up with because of convenience. Here lies the central issue of eyewitness identification. Without determining the possible motivation of the witness, a case could be brought to court with suspects pointed out through the most biased and unscientific means. Through the jury system employed by the American judiciary, the honesty of the witness has a very profound impact on the

Monday, October 28, 2019

Political Science Essay Example for Free

Political Science Essay 1) Who is Oedipus? Jocasta? Laius? Theseus? Answer: Oedipus is the son of Laius and Jocasta there was prophet that he was going to kill his father and wed his mother. Laius is the king of Thebes and OedipusÃ¢â‚¬â„¢ father who was killed as a fulfillment on an oracle. Theseus is the king of Athens who takes Oedipus in and protects him after he has suffered greatly. 2) In the play Oedipus Rex, what is the relationship between truth, freedom, identity, and responsibility? Answer: Fate is inescapable. Oedipus learning the truth is him learning his identity and with freedom comes responsibility. 3) What is pollution? OR, why must Oedipus assume responsibility for things he did not know? Answer: Pollution is that for which Oedipus is responsible for. There are consequences for his actions and he must accept them. 4) What does it mean to say that freedom is recognition of necessity? Answer: It means we are never absolutely free. There is always a restraint. 5) In the final analysis, what advice about freedom, fate and the gods is Sophocles giving in Oedipus Rex? Answer: Strive for excellence in a world of constraints, rebel and accept the Gods, bravely acceptthe consequences of oneÃ¢â‚¬â„¢s actions, and do all of this in reverence and humility. 6) What does it mean to defend freedom on the basis of natural rights? Answer: Natural rights are rights that no person can give us. We have them because we arehuman.To say this is defending it. Ã¢â‚¬â€œ Normative way of thinking 7) What does it mean to defend freedom on the basis of utility? Answer: Freedom as a utility are rights that defend the right on grounds of the city rather than ofthe Gods. 8) According to Adrienne Rich, what does a woman need to know to be free? Answer: She needs to know her own history, analysis of her own condition, her politicized female body, and creative genius of women in the past. 9) Whose freedom is Sojourner Truth advocating? Answer: Sojourner Truth is advocating the freedom of African Americans, free slaves, and women 10) According to John Stuart Mill, what is the greatest danger to freedom in a democratic society? Answer: The greatest danger to freedom in a democratic society is social tyranny (public opinion) because it penetrates so deeply into oneÃ¢â‚¬â„¢s soul that there is no alternative. It feathers the development of individuality (the notion of an autonomous and rationality of the individual). 11) According to Mill, what is the domain of consciousness, or those freedoms that are most precious? Answer: Conscious, Thought/Feeling, Opinion/Sentiment, Expression, Tastes Pursuits, Unite/Assembly 12) According to Mill, what utility does freedom have for the pursuit of truth? Answer: Partial truths may have some truth, but even truth must be combatted, questioned or it isnothing but prejudice or dogma. 13) According to Mill, what utility does freedom have for the development of individuality? Answer: The individual needs freedom for observation, needs freedom of reason and judgment, freedom to gather information, freedom to discriminate/to decide, and freedom and courage to hold firm to our tastes. 14) According to Mill, what utility does freedom have for the development of a progressive society? Answer: Societies that are possessive of innovation sustain truths and tradition and avoid mediocrity. 15) How does Sophocles portray Oedipus and the issue of guilt/innocence in Oedipus at Colonus? Answer: Oedipus is a stranger in need, he declares his innocence, and Thesesus and Athens offer him gifts. 16) What does Theseus offer to Oedipus in Oedipus at Colonus? Why? Answer: Theseus greets Oedipus with respect and empathy. He asks Oedipus what does he need and offers him hospitality and protection from Creon, CreonÃ¢â‚¬â„¢s army, and Polynices. He gives him citizenship and grace. Theseus gives him gifts given by Athens because Theseus was once to in exile. 17) What is the function/importance of a language of the good? Answer: It teaches us what human beings need to achieve their potential. 18) What is Abraham MaslowÃ¢â‚¬â„¢s hierarchy of needs? How does it compare to AristotleÃ¢â‚¬â„¢s theory of the goods of life? Answer: It is a pyramid showing the balanced goods or Ã¢â‚¬Å"dietÃ¢â‚¬ a human being needs to be happy like self-actualization, belongingness, esteem, safety, and physiological. How it compares idk. 19) Who is Pericles and what are the main principles of his funeral oration? Answer: Pericles is general and orator in Athens. The main principles of his funeral oration are city of freedom, city of empire, and citizenship. 20) What does Pericles have to say about citizenship? Answer: Citizenship requires excellence, public service, reverence for the city (patriotism), respect for authorities and law, military training, beauty, and willingness to die for the city. 21) What is SocratesÃ¢â‚¬â„¢ vocation? Answer: He literally disapproves of the oracle which says he is the wisest man. 22) What are the formal charges against Socrates? Answer: The formal charges against Socrates are public opinion. 23) What are the informal charges against Socrates? Answer: He studies things that are above the sky and are below the earth. He makes strong arguments weak and weak arguments strong. He does not believe in the Gods of the city, but one new God. 24) What is Socratic ignorance? Answer: A certain type of wisdom is a certain type of ignorance. You donÃ¢â‚¬â„¢t say what you donÃ¢â‚¬â„¢t know. 25) What is SocratesÃ¢â‚¬â„¢ daimon? Answer: The daimon is the inner God that speaks to him. It is a voice of subjectivity, consciousness, and rational insight. (picture a little angel on one shoulder and a devil on the other trying to tell you what you should do) 26) What is the relationship, in Socrates, of philosophy, death and the heroic tradition? Answer: Socrates does not fear death. He sees it as his characters (an eternal sleep or rejoining with loved one). The soul of one is not at stake. The soul of many is. 27) What does Socrates mean by caring for the soul? Answer: Caring for the soul means avoid injustice, ruthless intellectual honesty, engage in self-examination, and sustain moral energy. 28) What are the characteristics of SocratesÃ¢â‚¬â„¢ theory of citizenship? Answer: The characteristics are caring for the soul, moral skepticism/dissent, a strong sense of moral individualism, all of this occurs in socratic ignorance, heroic citizenship (a citizen that does not fear death), and love of the city.

Saturday, October 26, 2019

Review of The Black Death Essay -- Papers

Review of The Black Death The Black Death discusses the causes and results of the plague that devastated medieval Europe. It focuses on the many effects it had on the culture of medieval Europe and the possibility that it expedited cultural change. I found that Robert S. Gottfried had two main theses in the book. He argued that rodent and insect life cycles, as well as the changing of weather systems affect plague. He claimed that the devastation plague causes is partly due to its perpetual recurrences. Plague ravaged Europe in cycles, devastated the people when they were recuperating. As can be later discovered in the book, the cycles of plague consumed the European population. A second thesis, which he described in greater detail, was that the plagues expedited the process of cultural change. The plagues killed a large percentage of each generation, leaving room for change. The Black Death covers the affects that numerous plagues had on the culture. The cycle of the plagues struck each generation. After a p lague ravaged Europe from 599-699, plague killed in 608, 618, 628, 640, 654, 684-686, 694-700, 718, and 740-750. In the early stages of the above series, intervals are apparent. These intervals demonstrate the cycles of the rodent and insect life. Robert S. Gottfried also argues, rightfully so, that plague may have hastened cultural change. Along with plagues came the need for a cure. Plague destroyed the existing medical systems, and was replaced by a modern heir. Previous to the plague, scientists based their knowledge on early scientists such as Hippocrates and Galen. Scientists knew little about what they were doing. The medical community was divided into five parts. These divisions were physicians, surgeons, barber-... ...r in the book. Gottfried also made it obvious that others supported his theories. At the end of each important point, he marked it with a number corresponding to the reference in the back of the book. In conclusion, The Black Death successfully proves that a great deal of tragedy in the 13th century had much to do with animals in the environment. It also conveyed that plague accelerated the progress of culture, bringing the need for modern medicine. Gottfried makes it apparent that man did not understand enough about the environment to prevent plague, maybe a message to the world today. Dense population, as Gottfried suggested, breeds plague. Early plague has educated us, and we should focus on this, plague seems to be inevitable with certain circumstances and lack of knowledge. Not only did Gottfried educate us on the past, but may have prepared us for the future.

Thursday, October 24, 2019

Rates of Reaction :: GCSE Chemistry Coursework Investigation

Rates of Reaction What is a rate of reaction? The amount of change of a product or reactant in a given time. What affects the rate? a) Concentration of solution (more likely to collide as more in same vol.) b) Temperature (increases speed of molecules, more exceed EA) c) Surface area (same as concentration) d) Pressure of gasses (same as conc.) e) Catalyst (guide particles to correct orientation + lowers EA) f) Others e.g. light(light = increase in speed of particles) How are rates altered? Collision theory: Particles must collide with an energy exceeding the EA and they must have the correct orientation. A reaction rate increased by, - Increasing collision frequency - Increasing average kinetic energy of particles - Lowering activation energy - Giving molecules correct orientation Effect of concentration on rate rA = rate of reaction with respect to A E.g. RH+ = rate of reaction with respect to H+(aq) Rate of reaction = K [A]a [B]b [C]c Units of rates of reaction = mol dm-3 s-1 Units of concentration = mol dm-3 Indices a, b, c etc: order of reaction - what is the effect on the rate of doubling the concentration E.g. [H+]1 = 1st order = if conc. is doubled, rate is doubled [H+]2 = 2nd order = if con. is double, rate is quadrupled [H+]0 = zero order = if conc. is doubled, rate is unaffected The constant, K K = rate constant. This is a constant of proportionality Units may vary but must include s-1 rA = k[A]1[B]1 mol dm-3 s-1Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬Ëœ = k (mol dm-3)(mol dm-3) for mol dm-3 s-1 to = mol dm-3 s-1 because k must = dm3 mol-1 s-1 because (mol dm-3)(mol dm-3) = mol2 dm-6, so to equal this out, k = dm3 mol-1 s-1 Expt. 11.2a the kinetics of the reaction between calcium carbonate and hydrochloric acid CaCO3(s) + 2HCl(aq) Ãƒâ€šÃ‚ ® CaCl2(aq) + CO2(g) + H2O(l) Collect gas given off in a syringe. Create a table: Time (s) Volume of CO2 Vt (cm3) (Vfinal - Vt) cm3 Then to find the order, find the half - life if time periods are roughly the same between each half - life then it is first order. If it is second order the graph would increase and not be constant. Methods of following a reaction By titration E.g. reaction between iodine and propane in acid solution. Then on a graph time can be plotted against titre values, in this case a straight line is seen, suggesting the reaction to be zero order By colorimetry Can be used when one of the reactants or products have a colour, the intensity changing during the reaction. The intensity can be followed using a special colorimeter. By Dilatometry Where during the reaction the total volume of the solution changes.

Wednesday, October 23, 2019

Peer pressure Essay

Ã ¤ ªÃ ¥â‚¬Ã ¤ ¯Ã ¤ ° Ã ¤ ªÃ ¥ Ã ¤ °Ã ¥â€¡Ã ¤ ¶Ã ¤ °Ã¢â‚¬â„¢ Ã ¤Å"Ã ¤ ¹Ã ¤ ¾Ã ¤â€š Ã ¤â€¦Ã ¤ §Ã ¤ ¿Ã ¤â€¢Ã ¤ ¤Ã ¤ ° Ã ¤ ¨Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤ ¾Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤â€¢ Ã ¤ ¢Ã ¤â€šÃ ¤â€" Ã ¤ ¸Ã ¥â€¡ Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¥ Ã ¤ ¹Ã ¥â€¡Ã ¤â€š Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ Ã ¤ ¾Ã ¤ µÃ ¤ ¿Ã ¤ ¤ Ã ¤â€¢Ã ¤ °Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë†, Ã ¤ µÃ ¤ ¹Ã ¥â‚¬Ã ¤â€š Ã ¤ ¯Ã ¤ ¹ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤ ¾Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤â€¢ Ã ¤ Ã ¥â‚¬ Ã ¤ ¹Ã ¥â€¹ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë† Ã ¤ ¯Ã ¤ ¾Ã ¤ ¨Ã ¥â‚¬ Ã ¤ ¹Ã ¤ ®Ã ¤â€°Ã ¤ ®Ã ¥ Ã ¤ ° Ã ¤ ¦Ã ¥â€¹Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¥â€¹Ã ¤â€š Ã ¤ ¦Ã ¥ Ã ¤ µÃ ¤ ¾Ã ¤ °Ã ¤ ¾ Ã ¤ ¡Ã ¤ ¾Ã ¤ ²Ã ¤ ¾ Ã ¤Å"Ã ¤ ¾Ã ¤ ¨Ã ¥â€¡ Ã ¤ µÃ ¤ ¾Ã ¤ ²Ã ¤ ¾ Ã ¤ ¯Ã ¤ ¹ Ã ¤ ¦Ã ¤ ¬Ã ¤ ¾Ã ¤ µ Ã ¤Å"Ã ¥Ë†Ã ¤ ¸Ã ¥â€¡ Ã ¤â€"Ã ¤ ²Ã ¤ ¤ Ã ¤â€¢Ã ¤ ¾Ã ¤ ®Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤ ¹Ã ¥â€¹ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë†, Ã ¤â€°Ã ¤ ¸Ã ¥â‚¬ Ã ¤ ¤Ã ¤ °Ã ¤ ¹ Ã ¤ ¯Ã ¤ ¹ Ã ¤â€¢Ã ¤Ë† Ã ¤ ¬Ã ¤ ¾Ã ¤ ° Ã ¤ ¤Ã ¥ Ã ¤ ® Ã ¤ ªÃ ¤ ° Ã ¤ ¯Ã ¤ ¾ Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¥ Ã ¤ ¹Ã ¤ ¾Ã ¤ °Ã ¥â€¡ Ã ¤ ¦Ã ¥â€¹Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¥â€¹Ã ¤â€š Ã ¤ ªÃ ¤ ° Ã ¤â€¦Ã ¤Å¡Ã ¥ Ã ¤â€ºÃ ¤ ¾ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ Ã ¤ ¾Ã ¤ µ Ã ¤ Ã ¥â‚¬ Ã ¤ ¡Ã ¤ ¾Ã ¤ ² Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë†Ã ¥ ¤ Ã¢â‚¬ËœÃ ¤ ªÃ ¥â‚¬Ã ¤ ¯Ã ¤ ° Ã ¤ ªÃ ¥ Ã ¤ °Ã ¥â€¡Ã ¤ ¶Ã ¤ °Ã¢â‚¬â„¢ Ã ¤ ¯Ã ¤ ¾Ã ¤ ¨Ã ¥â‚¬ Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¹Ã ¤ ®Ã ¤â€°Ã ¤ ®Ã ¥ Ã ¤ ° Ã ¤ ¦Ã ¥â€¹Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ Ã ¤ ¾Ã ¤ µ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€ Ã ¤â€¢Ã ¤ ° Ã ¤â€¢Ã ¤ ¿Ã ¤ ¯Ã ¤ ¾ Ã ¤Å"Ã ¤ ¾Ã ¤ ¨Ã ¥â€¡ Ã ¤ µÃ ¤ ¾Ã ¤ ²Ã ¤ ¾ Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¥ Ã ¤ ¯, Ã ¤Å"Ã ¥â€¹ Ã ¤Å"Ã ¤ ¿Ã ¤ ¤Ã ¤ ¨Ã ¤ ¾ Ã ¤ ¨Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤ ¾Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤â€¢ Ã ¤ ¹Ã ¥â€¹ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë†, Ã ¤â€°Ã ¤ ¤Ã ¤ ¨Ã ¤ ¾ Ã ¤ ¹Ã ¥â‚¬ Ã ¤ ¯Ã ¤ ¹ Ã ¤ «Ã ¤ ¾Ã ¤ ¯Ã ¤ ¦Ã ¥â€¡Ã ¤ ®Ã ¤â€šÃ ¤ ¦ Ã ¤ Ã ¥â‚¬ Ã ¤ ¹Ã ¥â€¹ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë†, Ã ¤Å"Ã ¥Ë†Ã ¤ ¸Ã ¥â€¡ Ã ¤â€¢Ã ¤ ¿ Ã ¤â€¦Ã ¤â€"Ã ¤ ° Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¥ Ã ¤ ¹Ã ¥â€¡Ã ¤â€š Ã ¤ °Ã ¥â‚¬Ã ¤ ¡Ã ¤ ¿Ã ¤â€šÃ ¤â€" Ã ¤â€¢Ã ¤ ¾ Ã ¤ ¬Ã ¤ ¹Ã ¥ Ã ¤ ¤ Ã ¤ ¶Ã ¥Å'Ã ¤â€¢ Ã ¤ ¹Ã ¥Ë† Ã ¤ ¤Ã ¥â€¹ Ã ¤ ¹Ã ¥â€¹ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë† Ã ¤â€¢Ã ¤ ¿ Ã ¤ ¤Ã ¥ Ã ¤ ® Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â‚¬ Ã ¤ ªÃ ¤ ¢Ã ¤ ¼Ã ¥â‚¬ Ã ¤â€"Ã ¤Ë† Ã ¤â€¦Ã ¤Å¡Ã ¥ Ã ¤â€ºÃ ¥â‚¬ Ã ¤â€¢Ã ¤ ¿Ã ¤ ¤Ã ¤ ¾Ã ¤ ¬Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¬Ã ¤ ¾Ã ¤ °Ã ¥â€¡ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ¬Ã ¤ ¤Ã ¤ ¾ Ã ¤â€¢Ã ¤ ° Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¹Ã ¤ ®Ã ¤â€°Ã ¤ ®Ã ¥ Ã ¤ ° Ã ¤ ¦Ã ¥â€¹Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¹ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ Ã ¤ ¾Ã ¤ µÃ ¤ ¿Ã ¤ ¤ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥â€¹ Ã ¤â€Ã ¤ ° Ã ¤ «Ã ¤ ¿Ã ¤ ° Ã ¤ µÃ ¥â€¡ Ã ¤ Ã ¥â‚¬ Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤ ¸Ã ¥â€¡ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ Ã ¤ ¾Ã ¤ µÃ ¤ ¿Ã ¤ ¤ Ã ¤ ¹Ã ¥â€¹Ã ¤â€¢Ã ¤ ° Ã ¤â€¦Ã ¤Å¡Ã ¥ Ã ¤â€ºÃ ¥â‚¬ Ã ¤â€¢Ã ¤ ¿Ã ¤ ¤Ã ¤ ¾Ã ¤ ¬Ã ¥â€¡Ã ¤â€š Ã ¤ ªÃ ¤ ¢Ã ¤ ¼Ã ¤ ¨Ã ¥â€¡ Ã ¤ ²Ã ¤â€"Ã ¥â€¡Ã ¤â€šÃ ¤â€"Ã ¥â€¡Ã ¥ ¤ Ã ¤â€¡Ã ¤ ¸Ã ¥â‚¬ Ã ¤ ¤Ã ¤ °Ã ¤ ¹ Ã ¤ ¹Ã ¥â€¹ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë† Ã ¤â€¢Ã ¤ ¿ Ã ¤ ¤Ã ¥ Ã ¤ ® Ã ¤ Ã ¥â‚¬ Ã ¤ ¸Ã ¥ Ã ¤ ªÃ ¥â€¹Ã ¤ °Ã ¥ Ã ¤Å¸Ã ¥ Ã ¤ ¸ Ã ¤ ¯Ã ¤ ¾ Ã ¤ ªÃ ¤ ¢Ã ¤ ¼Ã ¤ ¾Ã ¤Ë† Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ¹Ã ¥â‚¬ Ã ¤ ¬Ã ¤ ¹Ã ¥ Ã ¤ ¤ Ã ¤â€¦Ã ¤Å¡Ã ¥ Ã ¤â€ºÃ ¥â€¡ Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¦Ã ¥â€¹Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¥â€¹Ã ¤â€š Ã ¤ ¸Ã ¥â€¡ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ Ã ¤ ¾Ã ¤ µÃ ¤ ¿Ã ¤ ¤ Ã ¤ ¹Ã ¥â€¹Ã ¤â€¢Ã ¤ ° Ã ¤â€°Ã ¤ ¨Ã ¥ Ã ¤ ¹Ã ¥â‚¬Ã ¤â€š Ã ¤â€¢Ã ¥â‚¬ Ã ¤ ¤Ã ¤ °Ã ¤ ¹ Ã ¤ ¸Ã ¥ Ã ¤ ªÃ ¥â€¹Ã ¤ °Ã ¥ Ã ¤Å¸Ã ¥ Ã ¤ ¸ Ã ¤ ¯Ã ¤ ¾ Ã ¤ ªÃ ¤ ¢Ã ¤ ¼Ã ¤ ¾Ã ¤Ë† Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ¬Ã ¥â€¡Ã ¤ ¹Ã ¤ ¤Ã ¤ ° Ã ¤ ¬Ã ¤ ¨ Ã ¤Å"Ã ¤ ¾Ã ¤â€œÃ ¥ ¤ Ã ¤ ¯Ã ¤ ¾Ã ¤ ¨Ã ¥â‚¬ Ã ¤ ¤Ã ¥ Ã ¤ ® Ã ¤Å¡Ã ¤ ¾Ã ¤ ¹Ã ¥â€¹ Ã ¤ ¤Ã ¥â€¹ Ã¢â‚¬ËœÃ ¤ ªÃ ¥â‚¬Ã ¤ ¯Ã ¤ ° Ã ¤ ªÃ ¥ Ã ¤ °Ã ¥â€¡Ã ¤ ¶Ã ¤ °Ã¢â‚¬â„¢ Ã ¤â€¢Ã ¥â€¹ Ã ¤â€°Ã ¤ ¸Ã ¤â€¢Ã ¥â€¡ Ã ¤â€¦Ã ¤Å¡Ã ¥ Ã ¤â€ºÃ ¥â€¡ Ã ¤ °Ã ¥â€šÃ ¤ ª Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¤ ¾ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥â€¹Ã ¥ ¤ Ã ¤â€¦Ã ¤Å¡Ã ¥ Ã ¤â€ºÃ ¥â‚¬ Ã ¤ ¬Ã ¤ ¾Ã ¤ ¤Ã ¥â€¡Ã ¤â€š Ã ¤ ¸Ã ¥â‚¬Ã ¤â€"Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤â€Ã ¤ ° Ã ¤ ¸Ã ¥ Ã ¤ µÃ ¤ ¸Ã ¥ Ã ¤ ¥ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ ¤Ã ¤ ¿Ã ¤ ¸Ã ¥ Ã ¤ ªÃ ¤ °Ã ¥ Ã ¤ §Ã ¤ ¾ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤ Ã ¥â‚¬ Ã ¤ ¯Ã ¤ ¹ Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¥ Ã ¤ ¹Ã ¥â€¡Ã ¤â€š Ã ¤ ¹Ã ¤ ° Ã ¤â€¢Ã ¤ ¾Ã ¤ ® Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ¬Ã ¥â€¡Ã ¤ ¹Ã ¤ ¤Ã ¤ ° Ã ¤ ¬Ã ¤ ¨Ã ¤ ¾Ã ¤ Ã ¤â€"Ã ¤ ¾Ã ¥ ¤ Ã ¤â€¡Ã ¤ ¸Ã ¤â€¢Ã ¥â€¡ Ã ¤â€¦Ã ¤ ²Ã ¤ ¾Ã ¤ µÃ ¤ ¾, Ã ¤ µÃ ¤ °Ã ¥ Ã ¤Å"Ã ¥â‚¬Ã ¤ ¨Ã ¤ ¿Ã ¤ ¯Ã ¤ ¾ Ã ¤ µÃ ¤ ¿Ã ¤ ¶Ã ¥ Ã ¤ µÃ ¤ µÃ ¤ ¿Ã ¤ ¦Ã ¥ Ã ¤ ¯Ã ¤ ¾Ã ¤ ²Ã ¤ ¯ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€¢Ã ¤ ¿Ã ¤ Ã ¤â€"Ã ¤ Ã ¤ Ã ¤â€¢ Ã ¤â€¦Ã ¤ §Ã ¥ Ã ¤ ¯Ã ¤ ¯Ã ¤ ¨ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤Å"Ã ¤ ¾Ã ¤ ¹Ã ¤ ¿Ã ¤ °Ã ¤ ¾ Ã ¤ ¤Ã ¥Å'Ã ¤ ° Ã ¤ ªÃ ¤ ° 12 Ã ¤â€Ã ¤ ° 13 Ã ¤â€¢Ã ¥â‚¬ Ã ¤â€°Ã ¤ ®Ã ¥ Ã ¤ ° Ã ¤â€¢Ã ¥â€¡ Ã ¤â€ Ã ¤ ¸Ã ¤ ªÃ ¤ ¾Ã ¤ ¸ Ã ¤ ¦Ã ¤ ¬Ã ¤ ¾Ã ¤ µ Ã ¤ ¸Ã ¤ ¹Ã ¤â€¢Ã ¤ °Ã ¥ Ã ¤ ®Ã ¥â‚¬ Ã ¤ ¸Ã ¥â€¡ Ã ¤â€¦Ã ¤ µÃ ¤â€"Ã ¤ ¤ Ã ¤â€¢Ã ¤ °Ã ¤ ¾Ã ¤ ¯Ã ¤ ¾ Ã ¤â€"Ã ¤ ¯Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë† Ã ¤Å"Ã ¥â€¹ Ã ¤ ¬Ã ¤Å¡Ã ¥ Ã ¤Å¡Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¹ Ã ¤â€¦Ã ¤ §Ã ¤ ¿Ã ¤â€¢ Ã ¤ ¨Ã ¤ ¹Ã ¥â‚¬Ã ¤â€š Ã ¤ ¥Ã ¥â€¡ Ã ¤Å"Ã ¥â€¹ Ã ¤ ²Ã ¥â€¹Ã ¤â€"Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â‚¬ Ã ¤ ¤Ã ¥ Ã ¤ ²Ã ¤ ¨Ã ¤ ¾ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€¦Ã ¤Å¡Ã ¥ Ã ¤â€ºÃ ¥â‚¬ Ã ¤ ¤Ã ¤ °Ã ¤ ¹ Ã ¤ ¸Ã ¥â€¡ Ã ¤ ¸Ã ¤ ®Ã ¤ ¾Ã ¤ ¯Ã ¥â€¹Ã ¤Å"Ã ¤ ¿Ã ¤ ¤ Ã ¤ ¹Ã ¥â€¹ Ã ¤â€"Ã ¤ ¯Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë† Ã ¤â€¢Ã ¤ ¿ Ã ¤ ªÃ ¤ ¤Ã ¤ ¾ Ã ¤Å¡Ã ¤ ²Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë†. Ã ¤ ¯Ã ¤ ¹ Ã ¤ ¹Ã ¤ ¾Ã ¤ ¨Ã ¤ ¿Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤â€¢ Ã ¤ ¸Ã ¥â€¡ Ã ¤Å"Ã ¥ Ã ¤ ¯Ã ¤ ¾Ã ¤ ¦Ã ¤ ¾ Ã ¤ «Ã ¤ ¾Ã ¤ ¯Ã ¤ ¦Ã ¥â€¡Ã ¤ ®Ã ¤â€šÃ ¤ ¦ Ã ¤ ¹Ã ¥Ë† Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¦Ã ¤ ¬Ã ¤ ¾Ã ¤ µ Ã ¤ ¹Ã ¤ ®Ã ¥â€¡Ã ¤ ¶Ã ¤ ¾ Ã ¤ ¬Ã ¥ Ã ¤ °Ã ¤ ¾ Ã ¤ ¨Ã ¤ ¹Ã ¥â‚¬Ã ¤â€š Ã ¤ ¹Ã ¥Ë†. Ã ¤ ¯Ã ¤ ¹ Ã ¤ ¤Ã ¥ Ã ¤ ® Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤â€ Ã ¤ ª Ã ¤â€¢Ã ¥â€¹ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ ¤Ã ¤ ¿Ã ¤ ¬Ã ¤ ¿Ã ¤â€šÃ ¤ ¬Ã ¤ ¿Ã ¤ ¤ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€ Ã ¤ ª Ã ¤â€¦Ã ¤Å¡Ã ¥ Ã ¤â€ºÃ ¥â‚¬ Ã ¤ ¬Ã ¤ ¾Ã ¤ ¤Ã ¥â€¡Ã ¤â€š Ã ¤ ¸Ã ¤ ¿Ã ¤â€"Ã ¤ ¾Ã ¤ ¨Ã ¥â€¡ Ã ¤â€Ã ¤ ° Ã ¤â€ Ã ¤ ª Ã ¤â€°Ã ¤ ¨Ã ¥ Ã ¤ ¹Ã ¥â€¡Ã ¤â€š Ã ¤â€¢Ã ¤ ¾ Ã ¤ ªÃ ¤ ¾Ã ¤ ²Ã ¤ ¨ Ã ¤â€¢Ã ¤ °Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¥â€¹Ã ¤ ¤Ã ¥ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¹Ã ¤ ¿Ã ¤ ¤ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤â€¢Ã ¥ Ã ¤ ¯Ã ¤ ¾ Ã ¤ ¦Ã ¥â€šÃ ¤ ¸Ã ¤ °Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¹ Ã ¤ ¦Ã ¥â€¡Ã ¤â€"Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š, Ã ¤ ¤Ã ¥â€¹ Ã ¤â€ Ã ¤ ª Ã ¤ ¸Ã ¥â€¹Ã ¤Å¡Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¤Ã ¤ °Ã ¥â‚¬Ã ¤â€¢Ã ¥â€¡ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ Ã ¤â€¢ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤ ¾Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤â€¢ Ã ¤ ¬Ã ¤ ¦Ã ¤ ²Ã ¤ ¾Ã ¤ µ Ã ¤ ²Ã ¤ ¾Ã ¤ ¨Ã ¥â€¡ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ®Ã ¤ ¦Ã ¤ ¦ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤â€ Ã ¤ ª Ã ¤Å¡Ã ¥ Ã ¤ ¨Ã ¤ ¿Ã ¤â€šÃ ¤ ¦Ã ¤ ¾ Ã ¤Å¡Ã ¥ Ã ¤ ¨ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š, Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¦Ã ¤ ¬Ã ¤ ¾Ã ¤ µ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€¢Ã ¥ Ã ¤â€º Ã ¤ ¸Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤ ¾Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤â€¢ Ã ¤ ¦Ã ¤ ¿Ã ¤ ¶Ã ¤ ¾ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ §Ã ¤â€¢Ã ¥ Ã ¤â€¢Ã ¤ ¾ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤â €°Ã ¤ ¦Ã ¤ ¾Ã ¤ ¹Ã ¤ °Ã ¤ £ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ , Ã ¤ Ã ¤â€¢ Ã ¤ ¬Ã ¤Å¡Ã ¥ Ã ¤Å¡Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¹ Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥ Ã ¤â€º Ã ¤ ¦Ã ¥â€¹Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¹ Ã ¤ ¨Ã ¤ ¿Ã ¤ ¯Ã ¤ ®Ã ¤ ¿Ã ¤ ¤ Ã ¤ °Ã ¥â€šÃ ¤ ª Ã ¤ ¸Ã ¥â€¡ storybooks Ã ¤ ªÃ ¤ ¢Ã ¤ ¼Ã ¤ ¨Ã ¥â€¡ Ã ¤ ¯Ã ¤ ¾ Ã ¤â€¢Ã ¤ ¿ Ã ¤â€¢Ã ¥â€¹Ã ¤Ë† Ã ¤Å"Ã ¤ ¾Ã ¤ ¨Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë† Ã ¤â€¢Ã ¤ ¿ Ã ¤ µÃ ¥â€¡ Ã ¤Å"Ã ¤ ¬ Ã ¤ µÃ ¤ ¹ Ã ¤ Ã ¤ ¸Ã ¤ ¾ Ã ¤â€¢Ã ¤ °Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤ ªÃ ¤ °Ã ¥â‚¬Ã ¤â€¢Ã ¥ Ã ¤ ·Ã ¤ ¾ Ã ¤â€¢Ã ¤ ¾ Ã ¤ ®Ã ¤ ¾Ã ¤ ¨Ã ¤ ¨Ã ¤ ¾ Ã¢â‚¬â€¹Ã¢â‚¬â€¹Ã ¤ ¹Ã ¥Ë† Ã ¤ Ã ¥â‚¬, Ã ¤ Ã ¤â€¢ Ã ¤ ªÃ ¥ Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¤â€¢Ã ¤ ¾Ã ¤ ²Ã ¤ ¯ Ã ¤â€¢Ã ¥â‚¬ Ã ¤ ¸Ã ¤ ¦Ã ¤ ¸Ã ¥ Ã ¤ ¯Ã ¤ ¤Ã ¤ ¾ Ã ¤ ²Ã ¥â‚¬ Ã ¤ ¹Ã ¥Ë†. Ã ¤ µÃ ¤ ¹ Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â‚¬ Ã ¤ µÃ ¤Å"Ã ¤ ¹ Ã ¤ ¸Ã ¥ â€¡ Ã ¤ ªÃ ¤ ¢Ã ¤ ¼Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â‚¬ Ã ¤â€ Ã ¤ ¦Ã ¤ ¤ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ¶Ã ¤ ¾Ã ¤ ®Ã ¤ ¿Ã ¤ ² Ã ¤ ¹Ã ¥â€¹ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë†. Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¦Ã ¥â€¹Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤â€¢Ã ¥ Ã ¤â€º Ã ¤ ¦Ã ¥Ë†Ã ¤ ¨Ã ¤ ¿Ã ¤â€¢ Ã ¤ µÃ ¥ Ã ¤ ¯Ã ¤ ¾Ã ¤ ¯Ã ¤ ¾Ã ¤ ® Ã ¤ ¦Ã ¥â€¡Ã ¤â€" Ã ¤ °Ã ¤ ¹Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë† Ã ¤â€¢Ã ¤ ¿, Ã ¤ Ã ¤ ²Ã ¥â€¡ Ã ¤ ¹Ã ¥â‚¬ Ã ¤â€ Ã ¤ ª Ã ¤â€ Ã ¤ ¦Ã ¤ ¤ Ã ¤ ²Ã ¤â€" Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤ ¸Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤ ¾Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤â€¢ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¦Ã ¤ ¬Ã ¤ ¾Ã ¤ µ Ã ¤â€¢Ã ¥â€¡ Ã ¤Å"Ã ¥â‚¬Ã ¤ µÃ ¤ ¨ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€¦Ã ¤Å¡Ã ¥ Ã ¤â€ºÃ ¥â‚¬ Ã ¤â€ Ã ¤ ¦Ã ¤ ¤Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¹ Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¤ ¾Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤â€ Ã ¤ ª Ã ¤â€¢Ã ¤ ¾ Ã ¤ ¨Ã ¥â€¡Ã ¤ ¤Ã ¥Æ'Ã ¤ ¤Ã ¥ Ã ¤ µ Ã ¤â€ ¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š, Ã ¤Å"Ã ¥â‚¬Ã ¤ µÃ ¤ ¨ Ã ¤â€¢Ã ¥â€¡ Ã ¤â€°Ã ¤ ¨Ã ¤â€¢Ã ¥â€¡ Ã ¤ µÃ ¤ ¿Ã ¤â€¢Ã ¤ ²Ã ¥ Ã ¤ ª Ã ¤â€Ã ¤ ° Ã ¤ ¤Ã ¤ °Ã ¥â‚¬Ã ¤â€¢Ã ¥â€¹Ã ¤â€š Ã ¤ ¸Ã ¥â€¡ Ã ¤â€ Ã ¤ ª Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ËœÃ ¤ ° Ã ¤â€¢Ã ¥â‚¬ Ã ¤Å¡Ã ¤ ¾Ã ¤ ° Ã ¤ ¦Ã ¥â‚¬Ã ¤ µÃ ¤ ¾Ã ¤ °Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¬Ã ¤ ¾Ã ¤ ¹Ã ¤ ° Ã ¤â€¢Ã ¥â‚¬ Ã ¤ ¦Ã ¥ Ã ¤ ¨Ã ¤ ¿Ã ¤ ¯Ã ¤ ¾ Ã ¤â€¢Ã ¥â‚¬ Ã ¤ Ã ¤â€¢ Ã ¤ Ã ¤ ²Ã ¤â€¢ Ã ¤ ¦Ã ¥â€¡. Ã ¤â€¢Ã ¥ Ã ¤ ¯Ã ¤ ¾ Ã ¤ µÃ ¥â€¡ Ã ¤Å"Ã ¥â‚¬Ã ¤ µÃ ¤ ¨ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤Å¡Ã ¥â‚¬Ã ¤Å"Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¬Ã ¤ ¾Ã ¤ °Ã ¥â€¡ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ¸Ã ¥â€¹Ã ¤Å¡Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š, Ã ¤ µÃ ¥â€¡ Ã ¤ ¸Ã ¥ Ã ¤ ¥Ã ¤ ¿Ã ¤ ¤Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ¦Ã ¥â€¡Ã ¤â€"Ã ¤ ¤Ã ¥â‚¬ Ã ¤ ¹Ã ¥Ë†, Ã ¤â€¢Ã ¥Ë†Ã ¤ ¸Ã ¥â€ ¡ Ã ¤ µÃ ¥â€¡ Ã ¤ µÃ ¤ ¿Ã ¤ Ã ¤ ¿Ã ¤ ¨Ã ¥ Ã ¤ ¨ Ã ¤ ªÃ ¤ °Ã ¤ ¿Ã ¤ ¸Ã ¥ Ã ¤ ¥Ã ¤ ¿Ã ¤ ¤Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€¢Ã ¤ ¿Ã ¤ ¸ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤â€¢Ã ¤ ¾Ã ¤ ° Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ ¤Ã ¤ ¿Ã ¤â€¢Ã ¥ Ã ¤ °Ã ¤ ¿Ã ¤ ¯Ã ¤ ¾ Ã ¤ µÃ ¤ ¾Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¤ µ Ã ¤ ®Ã ¥â€¡Ã ¤â€šÃ‚ Ã ¤Å¡Ã ¤ ¾Ã ¤ °Ã ¥â€¹Ã ¤â€š Ã ¤â€œÃ ¤ ° Ã ¤ ¦Ã ¥ Ã ¤ ¨Ã ¤ ¿Ã ¤ ¯Ã ¤ ¾ Ã ¤â€¢Ã ¥â€¹ Ã ¤ ¬Ã ¥â€¡Ã ¤ ¨Ã ¤â€¢Ã ¤ ¾Ã ¤ ¬ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ Ã ¤â€¢ Ã ¤ ¬Ã ¤ ¡Ã ¤ ¼Ã ¥â€¡ Ã ¤ ¸Ã ¤ ®Ã ¥â€šÃ ¤ ¹ Ã ¤â€¢Ã ¤ ¾ Ã ¤ ¹Ã ¤ ¿Ã ¤ ¸Ã ¥ Ã ¤ ¸Ã ¤ ¾ Ã ¤ ¹Ã ¥â€¹Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¨Ã ¤ ¾Ã ¤ ¤Ã ¥â€¡ Ã ¤ ®Ã ¤ ¾Ã ¤ ¨Ã ¤ µ Ã ¤ µÃ ¥ Ã ¤ ¯Ã ¤ µÃ ¤ ¹Ã ¤ ¾Ã ¤ ° Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ µÃ ¤ ¿Ã ¤ µÃ ¤ ¿Ã ¤ §Ã ¤ ¤Ã ¤ ¾ Ã ¤â€¢Ã ¥â€¹ Ã ¤â€°Ã ¤Å"Ã ¤ ¾Ã ¤â€"Ã ¤ °. Ã ¤ ¯Ã ¤ ¹ Ã ¤â€ Ã ¤ ªÃ ¤â€¢Ã ¥â€¹ Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ µÃ ¥ Ã ¤ ¯Ã ¤ µÃ ¤ ¹Ã ¤ ¾Ã ¤ ° Ã ¤ ªÃ ¤ ° Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ ¤Ã ¤ ¿Ã ¤ ¬Ã ¤ ¿Ã ¤â€šÃ ¤ ¬Ã ¤ ¿Ã ¤ ¤ Ã ¤â€Ã ¤ ° Ã ¤â€ Ã ¤ ª Ã ¤â€¢Ã ¤ ¹Ã ¤ ¾Ã ¤â€š Ã ¤â€"Ã ¤ ¡Ã ¤ ¼Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š Ã ¤ ªÃ ¤ ¤Ã ¤ ¾ Ã ¤ ¬Ã ¤ ¨Ã ¤ ¾Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë†. Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¦Ã ¤ ¬Ã ¤ ¾Ã ¤ µ Ã ¤â€¢Ã ¥â€¡ Ã ¤Å"Ã ¥â‚¬Ã ¤ µÃ ¤ ¨ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ¸Ã ¤ ¹Ã ¥â‚¬ Ã ¤ µÃ ¤ ¿Ã ¤â€¢Ã ¤ ²Ã ¥ Ã ¤ ª Ã ¤ ¬Ã ¤ ¨Ã ¤ ¾Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤â€ Ã ¤ ª Ã ¤â€¢Ã ¤ ¾ Ã ¤ ¨Ã ¥â€¡Ã ¤ ¤Ã ¥Æ'Ã ¤ ¤Ã ¥ Ã ¤ µ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤â€ Ã ¤ ª Ã ¤ Ã ¤â€¢ Ã ¤â€¦Ã ¤Å¡Ã ¥ Ã ¤â€ºÃ ¤ ¾ Ã ¤ ¸Ã ¤ ¹Ã ¤â€¢Ã ¤ °Ã ¥ Ã ¤ ®Ã ¥â‚¬ Ã ¤ ¸Ã ¤ ®Ã ¥â€šÃ ¤ ¹ Ã ¤ ªÃ ¤ ¾Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤â€¢Ã ¤ ¾Ã ¤ «Ã ¥â‚¬ Ã ¤ Ã ¤ ¾Ã ¤â€"Ã ¥ Ã ¤ ¯Ã ¤ ¶Ã ¤ ¾Ã ¤ ²Ã ¥â‚¬ Ã ¤ °Ã ¤ ¹Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š, Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¹ Ã ¤ Ã ¤â€¢ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤ ¾Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤â€¢ Ã ¤ °Ã ¤ ¾Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¥â€¡ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ µÃ ¥ Ã ¤ ¯Ã ¤â€¢Ã ¥ Ã ¤ ¤Ã ¤ ¿Ã ¤ ¤Ã ¥ Ã ¤ µ Ã ¤â€¢Ã ¥â€¹ Ã ¤â€ Ã ¤â€¢Ã ¤ ¾Ã ¤ ° Ã ¤ ¦Ã ¥â€¡Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¹ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ Ã ¤ ¾Ã ¤ µÃ ¤ ¿Ã ¤ ¤ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤â€°Ã ¤ ¨Ã ¤â€¢Ã ¥â€¡ Ã ¤Å"Ã ¥â‚¬Ã ¤ µÃ ¤ ¨ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ªÃ ¤ °Ã ¤ ¿Ã ¤ ªÃ ¥ Ã ¤ °Ã ¥â€¡Ã ¤â€¢Ã ¥ Ã ¤ ·Ã ¥ Ã ¤ ¯ Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¥ Ã ¤ ¹Ã ¤ ¾Ã ¤ °Ã ¤ ¾ Ã ¤ ¬Ã ¤ ¦Ã ¤ ²Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤â€ Ã ¤ ª Ã ¤â€¢Ã ¤ ¾ Ã ¤ ¨Ã ¥â€¡Ã ¤ ¤Ã ¥Æ'Ã ¤ ¤Ã ¥ Ã ¤ µ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤ ¯Ã ¤ ¹ Ã ¤ ¹Ã ¤ ° Ã ¤ ¸Ã ¤ ®Ã ¤ ¯ Ã ¤ ¦Ã ¤ ¬Ã ¤ ¾Ã ¤ µ Ã ¤ ¨Ã ¤ ¹Ã ¥â‚¬Ã ¤â€š Ã ¤ ¹Ã ¥Ë†, Ã ¤â€ Ã ¤ ª Ã ¤â€¦Ã ¤Å¡Ã ¥ Ã ¤â€ºÃ ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤ ¬Ã ¤ ¦Ã ¤ ² Ã ¤ ¦Ã ¥â€¡Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë† Ã ¤Å"Ã ¥â€¹ Ã ¤â€¢Ã ¤ Ã ¥â‚¬ Ã ¤â€¢Ã ¤ Ã ¥â‚¬ Ã ¤ ¯Ã ¤ ¹ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¥â€¡Ã ¤ °Ã ¤ £Ã ¤ ¾,. Ã ¤â€°Ã ¤ ¦Ã ¤ ¾Ã ¤ ¹Ã ¤ °Ã ¤ £ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ , Ã ¤ ¸Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤ ¾Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤â€¢ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¦Ã ¤ ¬Ã ¤ ¾Ã ¤ µ Ã ¤â€ Ã ¤ ª Ã ¤ §Ã ¥â€šÃ ¤ ®Ã ¥ Ã ¤ °Ã ¤ ªÃ ¤ ¾Ã ¤ ¨ Ã ¤â€ºÃ ¥â€¹Ã ¤ ¡Ã ¤ ¼Ã ¤ ¨Ã ¥â€¡ Ã ¤ ¯Ã ¤ ¾ Ã ¤ ¤Ã ¥ Ã ¤ ® Ã ¤ ¹Ã ¥â€¹ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë† Ã ¤â€¢Ã ¤ ¿ Ã ¤ ¬Ã ¥ Ã ¤ °Ã ¥â‚¬ Ã ¤â€ Ã ¤ ¦Ã ¤ ¤Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¹ Ã ¤ ¦Ã ¥â€¡Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€ Ã ¤ ª Ã ¤â€¦Ã ¤ §Ã ¤ ¿Ã ¤â€¢ Ã ¤â€ Ã ¤ ¶Ã ¤ ¾Ã ¤ µÃ ¤ ¾Ã ¤ ¦Ã ¥â‚¬ Ã ¤ ¯Ã ¤ ¾ Ã ¤â€¦Ã ¤ §Ã ¤ ¿Ã ¤â€¢ Ã ¤â€ Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤ µÃ ¤ ¿Ã ¤ ¶Ã ¥ Ã ¤ µÃ ¤ ¾Ã ¤ ¸ Ã ¤ ¬Ã ¤ ¨Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¥â€¡Ã ¤ °Ã ¤ ¿Ã ¤ ¤ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¹ Ã ¤ ¬Ã ¤ ¦Ã ¤ ² Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š Ã ¤â€Ã ¤ ° Ã ¤â€ Ã ¤ ª Ã ¤ Ã ¤â€¢ Ã ¤ ¬Ã ¥â€¡Ã ¤ ¹Ã ¤ ¤Ã ¤ ° Ã ¤â€¡Ã ¤â€šÃ ¤ ¸Ã ¤ ¾Ã ¤ ¨ Ã ¤ ¬Ã ¤ ¨Ã ¤ ¾Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤â€ Ã ¤ ªÃ ¤â€¢Ã ¥â€¹ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ Ã ¤ ¾Ã ¤ µÃ ¤ ¿Ã ¤ ¤ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¸Ã ¤ ®Ã ¥â€šÃ ¤ ¹ Ã ¤ ¸Ã ¥ Ã ¤â€¢Ã ¥â€šÃ ¤ ² Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ¹Ã ¥â€¹Ã ¤ ¨Ã ¤ ¾ Ã ¤ ¹Ã ¥â€¹Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë†, Ã ¤ ¤Ã ¥â€¹ Ã ¤â€ Ã ¤ ª Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¤ ¿Ã ¤ ¶Ã ¥â€¹Ã ¤ ° Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ¹Ã ¥â€¹ Ã ¤ °Ã ¤ ¹Ã ¤ ¾ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤ ¾Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤â€¢ Ã ¤ ¬Ã ¤ ¦Ã ¤ ²Ã ¤ ¾Ã ¤ µ Ã ¤â€¢Ã ¥â‚¬ Ã ¤ Ã ¤â€¢ Ã ¤ ¬Ã ¤ ¹Ã ¥ Ã ¤ ¤ Ã ¤â€¢Ã ¥â‚¬ Ã ¤â€"Ã ¥â€¹Ã ¤Å" Ã ¤â€¢Ã ¤ °Ã ¥â€¡Ã ¤â€šÃ ¤â€"Ã ¥â€¡. Ã ¤ Ã ¤â€¢ Ã ¤ ¸Ã ¤ ¹Ã ¤â€¢Ã ¤ °Ã ¥ Ã ¤ ®Ã ¥â‚¬ Ã ¤ ¸Ã ¤ ®Ã ¥â€šÃ ¤ ¹ Ã ¤â€¢Ã ¥â€¹ Ã¢â‚¬ËœÃ ¤ ¸Ã ¤â€šÃ ¤ ¬Ã ¤â€šÃ ¤ §Ã ¤ ¿Ã ¤ ¤Ã¢â‚¬â„¢ Ã ¤â€¢Ã ¤ °Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤â€ Ã ¤â€"Ã ¥ Ã ¤ °Ã ¤ ¹ Ã ¤â€¢Ã ¤ °Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥â€šÃ ¤â€š Ã ¤â€¢Ã ¤ ¿ Ã ¤ ¶Ã ¤ ¾Ã ¤ ®Ã ¤ ¿Ã ¤ ² Ã ¤ ¹Ã ¥Ë† Ã ¤â€Ã ¤ ° Ã ¤ ¸Ã ¥ Ã ¤ µÃ ¥â‚¬Ã ¤â€¢Ã ¤ ¾Ã ¤ ° Ã ¤â€¢Ã ¤ ¿Ã ¤ Ã ¤Å"Ã ¤ ¾Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š Ã ¤ ®Ã ¤ ¹Ã ¤ ¸Ã ¥â€šÃ ¤ ¸ Ã ¤ ¸Ã ¤ ¬ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¬Ã ¤ ¾Ã ¤ °Ã ¥â€¡ Ã ¤ ®Ã ¥â€¡Ã ¤â€š, Ã ¤ Ã ¤â€¢ Ã ¤ ¸Ã ¤ ¹Ã ¤â€¢Ã ¤ °Ã ¥ Ã ¤ ®Ã ¥â‚¬ Ã ¤ ¸Ã ¤ ®Ã ¥â€šÃ ¤ ¹ Ã ¤â€¢Ã ¥â‚¬ Ã¢â‚¬ËœÃ ¤ ªÃ ¤ ¸Ã ¤â€šÃ ¤ ¦Ã¢â‚¬â„¢ Ã ¤â€¦Ã ¤ ¨Ã ¥ Ã ¤ ¯ Ã ¤ ¸Ã ¤ ¦Ã ¤ ¸Ã ¥ Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤ ¸Ã ¥â€¡ Ã ¤ µÃ ¥ Ã ¤ ¯Ã ¤ µÃ ¤ ¹Ã ¤ ¾Ã ¤ ° Ã ¤â€¢Ã ¤ °Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š Ã ¤â€Ã ¤ ° Ã ¤ ¬Ã ¤ ¨Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤ ¯Ã ¤ ¹ Ã ¤ ¸Ã ¥ Ã ¤ µÃ ¤ ¾Ã ¤ Ã ¤ ¾Ã ¤ µÃ ¤ ¿Ã ¤â€¢ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ µÃ ¥Æ'Ã ¤ ¤Ã ¥ Ã ¤ ¤Ã ¤ ¿ Ã ¤ Ã ¥â‚¬ Ã ¤ µÃ ¤ ¹Ã ¤ ¾Ã ¤ Ã ¤ ¹Ã ¥Ë†. Ã ¤â€¡Ã ¤ ¸Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¸Ã ¤ ®Ã ¥â€šÃ ¤ ¹ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¸Ã ¤ ¦Ã ¤ ¸Ã ¥ Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ µÃ ¤ °Ã ¥ Ã ¤â€" Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€¦Ã ¤Å¡Ã ¥ Ã ¤â€ºÃ ¥â‚¬ Ã ¤ ¤Ã ¤ °Ã ¤ ¹ Ã ¤ ¸Ã ¥â€¡ Ã ¤â€¢Ã ¤ ° Ã ¤ °Ã ¤ ¹Ã ¥â‚¬ Ã ¤ ¹Ã ¥Ë† Ã ¤â€Ã ¤ ° Ã ¤ ¦Ã ¥â€¡Ã ¤â€"Ã ¤ Ã ¤ ¾Ã ¤ ² Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥ Ã ¤â€°Ã ¤ ¨Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¨Ã ¤ ¿Ã ¤ ¯Ã ¤ ®Ã ¤ ¿Ã ¤ ¤ Ã ¤ ¸Ã ¤ ¬Ã ¤â€¢ Ã ¤â€¢Ã ¤ °Ã ¤ ¨Ã ¥â€¡ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ µÃ ¤ ¿Ã ¤ ¶Ã ¥ Ã ¤ µÃ ¤ ¾Ã ¤ ¸ Ã ¤â€¢Ã ¤ °Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š, Ã ¤ ¤Ã ¥â€¹ Ã ¤â€ Ã ¤ ª Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¬Ã ¤Å¡Ã ¥ Ã ¤Å¡Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¹ Ã ¤ Ã ¥â‚¬ Ã ¤ ¸Ã ¥â€šÃ ¤Å¸ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¬Ã ¤ ¾Ã ¤ ¦ Ã ¤ ®Ã ¤ ¿Ã ¤ ² Ã ¤Å"Ã ¤ ¾Ã ¤ Ã ¤â€"Ã ¤ ¾. Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ ¤Ã ¥ Ã ¤ ¯Ã ¤â€¢Ã ¥ Ã ¤ · Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ Ã ¤ ¾ Ã ¤ µ Ã ¤â€"Ã ¥ Ã ¤ °Ã ¥â€¡Ã ¤ ¡ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ®Ã ¤ ¨Ã ¤ ¾Ã ¤ ¯Ã ¤ ¾ Ã ¤Å"Ã ¤ ¾ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë†. Ã ¤â€¢Ã ¤ ¿Ã ¤ ¶Ã ¥â€¹Ã ¤ °Ã ¥â‚¬ Ã ¤â€¢Ã ¥â€¡Ã ¤ µÃ ¤ ² Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â‚¬ Ã ¤ ªÃ ¤ ¢Ã ¤ ¼Ã ¤ ¾Ã ¤Ë† Ã ¤ ªÃ ¤ ° Ã ¤ §Ã ¥ Ã ¤ ¯Ã ¤ ¾Ã ¤ ¨ Ã ¤â€¢Ã ¥â€¡Ã ¤â€šÃ ¤ ¦Ã ¥ Ã ¤ °Ã ¤ ¿Ã ¤ ¤ Ã ¤â€¢Ã ¤ °Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â‚¬ Ã ¤ ¸Ã ¥â‚¬Ã ¤â€" Ã ¤ ¨Ã ¤ ¹Ã ¥â‚¬Ã ¤â€š Ã ¤ ¹Ã ¥â€¹Ã ¤â€"Ã ¤ ¾, Ã ¤ ²Ã ¥â€¡Ã ¤â€¢Ã ¤ ¿Ã ¤ ¨ Ã ¤ ¯Ã ¤ ¹ Ã ¤ Ã ¥â‚¬ Ã ¤ ¸Ã ¥ Ã ¤â€¢Ã ¥â€šÃ ¤ ² Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€¢Ã ¤Ë† Ã ¤â€¦Ã ¤ ¤Ã ¤ ¿Ã ¤ °Ã ¤ ¿Ã ¤â€¢Ã ¥ Ã ¤ ¤ Ã ¤ ªÃ ¤ ¾Ã ¤ Ã ¤ ¯Ã ¤â€¢Ã ¥ Ã ¤ °Ã ¤ ® Ã ¤â€Ã ¤ ° Ã ¤â€"Ã ¥â€¡Ã ¤ ² Ã ¤â€"Ã ¤ ¤Ã ¤ ¿Ã ¤ µÃ ¤ ¿Ã ¤ §Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤ ¹Ã ¥Ë† Ã ¤ ¶Ã ¤ ¾Ã ¤ ®Ã ¤ ¿Ã ¤ ² Ã ¤ ¹Ã ¥â€¹ Ã ¤ °Ã ¤ ¹Ã ¥â‚¬ Ã ¤ ¹Ã ¥Ë† Ã ¤â€Ã ¤ ° Ã ¤ Ã ¤ ¾Ã ¤â€" Ã ¤ ²Ã ¥â€¡Ã ¤ ¨Ã ¥â€¡ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ Ã ¤â€ ¢ Ã ¤ Ã ¥ Ã ¤â€¢Ã ¤ ¾Ã ¤ µ Ã ¤ ¦Ã ¤ ¿Ã ¤â€"Ã ¤ ¾ Ã ¤ ¦Ã ¥â€¡Ã ¤â€šÃ ¤â€"Ã ¥â€¡. Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¸Ã ¤ ®Ã ¥â€šÃ ¤ ¹ Ã ¤ ¸Ã ¥ Ã ¤â€¢Ã ¥â€šÃ ¤ ² Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¦Ã ¥â€¹Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¥â€¹Ã ¤â€š, Ã ¤ ªÃ ¤ ¡Ã ¤ ¼Ã ¥â€¹Ã ¤ ¸ Ã ¤ ®Ã ¤ ¿Ã ¤ ¤Ã ¥ Ã ¤ °Ã ¥â€¹Ã ¤â€š Ã ¤ ¯Ã ¤ ¾ Ã ¤ Ã ¤â€¢ Ã ¤ µÃ ¤ ¿Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¤ ¾Ã ¤ °Ã ¤ ¿Ã ¤ ¤ Ã ¤ ªÃ ¤ °Ã ¤ ¿Ã ¤ µÃ ¤ ¾Ã ¤ ° Ã ¤â€¢Ã ¥â€¡ Ã ¤Å¡Ã ¤Å¡Ã ¥â€¡Ã ¤ °Ã ¥â€¡ Ã ¤ Ã ¤ ¾Ã ¤Ë† Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¶Ã ¤ ¾Ã ¤ ®Ã ¤ ¿Ã ¤ ² Ã ¤ ¹Ã ¥Ë†Ã ¤â€š Ã ¤ ¯Ã ¤ ¾ Ã ¤ ¨Ã ¤ ¹Ã ¥â‚¬Ã ¤â€š, Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ Ã ¤ ¾Ã ¤ µ Ã ¤ ¹Ã ¤ ®Ã ¥â€¡Ã ¤ ¶Ã ¤ ¾ Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¬Ã ¤Å¡Ã ¥ Ã ¤Å¡Ã ¥â€¡ Ã ¤ ªÃ ¤ ° Ã ¤ ¦Ã ¥â€¡Ã ¤â€"Ã ¤ ¾ Ã ¤Å"Ã ¤ ¾ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë†. Ã ¤â€¦Ã ¤ ¨Ã ¥ Ã ¤ ¯ Ã ¤ ¸Ã ¥ Ã ¤ ªÃ ¤ ·Ã ¥ Ã ¤Å¸ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ Ã ¤ ¾Ã ¤ µ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¬Ã ¥â‚¬Ã ¤Å¡, Ã ¤â€ Ã ¤ ª Ã ¤â€¢Ã ¤ ¿Ã ¤ ¶Ã ¥â€¹Ã ¤ ° Ã ¤â€¢Ã ¥â‚¬ Ã ¤ ¸Ã ¤â€šÃ ¤Å¡Ã ¤ ¾Ã ¤ ° Ã ¤â€¢Ã ¥Å'Ã ¤ ¶Ã ¤ ² Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€¢Ã ¤ ¾Ã ¤ «Ã ¥â‚¬ Ã ¤ ¸Ã ¥ Ã ¤ §Ã ¤ ¾Ã ¤ ° Ã ¤ ²Ã ¤ ¾Ã ¤ ¨Ã ¥â€¡ Ã ¤ ®Ã ¤ ¿Ã ¤ ²Ã ¥â€¡Ã ¤â€"Ã ¤ ¾. Ã ¤â€°Ã ¤ ¨Ã ¤â€¢Ã ¤ ¾ Ã ¤ ¦Ã ¥Æ'Ã ¤ ·Ã ¥ Ã ¤Å¸Ã ¤ ¿Ã ¤â€¢Ã ¥â€¹Ã ¤ £, Ã ¤ ¦Ã ¥Æ'Ã ¤ ·Ã ¥ Ã ¤Å¸Ã ¤ ¿Ã ¤â€¢Ã ¥â€¹Ã ¤ £ Ã ¤â€Ã ¤ ° Ã ¤ µÃ ¥ Ã ¤ ¯Ã ¤ µÃ ¤ ¹Ã ¤ ¾Ã ¤ ° Ã ¤ ¹Ã ¤ ®Ã ¥â€¡Ã ¤ ¶Ã ¤ ¾ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤ ¾Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤â€¢ Ã ¤ ¹Ã ¥â€¹ Ã ¤Å"Ã ¤ ¾Ã ¤ Ã ¤â€"Ã ¤ ¾. Ã ¤â€°Ã ¤ ¨Ã ¥ Ã ¤ ¹Ã ¥â€¹Ã ¤â€šÃ ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¤ ¹Ã ¤ ¾ Ã ¤â€¢Ã ¤ ¿ Ã ¤ ®Ã ¥â€šÃ ¤ ²Ã ¥ Ã ¤ ¯ Ã ¤ °Ã ¤ ¿Ã ¤ ¶Ã ¥ Ã ¤ ¤Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¹ Ã ¤ ¸Ã ¥â‚¬Ã ¤â€"Ã ¤ ¨Ã ¤ ¾ Ã ¤ ¹Ã ¥â€¹Ã ¤â€"Ã ¤ ¾ Ã ¤â€Ã ¤ ° Ã ¤ ¯Ã ¤ ¹ Ã ¤ ¬Ã ¤ ¨ Ã ¤â€"Ã ¤ ¯Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë† Ã ¤â€Ã ¤ ° Ã ¤Å"Ã ¤ ¿Ã ¤ ®Ã ¥ Ã ¤ ®Ã ¥â€¡Ã ¤ ¦Ã ¤ ¾Ã ¤ ° Ã ¤ µÃ ¥ Ã ¤ ¯Ã ¤â€¢Ã ¥ Ã ¤ ¤Ã ¤ ¿ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤ ®Ã ¤ ¹Ã ¤ ¤Ã ¥ Ã ¤ µÃ ¤ ªÃ ¥â€šÃ ¤ °Ã ¥ Ã ¤ £ Ã ¤ ¹Ã ¥Ë† Ã ¤â€¢Ã ¤ ¿ Ã ¤ ¸Ã ¥â‚¬Ã ¤â€"Ã ¤ ¨Ã ¤ ¾ Ã ¤ ¹Ã ¥â€¹Ã ¤â€"Ã ¤ ¾. t is more beneficial than harmful Peer pressure is not always bad. It can help you reflect on yourself. Peers may teach you good things and encourage you to follow them. Looking at what others do, can help you bring a positive change in your way of thinking. If you can pick selectively, peer pressure can push you towards something positive. For example, when a child knows that some of his friends regularly read storybooks or that they haveÃ‚ subscribed to a library, even he feels tempted to do so. He may get into the habit of reading because of his peers. Seeing that some of your friends exercise daily, even you may take up the habit. Positive peer pressure can lead you to adopt good habits in life. Your peers, their choices and ways of life give you a glimpse of the world outside the four walls of your house. What they think about things in life, how they perceive situations, how they react in different circumstances can actually expose you to the world around. Being part of a larger group of peers exposes you to the diversity in human behavior. This makes you reflect on your behavior and know where you stand. Peer pressure can lead you to make right choices in life. If you are fortunate enough to get a good peer group, your peers can influence the shaping of your personality in a positive way. Their perspective of life can lead you to change yours. ItÃ¢â‚¬â„¢s not pressure every time; sometimes itÃ¢â‚¬â„¢s inspiration, which makes you change for good. For example, positive peer pressure can make you quit smoking or give up bad habits that you may have. Your peers can inspire you to become more optimistic or more confident. Your peers may influence you to change and make you a better human being. If the peer group happens to be in school, you will discover a lot of positive changes happening in your teenager. Since the urge to Ã¢â‚¬ËœbelongÃ¢â‚¬â„¢ to a peer group is all about feeling included and accepted, there is also this natural tendency to behave and become Ã¢â‚¬ËœlikeÃ¢â‚¬â„¢ other members of a peer group. Therefore when the members of the peer group believe in doing well in class and doing their regular lessons with care, you will find your child also following suit. The direct effect can be observed in the grades. The teenager will not only learn to focus on his studies but will also show an inclination in getting involved and participating is several extra-curricular and sports activities in school. Whether the peer group comprises of school friends, neighborhood friends or cousins of an extended family, the effect can always be seen on your child. Amongst the other apparent effects, you will find that the communication skills of the teen improving significantly. His approach, attitude and behavior will always be positive. He will learn to value relationships and will learn that it is important to become and responsible individual. Pure s peer pressure beneficial or harmful. Opening statement: My point of view on this subject area is simple and straightforward; peer pressure can be beneficial. Facts and supporting evidence: 1. Peer pressure can be beneficial because it can help you achieve things in life. For example: YouÃ¢â‚¬â„¢re about to audition for something thatÃ¢â‚¬â„¢s been your dream forever, then you all of a sudden get too scared so you decide your not going, but then your friend pressures you into doing it. And because of your friend giving you peer pressure, you achieved your goals, and youÃ¢â‚¬â„¢ve succeeded. Without this type of peer pressure not many people would be successful in our world. 2. It can also be beneficial because it can help you get out of bad habits. Peer pressure is very well known for getting people into drugs, but nobody ever thought about peer pressure getting you out of them, and peer pressure can get you out of many habits. Last year I used to be lateÃ¢â‚¬ ¦ A lot, but then my mom pressured me into getting up earlier in the morning, and getting ready faster. If it wasnÃ¢â‚¬â„¢t for her, I would not be a good student. 3. Peer pressure can lead you to making the right choices. Say youÃ¢â‚¬â„¢re in a bad situation your friend wants you to do something that you really donÃ¢â‚¬â„¢t feel like doing, so you talk to your other friend, they also think the idea is bad. So he/she pressures you to not do it, later on you somehow find out that your friend was setting you up, if your friend didnÃ¢â‚¬â„¢t help you in that situation, you had the chances of ending up in jail or being dead. Facts: 89.5% of the teens in high schools havenÃ¢â‚¬â„¢t been pressured into trying cocaine 80% of teenagers havenÃ¢â‚¬â„¢t been pressured into trying a cigarette Peer pressure can even start at kindergarten Closing: I know peer pressure can also be harmful, but many people donÃ¢â‚¬â„¢t realize how beneficial it can be. When people hear the words Ã¢â‚¬Å"Peer PressureÃ¢â‚¬ usually the first thing they think is peer pressure involving drugs, and that can happen too, but there are many ways of good peer pressure. My personal motto is: CHOOSE YOUR FRIENDS WISELY! See, first of all i would like to mention that, a fact which clearly reports that there are approximately more benifits than harms of peer pressur. Also it have an appropriate reason:- In our Society, there are more good citizen than bad ones. People mostly have good friend cirlce, than having bad friend circle. Yes there are some bad groups, which involves drug case, robbery etc. But the Fact is clear that there are less cases in which a person gets harm due to peer pressure. Good friends persuade us to do good thing, even we too advise our friends to do good things. I agree with 1st argument with my support. What he/she said is true. People when hear this word Ã¢â‚¬ Peer PressureÃ¢â‚¬ they usually thinks of situation involving drugs robbery etc. But As i said , there much more benifits than harms.

Tuesday, October 22, 2019

Free Essays on States Of Consciousness

States of Consciousness We all go through different states of consciousness every day of our lives. These states include being wide awake (162), being asleep (165), and for some of us, even altered states of consciousness (176). There are also many states of consciousness in-between each of these. Being Ã¢â‚¬Å"awakeÃ¢â‚¬ is when we are at our full state of awareness. This is the part of consciousness that we spend most of our time in. This is considered the highest state of consciousness because it is the one that we compare all of our other states to. During awake-time though, we may enter other stages of consciousness, such as daydreaming (162), divided consciousness (162-3), or the unconscious mind (163). During all of these stages we are still awake, but our brain is working on a less Ã¢â‚¬Å"awareÃ¢â‚¬ level. Daydreaming (162) is when we think, feel, or imagine something that is not necessarily logical or likely to happen. I personally catch myself daydreaming a lot during school or work. I find that when I do not want to focus on the topic at hand, I tend to let my brain take me somewhere else in a daydream. Psychologists have proved that daydreams are probably a distorted reflection of our emotions and concerns. Divided consciousness (162-3) happens quite often during awake-time. You may not realize that your brain is two places at once. This happens to me quite often during my commute to and from school. I often forget most of the drive because I have been concentrating on other thoughts, such as pageants, Christmas gifts, or my dog. This is quite common, although somewhat alarming, because in my case, I was driving at around 50 mph and I donÃ¢â‚¬â„¢t even remember it! The unconscious mind (163) is actually a concept that many professional psychologists dismissed in the past. Now, however, the unconscious mind is playing an important role in the study of consciousness and science. The unconscious mind is when a pe... Free Essays on States Of Consciousness Free Essays on States Of Consciousness States of Consciousness We all go through different states of consciousness every day of our lives. These states include being wide awake (162), being asleep (165), and for some of us, even altered states of consciousness (176). There are also many states of consciousness in-between each of these. Being Ã¢â‚¬Å"awakeÃ¢â‚¬ is when we are at our full state of awareness. This is the part of consciousness that we spend most of our time in. This is considered the highest state of consciousness because it is the one that we compare all of our other states to. During awake-time though, we may enter other stages of consciousness, such as daydreaming (162), divided consciousness (162-3), or the unconscious mind (163). During all of these stages we are still awake, but our brain is working on a less Ã¢â‚¬Å"awareÃ¢â‚¬ level. Daydreaming (162) is when we think, feel, or imagine something that is not necessarily logical or likely to happen. I personally catch myself daydreaming a lot during school or work. I find that when I do not want to focus on the topic at hand, I tend to let my brain take me somewhere else in a daydream. Psychologists have proved that daydreams are probably a distorted reflection of our emotions and concerns. Divided consciousness (162-3) happens quite often during awake-time. You may not realize that your brain is two places at once. This happens to me quite often during my commute to and from school. I often forget most of the drive because I have been concentrating on other thoughts, such as pageants, Christmas gifts, or my dog. This is quite common, although somewhat alarming, because in my case, I was driving at around 50 mph and I donÃ¢â‚¬â„¢t even remember it! The unconscious mind (163) is actually a concept that many professional psychologists dismissed in the past. Now, however, the unconscious mind is playing an important role in the study of consciousness and science. The unconscious mind is when a pe...

Monday, October 21, 2019

Free Essays on Feminist

Ã¢â‚¬Å"Let us at first make an entire abstraction of all psychological considerations tending to show, that any of the mental differences supposed to exist between women and men are about Ã¢â‚¬ ¦Ã¢â‚¬ (57). John Stuart Mills strongly advocates equality for women in his book The Subjection of Women. Among the topics he argued was the right for women to be allowed to pursuit whatever occupations they wanted regardless of their sex. Mill argues that psychological differences have absolutely nothing to do with but it the blockage of their knowledge that causes the problem. He believed their nature should not prevent them from participating in a particular field. The inherent characteristics that women possess such as gentle, weak Ã¢â‚¬ ¦ should not determine what kind of work they do. However, if they are not given an opportunity to partake in any field out side the sphere of domesticity and are not educated then how can they be qualified for anything else. Women were subjected to certain roles and it is still prevalent in our society today. Stereotyping has been going on for decades and is still in effect the professional world. Females are still seeking equality in the workplace and in some institutions. As a society today we have come along way, but there is still room for improvement. Mary Wollstonecraft in A Vindication of the rights of Women goes beyond arguing for an equal education and equality for women, but she also exposes of numerous injustice to women, including denial of the right to vote, to own property, or to perform any but the lowest jobs and parents duty of parents to children: Ã¢â‚¬Å"A great proportion of the misery that wanders, in hideous forms, around the world, is allowed to rise from the negligence of parentsÃ¢â‚¬ (159). Parents have a duty to their children; learning begins at home. If parents leave the act of discipline to teacher and school they are at great injustice. A good family background with the correct moral... Free Essays on Feminist Free Essays on Feminist Ã¢â‚¬Å"Let us at first make an entire abstraction of all psychological considerations tending to show, that any of the mental differences supposed to exist between women and men are about Ã¢â‚¬ ¦Ã¢â‚¬ (57). John Stuart Mills strongly advocates equality for women in his book The Subjection of Women. Among the topics he argued was the right for women to be allowed to pursuit whatever occupations they wanted regardless of their sex. Mill argues that psychological differences have absolutely nothing to do with but it the blockage of their knowledge that causes the problem. He believed their nature should not prevent them from participating in a particular field. The inherent characteristics that women possess such as gentle, weak Ã¢â‚¬ ¦ should not determine what kind of work they do. However, if they are not given an opportunity to partake in any field out side the sphere of domesticity and are not educated then how can they be qualified for anything else. Women were subjected to certain roles and it is still prevalent in our society today. Stereotyping has been going on for decades and is still in effect the professional world. Females are still seeking equality in the workplace and in some institutions. As a society today we have come along way, but there is still room for improvement. Mary Wollstonecraft in A Vindication of the rights of Women goes beyond arguing for an equal education and equality for women, but she also exposes of numerous injustice to women, including denial of the right to vote, to own property, or to perform any but the lowest jobs and parents duty of parents to children: Ã¢â‚¬Å"A great proportion of the misery that wanders, in hideous forms, around the world, is allowed to rise from the negligence of parentsÃ¢â‚¬ (159). Parents have a duty to their children; learning begins at home. If parents leave the act of discipline to teacher and school they are at great injustice. A good family background with the correct moral... Free Essays on Feminist Wall Street Journal reporter Thomas M. Burton in his article Ã¢â‚¬Å"Baxter Filter Comes Under Scrutiny In Dialysis ProbeÃ¢â‚¬ reports on the investigation by The U.S. Food and Drug Administration regarding the death of 33 kidney-dialysis patients in Spain, Croatia, and Texas. Of the 33 deaths 20 took place in Croatia. The Baxter Company manufactured filters, known as A, AF, and AX models are under inspection for faulty filters. The Baxter filters are said to be the only known common thread which could have cause those deaths. Spanish investigators are currently looking into the matter and refuse to comment at the time of this article. Baxter officials refused to believe that their filters are the cause of those deaths. However, of 21 dialysis death in Croatia, 20 filters were made by the BaxterÃ¢â‚¬â„¢s Sweden Company. Croatia deputy health minister is quite sure that Baxter filters are related to those deaths, and BaxterÃ¢â‚¬â„¢s deputy medical director in Europe is frustrated that the Croatian authorities Ã¢â‚¬Å"allegedly havenÃ¢â‚¬â„¢t supplied sufficient details for Baxter to know if its dialyzers play any role in those deaths.Ã¢â‚¬ A number of different companies supply the pumping equipment to dialysis center. DialyzersÃ¢â‚¬ are dialysis filters made by Baxter International Inc. In dialysis treatment, a person with impaired kidney function is hooked up by tubing, through which the patientÃ¢â‚¬â„¢s blood passes through the filter in the opposite direction to cleanse the blood....