An Argument For Sustainable Agriculture Essay -- Farming Agricultural

An Argument For Sustainable Agriculture Introduction Merriam-Webster's online dictionary defines stewardship as "the careful and responsible management of something entrusted in one's care" (Merriam-Webster, 2015). Sustainable agriculture is a method that does not deplete soil, water, air, wildlife or human community resources ("Community Alliance with," 1997). These two principles describe a type of farming that practices responsible management of the land in a way that does not deplete natural resources or the human community. We are living in a time when many environmental issues have come up due to such things as overpopulation, increased waste production, over consumption, depletion of natural resources and other activities that do not replenish the land. We must show great concern in dealing with these problems. Farming is clearly a key element in sustaining life as we know it, but it can also have devastating affects on the land. "Sustainability rests on the principle that we must meet present needs without compromising the abil ity of future generations to meet their own needs. Therefore, stewardship of both natural and human resources is of prime importance" (Feenstra). So, by managing resources under our care responsibly and practicing methods that do not deplete natural and human resources, we can meet current needs without compromising the needs of future generations. The idea of taking care of things for future generations is of prime importance in dealing with all issues that lead to compromising our environment. Farming is one activity that can lead to the depletion of soil, water, air, wildlife and quality of human community resources. Alternatives to conventional farming methods are present and do have th... ...pril 2015 http://www.cfarm.com/faq/whyorg.htm Community Alliance with Family Farmers. (1997). FAQ's About Sustainable Agriculture, Web 14 April 2015 www.caff.org/sustain/faq/ Engelken, R. (1983). The Art of Natural Farming and Gardening. Greeley, Iowa: Barington Hall Press. Feenstra, Gail. (No Date). What is Sustainable Agriculture? Web 14 April 2015 www.sarep.ucdavis.edu/sarep/concept.htm Merriam Webster's Online Dictionary. (2015). http://www.merriam-webster.com/ Organic Corn Hardier Than Conventional. (1995). Science News, 148, 255. Platt, LaVonne G. (Ed.). (1987). Hope For the Family. (1987). Newton, Kansas: Faith and Life Press. Pretty, Jules N. (1995). Regenerating Agriculture. Washington, D.C.: Joseph Henry Press. Whole Earth. (No Date). 10 Reasons to GO Organic. Web 14 April 2015 www.demon.co.Earthnet/org.10rea.html

Jackie Robinson Essay -- essays research papers

The Great One   Ã‚  Ã‚  Ã‚  Ã‚  “ He struck a mighty blow for equality, freedom and the American way of life. Jackie Robinson was a good citizen, a great man, and the true American champion.'; Ronald Reagon. I don’t know if anyone could have summarized his life better. Jackie was a great influence to the American public. To over came diversity and succeed is a great accomplishment.   Ã‚  Ã‚  Ã‚  Ã‚  Jackie Roosevelt Robinson was born in Cairo, Georgia, January 31 1919. He went to college at the University of UCLA. Where he was a star in four sports basketball, baseball, football, and track. He is the only bruin to letter in four sports. After college he went to pursue a career in the Army. He soon became a lieutenant. He was put on honorable d...

Explain how the actor viola should show her reactions and give reasons for your suggestions

Viola is one of the main characters in Shakespeare's play the ‘Twelfth Night'. She is dressed as Cesario a man, so you can see how hard it must be for her to show her emotions and reactions. In the play she falls in love with the Duke Orsino but finds it very hard to show her feelings for him because she is dressed as a man. I am using act 2 scene 4 and act 3 scene 1, where she is talking to the Duke in act 2 scene 4, and to the clown Feste in act 3 scene 1. These are very emotional scenes where Viola shows and mentions her feelings, thoughts, reactions and movement. In these scenes Viola has many feelings. She feels mostly for Orsino because she is in love him. At the end of the scene where she is speaking with Orsino she talks about her fathers daughter that loved a man. Orsino gets interested because he is in love with Olivia but Olivia does not love him. Orsino wants to know what happened to the daughter because he is in despair. Viola feels for him and can offer him no comfort. Her words display how helpless she feels. â€Å"I am the daughters of my father's house, and all the brothers too-and yet I know not†. Earlier on in the scene Viola feels jealous about Orsino because she feels that he might fall in love with another woman and that he will love that woman as much as he loves Olivia then Viola would never get a chance with him. â€Å"Say that some lady, as perhaps there is, hath for your love as great a pang of heart as you have for Olivia†. Viola's thoughts are like her feelings but not mentioned. She finds it very difficult because she is dressed as man and does not want to give her identity away. When she is talking with Feste the clown, he is acting silly and plays around with words. She says that she is sick for a beard but she turns aside and gives a hint that she is a woman. She says that she would not have it grow on her chin, because she is a lady. â€Å"I am almost sick for one; (aside) though I would not have it grow on my chin. Is thy lady within?† When she is talking with the clown she thinks that he cares for nothing because he plays around with words and she is quite angry with him. Viola is saying her thoughts out to the clown because she does not like him. â€Å"I warrant thou art a merry fellow and carest for nothing†. Viola reacts to some things that the Duke says. She loves the Duke so she reacts to him in a kind way as not to make him angry or hurt his feelings. In act 2 scene 4 Viola says to the Duke that Olivia cannot love him but the Duke acts stubborn and says that he cannot be so answered. Viola reacts and tells him to calm down but she means not to be hurtful because she loves him. She tries to relax him and tells him to calm down. â€Å"Sooth, but you must†. There is very little of Viola's movement. I would say that Viola moved around with Feste the clown because the clown was getting on her nerves. It was in act 3 scene 1 where near the end of the conversation with Feste Viola gives Feste a coin. She moves a round a lot to get away from him because he is pestering her and she wants to get away. She gives the coin to Feste so he can go away. â€Å"I'll no more with thee. Hold, there's expenses for thee†. I think that Shakespeare's language is very difficult to understand. There are mixed emotions in the play because Viola is dressed as a man but some of it was quite obvious to understand. Overall I thought the way Shakespeare set this play out was very well and I thought the scenes were well organised.

Raising Young Genii Learning Several Languages in the Early Years

Raising Young Genii Learning Several Languages in the Early Years Introduction: In the Most Tender Age Plunging into the second-language environment can be considered quite a stressful ordeal for a person, no matter how well (s)he can adapt to the new surroundings, with the language issue at the top of all the complexities that may possibly arise. Rather uncomfortable experience for an adult, the given situation should be traumatizing for a child as well, which the necessity to offer the strategies of foreign language mastering in the early years is predetermined with.Advertising We will write a custom essay sample on Raising Young Genii: Learning Several Languages in the Early Years specifically for you for only $16.05 $11/page Learn More Because of the difference in the vision of the world, the pace of the intellectual development and a number of other factors, children display a different attitude towards learning two or more languages as compared to the adults (Nikolov, 2009). However, because of the complexities conne cted with teaching children second foreign language, the arguments against the given issue may arise. Therefore, it is necessary to figure out whether the early foreign languages teaching is reasonable enough, taking into account the existing theories. Multilingualism and Competent Language Learning When speaking of the teaching at the tender age, it is necessary to provide the definition for the given stage of a child’s development and draw the line between the early years and the childhood. In the given case, it would be most reasonable to resort to the definition offered by an early age stretches from the day of birth to the age of three, suggesting that at the given stage, â€Å"there is a gradual development of features that become recognized as ‘adult second language acquisition’ after approximately age 7† (Philp, Oliver and Mackey, 2008, p.27). However, some researchers, like Whitehead (2010), tend to think that the cognized learning takes place at the age from 0 to 7 (p.218). Whet talking about the process of teaching children the foreign language, the competent language learning is to be differentiated from the phenomenon of bi- and multilingualism, since the latter does not presuppose a conscious process and, hence, cannot be considered learning, as Knapp Seidhofer (2009) explain: â€Å"On a societal level, multiculturalism can be defined as the presence of more than one language in the society† (p.54). Taking a Theoretical Approach: Learning the Ideas of the Coryphaei When speaking about the issue of teaching the youngest children foreign languages, one must consider the arguments pro and contra the given idea. Obviously, teaching children of tender age does have its benefits, yet there are considerable difficulties in helping small children master a foreign language. With that in mind, it is necessary to consider several theories concerning the second language teaching tactics as well as the advantages and the dra wbacks that such children possess from the viewpoint of a foreign language teacher. When considering various aspects of teaching children several languages in their earliest years, it would be most reasonable to consider several viewpoints, thus, offering an extensive overview of the existing opinions on the given issue. Since the given question is rather disputable and requires thorough considerations, the versatility of opinions is more than welcomed in the given case.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More One of the first people whose ideas are to be considered is Jerome Bruner. Offering rather specific approach to the given issue, the researcher claimed that the language issue and the family relationships are closely intertwined and are actually interdependent on each other. Therefore, Bruner’s theory correlates with the idea that, together with the language skills, chi ldren obtain the necessary communicational skills that help them reach their top in the society and become its decent members (Harris, 1992). Judging from the notorious example driven by Rymer (1992), people who have not been taught to use the language and the linguistic tools properly are highly unlikely to ever integrate into the society and even survive. Therefore, obtaining the necessary experience from his/her parents, a child also gets the required language skills which are supposed to help him/her in the nearest future and contribute to his/her development: â€Å"As Bruner expresses it, the child’s knowledge of the social context – and especially of the routines that occur with it – assists the child to â€Å"crack the code† of the language that accompanies social interaction† (35). Hence, it is obvious that the scientist intertwines the aspects of learning the language and integrating into the society, thus, broadening the list of the commu nicational skills. Another important idea was offered by Piaget (Beilin Pufall, 1992) and suggested quite a different perception of the role of the language in a child’s development. According to Paiget, Beilin Pufall (1992) claim, children of rather young age demonstrate keen understanding of the linguistic issues that are rather complicated and require thorough explanations to elder children and teenagers. As Beilin Pufall (1992) claim, after the exploration that was held by Piaget, â€Å"the results of the experiments, especially in the production task, showed parallels in the way 6- and 7-year-old children constructed this type of semantic invariance and their construction of quantitative invariants† (219). Claiming that children build certain schemes that allow them to operate the language and use it correctly, the scientist emphasizes the necessity to contribute to the early development of children, enhancing their need to acquire new linguistic knowledge (Bei lin Pufall, 1992). The last, but not the least, the theory that Gardner offers is also worth certain discussions. Basing his ideas on his own vision of the way children develop and the role that language plays in the given process, the author focuses his attention on the multiple aspects of knowledge that learning several languages in childhood presupposes. According to the definition offered by the scientist himself,Advertising We will write a custom essay sample on Raising Young Genii: Learning Several Languages in the Early Years specifically for you for only $16.05 $11/page Learn More I would also like to introduce the concept of an individual-centered school that takes this multifaceted view of intelligence seriously. This model for a school is based in part on findings from sciences that did not even exist in Binet’s time: cognitive sciences (the study of the mind) and neuro-science (the study of the brain). One such approach I have called my â€Å"theory of multiple intelligences.† (Gardner 48) Hence, the last theory is based on the cultural versatility that studying foreign languages offers. Incorporating the three above-mentioned theories, one can offer a synthesis that makes the ultimate proof that studying foreign languages in early age is crucial for the development of a child. Since the learning of foreign languages has the positive impact on the child’s general development and also offers the basis for the future harmonic coexistence with the other nations, studying foreign languages at early age is essential for a child. Fast Learning: The Privilege of Children Despite the skeptical doubts of the people who think that young children too inexperienced to handle the task of learning another langue, some scientists claim that at the young age, most children possess the specific kills that allow them to absorb the specific knowledge instantly without any misconceptions. Caused by the specific way that small children cognize the environment with, it brings astounding results. As Singleton Lengyel (1995) assert, â€Å"there can be no doubt that children at an early age, especially in natural contexts, but also in tutored contexts, can learn and do learn secondary languages† (77). Indeed, studying the second language at the early age has its benefits in terms of the speed and the quality of the studying process. According to what Benson Haith (2009) say, children from 0 to 7 years obviously pass the stage that involves an unbelievable accelerated development, which predetermines the children’s ability to master a foreign language almost instantly: â€Å"The assumption underlying both of those is that the early years constitute, if not a critical period, an important window of opportunity to maximize likelihood of mastering a musical instrument or learning a second language† (p.144). Indeed, considering the behaviorist theory of human development and the fact t hat children tend to copy the people surrounding them with an amazing precision, one can claim that teaching young children the basics of foreign languages can be considered rather sensible idea by â€Å"theoretical questioning of behaviorist theories of language learning†(Ellis, 1990, p.44). In addition, according to Ellis (1990, p.44), a number of other theories approved of teaching children at quite a young age: â€Å"the vast majority of the studies examined either pure naturalistic or mixed L2 acquisition† (1990, p.44).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More When reconsidering the significance of teaching children various languages at the earliest stages of their development, the notorious case of Genie, the feral child who is known to be the most striking example of the progressing underdevelopment experienced by a child whose ability to talk has been suppressed and who had no chance to develop their skills for mastering the language since the day they were born. As Rymer (1992) emphasizes, there is a constant urge in developing the language skills within any human being, and the level of mastering the language predetermines the level of self-development. Rymer (1992) explained that â€Å"Investigations of Genies brain unveiled the utter dominance of her spatial right hemisphere over her linguistic left This may have been why she was unable to grasp grammarbecause she was using the wrong equipment† (Rymer, 1992, p.43). Hence, the necessity to develop children’s ability to use various language tools efficiently is crucial for their further mental development. On a Second Thought: Avoiding the Pitfalls It is evident that without the proper development of the linguistic skills and the ability to talk correctly, using the language in the proper way, a child is highly unlikely to develop in a normal way; moreover, the most dreadful consequences, such as the process of mental retardation, the complexities in adapting to the environment and the society that surrounds the given child, and the ability to communicate his/her own needs and wants is inevitable. Moreover, the shift in the mental development of a child is highly unlikely to ever cease and is extremely complicated to fight, which predetermines the necessity to teach children the linguistic skills at rather young age (Bialystok, Luk Kwan, 2005). However, even though the early development of children’s linguistic skills does seem crucial for their further well-being and the ability to adapt to the society and social norms, the question conce rning the reasonability of teaching very young children the second language arises. According to what Rapaport and Westgate (1974) claim, there are no obvious contra-indications for children o be taught foreign languages at the earliest stages of their development. As the scientists assert, when a teacher chooses the right methods for teaching children the skills that will allow them to master a foreign language, such children start developing better and faster, which signifies that they are integrating into the society more quickly than the rest of the children of their age group, which must be a clear-cut evidence that studying a foreign language at the early age is desirable. As Rapaport and Westgate (1974) say, learning the foreign language at early age helps to overcome cultural controversies: There has also been a revival of interest in the â€Å"horizon-broadening aspect,† the notion of a foreign language as a healthy antidote to an otherwise monocultural education of young children. Prejudice derives from ignorance, and in the current world context a wholly ethnocentric view of culture and education has no place. (12) Hence, it cannot be denied that teaching children foreign languages at the early stages of development is crucial for the children’s vision of the world. Offering children studying another language equals to teaching them cultural and ethical tolerance. Therefore, the importance of teaching young children foreign languages cannot be disputed. The Helping Hand of the Professionals: The Analysis Analyzing the above-mentioned approaches towards teaching young children foreign language, one must admit that the reasons of the authoritative sources are quite impressive. According to the evidence provided by the authors of the existing theories of speech development and the significance of foreign language learning, the more languages a child can master, the better. Certainly, no instances of forced foreign language learning should occur, for the child may be reluctant from studying foreign language in the future and even feel aversion towards learning new languages (Bocher, 2003). Nevertheless, it cannot be doubted that the necessity to offer a child to acquire new language skills is quite important for the further development of his/her personality. Moreover, when considering the development of children’s language and communication skills, especially concerning the second language, on must keep in mind that the process of cognizing another culture and another language is rather fragile and requires a delicate approach. As Nolan (2004) warns, â€Å"In school, when children from marginalized discourses are required to produce language, the judgments about their linguistic abilities that (even if unspoken) are already in the classroom serve to undermine their motivation† (p.43). Therefore, teaching children the second language is not only the constant, irreversible process of development, but als o a range of conflicting situations that require immediate solution (Saunders-Semonsky, 2004). Conclusion: When It Comes to Understanding According to the evidence provided by scientists and researchers, learning foreign languages at early age is not only a harmless, but also a highly desirable activity. Owing to the courses of the second language that children take at the age up to 7, their communication skills, as well as their mental development, are constantly progressing. Therefore, it cannot be doubted that with the help of teaching children foreign languages at the age from 1 to 7, one will be able to help the child achieve comprehensive development, which will contribute to his/her future success and emotional comfort. References Beilin, H., Pufall, P. B., 1992. Piaget’s theory: Prospects and possibilities. New York, NY: Routledge. Benson, J. B., Haith, M. M., 2009. Language, memory, and cognition in infancy  and early childhood. Waltham, MA: Academic Press. Boche r, S., Jones, J., 2003. Child language development: Learning to talk. New York, Y: John Wiley Sons. Bialystok, E., Luk, G., Kwan, E. (2005). Bilingualism, biliteracy, and learning to read: Interactions among languages and writing systems. Scientific Studies of Reading, 9(1), pp.43-61. Ellis, R., 1990. Instructed second language acquisition: Learning in the classroom.  New York, NY: Wiley-Blackwell. Gardner, H., 2006. The development and education for the mind: The selected works  of Howard Gardner. New York, NY: TaylorFrancis. Harris, M., 1992. Language experience and early language development: From input  to uptake. New York, NY: Psychology Press. Knapp, K., Seidhofer, B., 2009. Handbook of foreign language communication and  learning. Berlin, DE: Walter de Gruyer. Nikolov, M., 2009. The age factor and early language learning. Berlin, DE: Walter de Gruyer. Nolan, K., 2004. The power of language: A critique of the assumptions and pedagogical implications of Howard Gardn er’s concept of linguistic intelligence. In Joe J. Kincheloe, Multiple intelligences reconsidered. Bern, CH: Peter Lang. Philp, J., Oliver, R., Mackley, A., 2008. Second language acquisition and the  younger learner. Amsterdam, NL: John Benjamins Publishing Company. Rapaport, B., Westgate, D. P. G., 1974. Children learning French: An attempt at  first principles. New York, NY: Taylor Francis. Rymer, R., 1992. II-A silent childhood. The New Yorker, p. 43 Web. Available at:  https://www.newyorker.com/magazine/1992/04/20/ii-a-silent-childhood . Saunders-Semonsky, C. M., Spielberger, M. A., 2004. Early language learning: A  model for success. Charlotte, NC: IAP. Singleton, D. M., Lengyel, Z., 1995. The age factor in second language acquisition:  A critical look at the critical period hypothesis. Bristol, UK: Multilingual Matters. Whitehead, M. R., 2010. Language and literacy in the early years 0-7. Thousand Oaks, CA: SAGE Publications, Ltd.

Another World essays

Another World essays Space travel has once been a dream of many Americans. With the current improvements in space travel the ability to travel in space might become possible for the average American. The possibility of orbiting the earth might become as easy as buying an airline ticket on-line. Many new improvements have been developed in space travel over the year. Current research is being done to develop aircrafts that will be able to take off from airports and then land there on the return back to earth. Mir space station was a jump start in the future of space travel. It influenced many companies to research and develop better aircrafts and space stations. The man thing that needs to be improved is the cost. Currently it cost $11,000 to transport a kilogram of weight into space. Worldwide companies are trying to cut this cost by one tenth the price. To do this we need to find better reusable concepts towards space flights. Current research is being done by developing aircrafts that can take off at airports then land again at the airport. Russia and the United States were the first 2 countries to take a giant step towards space travel and living in space. Together they planned out construction of the International Space Station (ISS). This station will be a multi-purpose facility that will be run by astronauts and will be equipped with living quarters and rooms for research. This project began in 1984 under President Reagan by coming up with ideas along with Canada, Japan, European countries, and Russia (joining later in 1993). The construction of the ISS began in 1998 with hopes of completion around 2014. The project will cost us 100 billion dollars. Numerous trips will take place to transport supplies to the ISS. To further develop space travel we must first finish the current project at hand. We are currently involved in constructing the International Space Station (ISS). If we finish this project it will ...

Free Essays on Poor Leadership

Poor Leadership is Responsible for Iraqi Prisoner Atrocities Donald H. McGannon once quoted that â€Å"Leadership is action, not position†. The author of a recently published Associated Press article titled â€Å"Troops Reprimanded For Abuse†, sited training as the reason for the abuse of prisoner in Iraq. I don’t believe training should be solely blamed as the cause for these atrocities. I believe that poor Leadership is the cause for the behavior US soldiers demonstrated against Iraqi prisoners. These atrocious deeds conducted by a few people have renewed the hatred toward American citizens and our military. As a recently retire Military Policeman from the United States Air Force, I find the actions of a few Army Soldiers to be an abomination against everything I spent twenty-two years protecting. Their actions have tarnished the reputation of every decent American trying to help the Iraqi people. This article sited Seven soldiers, six officers and one enlisted, who have received reprimands and been relieved of t heir duties for actions resulting from poor leadership. The article slanted the perception of the incident as the lack of training being the key in the actions taken by the guards. I believe even more apprehensible then the people who committed the acts, are the people placed in the leadership role that allowed it happen. In my view, poor command or leadership is the cause of this brutality, not inadequate training. As a military policeman I was assigned for four months as a guard at Camp X-Ray in Guantanimo Bay Cuba, watching Cuban Migrants. I can attest to the many hours of training that the Army provides its soldiers and anyone working with them, in regards to the protection of prisoners. The training I received from the Army consisted of: one week of book or instructor led lectures, followed by two weeks of hands on teaching inside a mocked-up camp. Once our initial training was complete, we received a... Free Essays on Poor Leadership Free Essays on Poor Leadership Poor Leadership is Responsible for Iraqi Prisoner Atrocities Donald H. McGannon once quoted that â€Å"Leadership is action, not position†. The author of a recently published Associated Press article titled â€Å"Troops Reprimanded For Abuse†, sited training as the reason for the abuse of prisoner in Iraq. I don’t believe training should be solely blamed as the cause for these atrocities. I believe that poor Leadership is the cause for the behavior US soldiers demonstrated against Iraqi prisoners. These atrocious deeds conducted by a few people have renewed the hatred toward American citizens and our military. As a recently retire Military Policeman from the United States Air Force, I find the actions of a few Army Soldiers to be an abomination against everything I spent twenty-two years protecting. Their actions have tarnished the reputation of every decent American trying to help the Iraqi people. This article sited Seven soldiers, six officers and one enlisted, who have received reprimands and been relieved of t heir duties for actions resulting from poor leadership. The article slanted the perception of the incident as the lack of training being the key in the actions taken by the guards. I believe even more apprehensible then the people who committed the acts, are the people placed in the leadership role that allowed it happen. In my view, poor command or leadership is the cause of this brutality, not inadequate training. As a military policeman I was assigned for four months as a guard at Camp X-Ray in Guantanimo Bay Cuba, watching Cuban Migrants. I can attest to the many hours of training that the Army provides its soldiers and anyone working with them, in regards to the protection of prisoners. The training I received from the Army consisted of: one week of book or instructor led lectures, followed by two weeks of hands on teaching inside a mocked-up camp. Once our initial training was complete, we received a...

Research Paper Example | Topics and Well Written Essays - 1250 words - 8

Research Paper Example University of Minnesota where the family lived for two years and then moved to the University of Southern California where the father for his PH D in 1974. Finally, they decided to settle in Fair Oaks California that was also the birth place of Sparks (Maryles, p12). Sparks did very well at elementary schools and then appeared to be a brilliant student at the high school as well. He also got the scholarship to the University of Notre Dame but things abruptly changed for him when he was injured and went a little insane. He returned home after his freshman year and started spending his days wandering here and there. His mother however, paid attention towards him and insisted that he should focus upon some activities rather doing nothing. She turned his attention towards book writing and after eight weeks he came up with his first novel The Passing that was unfortunately never published. His live took a beautiful turn when he met the girl of his dreams and fall in love at first sight when he saw Cathy in Florida during the spring break. He got married with the girl in 1981 and they became the parents of two children Miles Andrew and Ryan Cody. However, his working career was progressing very slowly. He wrote the second novel The Royal Murder in 1989 but even that was rejected by the publishers and then he decided to leave the writing and concentrate on some other work. He got involved is different part time jobs of his interest like telemarketing and real estate etc. He then started his own business and then became a pharmaceutical representative (Ragen, p81). Sparks was transferred to North Caroline is 1993 where he decided to focus upon his writing career once again and finally wrote his first published novel The Notebook. He wrote this novel over the time period of six month i.e. from June 1994 to January 1995 and it was published in October, 1995 by Warner Books. In 2003 the sequel of The Notebook was published with the name â€Å"The Wedding†. In 2004 a film