Bulling in NYC School Research Paper Example | Topics and Well Written Essays - 2500 words

Bulling in NYC School - Research Paper Example This essay approves that researchers have not agreed on the actual definition of bullying. There are definitions which have been in use and are worthy of quote here. Bullying is defined in a number of ways. Experts believe that there has been no clear definition of the term bullying. Bullying is also known as peer victimization and peer harassment. It is an intentional act of harming somebody by means of verbal, physical, sexual assault, or other forms of harassment. Bullying at school is believed a universal social malady. In many instances, bullies are stronger and more powerful than their victims, and the situation has the tendency to be repetitive. The study of bullying involves studies of children’s temperament. Bullying is peer abuse because it involves people in the same setting, students in the same school, or people who should have considered themselves companions with the same purpose and that is learning. This report makes a conclusion that that bullying is a â€Å"social sickness† that needs to be cured. And it is getting serious every day. It’s time authorities and the many stakeholders concerned with the welfare of the young to bond together and find effective means to heal this social malady. The young are victimized. Parents feel that their children are not anymore secured inside the school, a place where they ought to experience positive and moral values and learn good things in life. But it seems, schools are not anymore safe for the young.

Investors Gain New Clout Essay Example for Free

Investors Gain New Clout Essay From the many problems now being experienced by the US in their economy and the way they conduct their businesses, legislators and other groups are turning to new ways to improve the old system and pull America’s economy out of its slump. The latest among these moves is the move by the legislative to give shareholders more power and control in placing and ousting members of the board of directors. This move has become an issue due to the shift in power in terms of whose interest is favored by the ruling. There are several different interests that exist in a company especially when individuals and groups within it make decisions. There are shareholder interests, employee interests, management interests and stakeholder interests that conflict with each other. The current issue highlights the conflicts that arise between the interests of the management and the shareholders as well as the different interests of the shareholders themselves. This is where the clash begins. On the one hand, those who approve of the new ruling maintain that their interests are being upheld especially because they are the ones who invested in the business. This forwards their main interest of the organization succeeding in the long term because of the investments they have put into the business. While the previous ruling handicaps small shareholders, this new rule gives them voice through the process of â€Å"proxy access† as long as they have at least 3% of the controlling stock. This will enable them to express their dissent and dissatisfaction in the board members and oust them especially if they think that the actions of the board are not appropriate. On the other hand, the interests of the management, will be challenged by the new ruling and could result in problems in implementation and efficiency. While the constitutionality and the perceived negative effects of this ruling are contestable, one thing is clear: big business that angered their investors would go under pressure and could find themselves rethinking their strategies. A noticeable thing about this change is the apparent relativity on how democracy is perceived. Before the ruling, many directors served as the signing body for the chief executives and other high ranking officers they are tasked to oversee. This brings into light the apparent control of CEOs and other executives regardless of how the owners of the company feel about their decisions. With owners finally having a measure of control to a fair and impartial opportunity to elect independent directors, many things are going to change in corporations starting with both the board and top management focusing, instead, on serving the interests of the shareholders as their priority. With the democratization of the shareholders as they are given more power, many in management will see such democratic procedures as a bane rather than the boon they have always perceived it to be. Business roundtables, in order to veil their attempts at skewing the corporate election processes to favor the corporation over substantial shareholder interests, have tried to stop such democratization of power within their systems. However, their efforts have recently been trumped by the â€Å"proxy access† rule. The new ruling has made corporate directors directly accountable to the actions of the company. This will result in (at least speculatively) the improvement of performances of the directors unless they want to be voted out of office and replaced by independent candidates chosen by the shareholders who are against their performance. This power is, however, a double-edged sword. Advancing the interests of shareholders who, among themselves, have different interests could prove to be an overly bureaucratic and cumbersome process where all sides would need to be appeased in order to incur no one’s wrath and be dismissed from the position they have been holding. With as little as 3%holding shares, corporate directors will have many parties to appease, which will require them to be very dynamic and charismatic, as well as having an overall good performance, if they want to stay on the board.

Detrimental Affects of Affirmative Action Essay -- Argumentaive

Detrimental Affects of Affirmative Action Beginning in the 1960's several government programs were introduced in order to ensure equality in the job market. However, these programs accomplished the exact opposite by judging potential employees by their race and gender and excluding possibly more qualified persons. This is not the plight of women or African-Americans, but that of the white male. Affirmative Action is not only an ineffective method for compensating for past disadvantages, but also widens the racial and gender gaps in today’s society. President John F. Kennedy was the first person to use the words â€Å"Affirmative Action† in a speech in which he expressed desire to create equal rights. Later, in 1961, he created the Equal Employment Opportunity Commission that explicitly states that employers, specifically construction businesses employed by the government, must use a system that ensured workers would be hired â€Å"without regard to their race, creed, color, or national origin† (Eisaguirre 29). Though a step in the right direction, this vague definition left it open to further debate and thus Affirmative Action was allowed to change. Over the next decade, through influence from the former President Kennedy, several new bills and laws were passed that gave minorities more protective rights concerning employment, housing, and voting. Such bills included the Civil Rights Act in 1964, the Voting Rights Act in 1965, and the Fair Housing Act in 1968. Finally, in 1969, then President Richard Nixon implemented the first actual Affirmative Action plan, called the Philadelphia Plan, requiring exact percentages of minorities hired (Eisaguirre 31). Though there were several smaller cases concerning this new governm... ...erican incomes were skyrocketing and becoming closer and closer to that of Caucasians. In 1970, incomes reached its highest percentage and since then has fallen dramatically. Also during the 1960s, African-American enrollment in colleges was increasing significantly in comparison to the population. Since then, it has been stagnant (Sowell 130). Affirmative Action must be stopped immediately if our society wishes to become a utopia for all walks of life. Hiring people based on such information not only hurts those who are not hired in the short run, but it also damages the new employee even more. Besides teaching one person they are not good enough because of things they cannot control, it teaches the other that sub-par work is good enough. This begins the snowball affect, thus causing millions to learn values that are not beneficial for society as a whole.

Nursing careplan

Care plan: Spiritual Distress Nursing Diagnosis: Â  Spiritual Distress (potential for) relating to separation from religious and spiritual ties. Goal #1 Client will feel the need for a minister or priest. Nursing Rx 1a.Arrange for ministers or priests to visit the client. 1b. Encourage the client to express his/her feelings to the clergy in privacy. 1c.Request the clergy to give a spiritually encouraging talk to the client. 1d. Provide the client with religious books or objects that would make them feel more oriented towards religion or spirituality Goal #2 In a multi-cultural or multi-religion society, a client may feel that his/her religion is dying. In other words, the client may feel that a lot of people are embracing other religions. Nursing Rx 2a. Listen patiently to the client. 2b.Encourage the client to express his feelings. 2c.Help the client to make a list of the important aspects and the favorite practices of his/her religion. 2d.Assist the client in making a plan to make people embrace his/her religion so that they feel better. Goal #3 Client may feel the inability to perform the daily rites. Nursing Rx 3a. Provide the client with religious books and objects that will be comforting. 3b. Offer to read the religious books. 3c. Encourage the client to talk about his/her religion and the practices followed. Goal #4 Client may feel that he/she is worthlessness (due to hospitalization) and this may lead to spiritual disorientation. Nursing Rx 4a. Encourage the client to do small tasks that are possible. 4b. Prepare a plan with short-term goals. 4c. Comfort the client by reiterating the sense of worth and the accomplishments they have made during their life-time. 4d. Discuss with the clients the feelings of his hopelessness. 4e. Provide client with physical outlets to vent out their tensions. 4f. Encourage the client to have a positive outlook towards life. Goal #5 Clients may feel lonely and this may lead to spiritual disorientation. Nursing Rx 5a. Request family members and friends to visit the client regularly. 5b. Hold client’s hand if he/she is comfortable with touch. 5c.Interact verbally with the client a lot. 5d. Encourage client to talk to other clients if it is possible. Goal #6 Some clients may have been directly affected by Vietnamese war and this could lead to spiritual distress. Nursing Rx 6a. Assure the client that it is peace time and talk about the positive aspects of life. 6b. Help the client to overcome the feelings of being affected in the war. 6c. Encourage the clients to talk about their accomplishments and their goals in life. Goal #7 Client may point out the disturbances in the religion or the rituals or practices that he/she is opposed to in the religion. Nursing Rx 7a. Assist the client to make a list of important and unimportant aspects of his/her religion. 7b. Acknowledge the opposition of client to certain religious practices and rituals. 7c.Encourage the client to focus on the positive aspects of his/her religion.

Iom Report

IOM Report NRS-430V November 1, 2011 IOM Report The Institute of Medicine (IOM) is an independent, nonprofit organization that works outside of government to provide unbiased and authoritative advice to decision makers and the public. It asks and answers the nation’s most pressing questions about health and health care through studies, their expert consensus committees, and convening a series of forums, roundtables, and standing committees, as well as other activities.These facilitate discussion, discovery, and critical, cross-disciplinary thinking. Their aim is to help those in government and the private sector make informed health decisions by providing evidence upon which they can rely (IOM, 2012). In 2010, Congress passed and the President signed into law comprehensive health care legislation, collectively referred to as the Affordable Care Act (ACA), which gives the United States an opportunity to transform its health care system to provide higher-quality, safer, more aff ordable, and more accessible care.Recognizing that the nursing profession faces several challenges in fulfilling the promise of a reformed health care system and meeting the nation’s health needs, Robert Wood Johnson Foundation (RWJF) and the IOM completed a 2 year initiative on the future of nursing. The report contains recommendations for an action-oriented blueprint for the future of nursing, including changes in public and institutional policies at the national, state, and local levels.The passage of the ACA, the IOM report, and its recommendations have an immense impact on nursing education, nursing practice – especially in the primary care setting, and the roles of nurses in leadership. The emergency department in which I work is progressively changing its practice to meet the goals of the IOM report. It is important that nurses achieve higher levels of education and training as well as practicing to the full extent of their education and training (IOM, 2012). Ma jor changes in the U.S. health care system and practice environment will require equally profound changes in the education of nurses both before and after they receive their license. An improved education system is necessary to ensure that the current and future generations of nurses can deliver safe, quality, patient-centered care across all settings, especially in such areas as primary care and community and public health. Recommendations in the IOM report have a huge impact on nursing education (IOM, 2012).My hospital, which is a Magnet facility, is now mandating that all employed nurses obtain their BSN in nursing by 2018, which is two years earlier than the IOM’s recommendation that 80 percent of registered nurses nationwide have their BSN by 2020. The IOM also recommends that diploma and ADN nurses obtain their BSN earlier in their careers. Studies found that BSN graduates reported significantly higher levels of preparation in evidence-based practice, research skills, a nd assessment of gaps in areas such as teamwork, collaboration, and practice (Kovner et al, 2010).A more educated nursing workforce would be better equipped to meet the demands of hospital settings that continue to grow more complex, and nurses must make critical decisions associated with care for sicker, frailer patients. Higher levels of education for nurses have an impact on nursing practice. As seen in the IOM reports recommendations, nursing practice is being affected by the following barriers: Fragmentation of the health care system.There is a disconnect between public and private services, between providers and patients, between what patients need and how providers are trained, between the health needs of the nation and the services that are offered, and between those with insurance and those without (Stevens, 1999). Without the presence of nurses in decision-making positions in new entities, the legacy of undervaluing nurses, will carry over in to new systems. Nurses must be properly and transparently valued so that their contributions can fully benefit the entire system.High rates of turnover among nurses. High turnover rates have been shown to be related to personal or family reasons (especially for nurses younger than 50), work environment (staff shortages, increasing workloads, poor improvement processes), disruptive behavior (verbal abuse, physical assault, sexual harassment). Difficulties for nurses transitioning from school to practice. New nursing students need programs that place a greater focus on managing the transitions from school to practice.Studies show a need to develop skills in ways to organize work and establish priorities, communicate with physicians and other professionals as well as their patients and their families, and develop leadership and technical skills in order to provide quality care (Beecroft et al. , 2001, 2004; Halfer and Graf, 2006). Demographic challenges. The combination of age, gender, race/ethnicity, and life expe riences provides individuals with unique perspectives that can contribute to advancing the nursing profession and providing better care to patients. AACN,2010a). Although the number of younger RNs has recently begun to grow, the increase is not expected to be large enough to offset the number of RNs anticipated to retire over the next 15 years (Buerhaus et al. , 2009b). Although more men are being drawn to nursing, especially as a second career, the profession needs to continue efforts to recruit men. Their unique perspectives and skills are important to the profession and will help contribute additional diversity to the workforce.To provide more culturally relevant care, the current nursing workforce will need to become more diverse by increasing the diversity of the nursing student body. Regulations defining scope-of-practice limitations. Practice boundaries are constantly changing with the emergence of new technologies, evolving patient expectations, and workforce issues (Daly, 2 007). The shift towards expansion of scope-of-practice regulations and been incremental and variable. The nursing profession has evolved more rapidly than the public policies that affect it.State and federal policies and regulations need to continue to expand the legal authority of health care workers to provide health care that accords with their education, training, and competencies (AARP, 2010a). The IOM committee believes that now is the time to finally eliminate the outdated regulations and organizational and cultural barriers that limit nurses’ abilities. Strong nursing leadership is needed to help with the changes that are being enacted with the passage of the ACA.Strong nursing leadership is needed to help with the changes that are being enacted with the passage of the ACA. All nurses, from students, to bedside and community nurses, to CNOs and members of nursing organizations, to researchers, must develop leadership competencies and serve as full partners with physic ians and other health professionals in efforts to improve the health care system and the delivery of care. Being a full partner requires leadership skills and competencies that must be applied within the profession and in collaboration with other health professionals.Nurses must see policy as something they can shape rather than something that happens to them. They should have a voice in health policy decision making and be engaged in implementation efforts related to health care reform. Nurses also should serve actively on advisory committees, commissions, and boards where policy decisions are made to advance health systems to improve patient care (IOM, 2012). With the passage of the ACA and the IOM reports recommendations, nursing in healthcare will continue to be transformed as the system in overhauled.Continued and higher nursing education, transforming nursing practice that overcomes barriers, and nursing leadership based with the belief that they are the shapers of their profe ssions destiny will ultimately help to bring the vision of the IOM report to reality. References AACN. 2010. Enhancing diversity in the nursing workforce: Fact sheet updated March 2010. http://www. aacn. nche. edu/Media/FactSheets/diversity. htm (accessed July 1, 2010). AARP. 2010a. AARP 2010 policy supplement: Scope of practice for advanced practice registered nurses. ttp://championnursing. org/sites/default/files/2010%20AARPPolicySupplementSco peofPractice. pdf (accessed September 10, 2010). Beecroft, P. C. , L. Kunzman, and C. Krozek. 2001. RN internship: Outcomes of a one-year pilot program. Journal of Nursing Administration 31(12):575-582. Buerhaus, P. I. , D. I. Auerbach, and D. O. Staiger. 2009b. The recent surge in nurse employment: Causes and implications. Health Affairs 28(4):w657-668. Daly, R. 2007. Psychiatrists, allies defeat psychology-prescribing bills.Psychiatric News 42(16):6. IOM. 2010. A summary of the December 2009 Forum on the Future of Nursing: Care in the comm unity. Washington, DC: The National Academies Press. Kovner, C. T. , C. S. Brewer, S. Yingrengreung, and S. Fairchild. 2010. New nurses’ views of quality improvement education. Joint Commission Journal on Quality and Patient Safety 36(1):29-35. Stevens, R. 1999. In sickness and wealth, American hospitals in the twentieth century. Baltimore, MD: The Johns Hopkins University Press.

business studies essays

business studies essays The 1974 Health and Safety Act summarises that it is every employers duty to ensure so far as is reasonably practical, the employees health, safety and welfare at work. It is your employers duty to assess the risks that the employees and none employees are exposed to at work. Because artwork is expressive, when we do think about the practical aspects, we usually focus on how to increase our ability to express our ideas, rather than on how these creative activities might affect our health and safety. In work with media, harmful factors can affect the body in three ways, through ingestion, inhalation or skin contact. Ingestion: Substances, and even small tools, can enter the body if a person is accustomed to eating or drinking while at work. Using kitchen utensils to mix art materials is a dangerous practice, as it is not always possible to remove all traces by simple washing. Not washing hands after working and before eating can allow harmful, material to enter the mouth. Inhalation: Many small substances can be carried into the body through the respiratory tract, and are then absorbed into the lungs. Some of the symptoms are immediate, such as sneezing, coughing, burning, dizziness or headache. Smoking while working can intensify the rate and the effects of inhalation. Skin contact: Some materials can be absorbed through the skin directly, or through cuts or breaks in the skin. A more common occurrence is skin irritation resulting in redness, rash, itching or blisters. Accidents, which can result from unskilled or careless use of sharp tools or power equipment, are a major hazard in the arts and crafts. Prevention includes knowledge of, and skill in the use of sharp tools or power equipment, as well as practicing preventive maintenance. The following list of procedures may help prevent a serious accident. Use goggles to protect eyes from particles and heat. Wear pro...

8 Simple Rules for Russian Verb Conjugation

8 Simple Rules for Russian Verb Conjugation Russian verbs change according to their tense, person, and number. This guide to Russian verb conjugation provides basic rules for conjugating regular verbs in the present tense. The Russian present tense is simpler than the English present tense, as there is only one present tense verb form. To illustrate this point, consider the sentence Ã'  Ã'‡Ð ¸Ã'‚Ð °Ã'Ž. This statement can mean I read, I have been reading, or I am reading. Thanks to this simplified present tense, basic verb conjugation in Russian is easier than you might expect. Follow these eight steps to begin conjugating Russian verbs. Rule 1: Russian Verb Forms Russian verbs have six forms in the present tense: 1st person, 2nd person, and 3rd person, all of which can be singular or plural. The verb ending tells us the point of view (1st, 2nd, or 3rd) and the number (singular/plural) of the verb. Rule 2: Verb Conjugation Groups There are two groups of verb conjugation in Russian: first conjugation and second conjugation. First conjugation verbs have the endings -Ã'Æ' (-Ã'Ž),  -Ð µÃ'ˆÃ'Å' (-Ã'‘Ã'ˆÃ'Å'),  -Ð µÃ'‚ (-Ã'‘Ã'‚),  -Ð µÃ ¼ (-Ã'‘Ð ¼),  -Ð µÃ'‚Ð µ (-Ã'‘Ã'‚Ð µ), and -Ã'Æ'Ã'‚ (-Ã'ŽÃ'‚). Second conjugation verbs have the endings -Ã'Æ' (-Ã'Ž),  -Ð ¸Ã'ˆÃ'Å',  -Ð ¸Ã'‚,  -Ð ¸Ã ¼,  -Ð ¸Ã'‚Ð µ,  -Ð °Ã'‚ (-Ã' Ã'‚).   Rule 3: How to Check a Conjugation Group There are two ways to determine a verbs conjugation group. First, look at the personal ending if it is under stress: Ð ¿Ã µÃ'‚Ã'Å' – Ð ¿Ã ¾Ã'‘Ã'ˆÃ'Å', Ð ¿Ã ¾Ã'‘Ã'‚, Ð ¿Ã ¾Ã'ŽÃ'‚ (first conjugation)Ð ³Ã'€Ð µÃ ¼Ã µÃ'‚Ã'Å' – Ð ³Ã'€Ð µÃ ¼Ã ¸Ã'ˆÃ'Å', Ð ³Ã'€Ð µÃ ¼Ã ¸Ã'‚ (second conjugation) Second, if the personal ending is not stressed, look at the suffix before the ending -Ã'‚Ã'Å' in the infinitive form of the verb and follow these steps. Put the verb in its infinitive, e.g. Ð ³Ã'Æ'Ð »Ã' Ã µÃ'‚ - Ð ³Ã'Æ'Ð »Ã' Ã'‚Ã'Å'Check which vowel comes before the ending -Ã'‚Ã'Å'. For example: in Ð ³Ã'Æ'Ð »Ã' Ã'‚Ã'Å', it is Ã' .Use these rules to determine whether the verb is first or second conjugation. Rule 4: Endings in Second Conjugation Verbs Second conjugation verbs are: All verbs ending in -Ð ¸Ã'‚Ã'Å' in their infinitive form (exceptions: Ð ±Ã'€Ð ¸Ã'‚Ã'Å', Ã' Ã'‚Ð µÃ »Ã ¸Ã'‚Ã'Å')7 verbs ending with -Ð µÃ'‚Ã'Å': Ã' Ã ¼Ã ¾Ã'‚Ã'€Ð µÃ'‚Ã'Å', Ð ²Ã ¸Ã ´Ã µÃ'‚Ã'Å', Ð ½Ã µÃ ½Ã °Ã ²Ã ¸Ã ´Ã µÃ'‚Ã'Å', Ð ·Ã °Ã ²Ã ¸Ã' Ã µÃ'‚Ã'Å', Ã'‚Ð µÃ'€Ð ¿Ã µÃ'‚Ã'Å', Ð ¾Ã ±Ã ¸Ã ´Ã µÃ'‚Ã'Å', Ð ²Ã µÃ'€Ã'‚Ð µÃ'‚Ã'Å'4 verbs ending with -Ð °Ã'‚Ã'Å': Ã' Ã »Ã'‹Ã'ˆÐ °Ã'‚Ã'Å', Ð ´Ã'‹Ã'ˆÐ °Ã'‚Ã'Å', Ð ³Ã ½Ã °Ã'‚Ã'Å', Ð ´Ã µÃ'€Ð ¶Ã °Ã'‚Ã'Å'All derivatives of these verbs, e.g. Ð ¿Ã µÃ'€Ð µÃ ³Ã ½Ã °Ã'‚Ã'Å', Ð ¿Ã'€Ð ¾Ã' Ã ¼Ã ¾Ã'‚Ã'€Ð µÃ'‚Ã'Å' Rule 5: Endings in First Conjugation Verbs First Conjugation verbs are those that in their infinitive form end in -Ð µÃ'‚Ã'Å', -Ð °Ã'‚Ã'Å', -Ã' Ã'‚Ã'Å', -Ð ¾Ã'‚Ã'Å', -Ã'Æ'Ã'‚Ã'Å', -Ã'‹Ã'‚Ã'Å'. Rule 6: How to Remember The Correct Conjugation Group Heres a helpful poem to remember which verbs are in the second conjugation group. КÐ ¾ Ð ²Ã'‚Ð ¾Ã'€Ð ¾Ã ¼Ã'Æ' Ð ¶Ã µ Ã' Ã ¿Ã'€Ã' Ã ¶Ã µÃ ½Ã'Å'Ã'ŽÐžÃ'‚Ð ½Ã µÃ' Ã µÃ ¼ Ð ¼Ã'‹ Ð ±Ã µÃ · Ã' Ã ¾Ã ¼Ã ½Ã µÃ ½Ã'Å'Ã' Ãâ€™Ã' Ã µ Ð ³Ã »Ã °Ã ³Ã ¾Ã »Ã'‹, Ã'‡Ã'‚Ð ¾ Ð ½Ã ° –Ð ¸Ã'‚Ã'Å',ИÃ' Ã ºÃ »Ã'ŽÃ'‡Ð °Ã'  Ð ±Ã'€Ð ¸Ã'‚Ã'Å', Ã' Ã'‚Ð µÃ »Ã ¸Ã'‚Ã'Å',Ð  Ð µÃ'‰Ð µ: Ã' Ã ¼Ã ¾Ã'‚Ã'€Ð µÃ'‚Ã'Å', Ð ¾Ã ±Ã ¸Ã ´Ã µÃ'‚Ã'Å', Ã' Ã »Ã'‹Ã'ˆÐ °Ã'‚Ã'Å', Ð ²Ã ¸Ã ´Ã µÃ'‚Ã'Å', Ð ½Ã µÃ ½Ã °Ã ²Ã ¸Ã ´Ã µÃ'‚Ã'Å',Ð ³Ã ½Ã °Ã'‚Ã'Å', Ð ´Ã'‹Ã'ˆÐ °Ã'‚Ã'Å', Ð ´Ã µÃ'€Ð ¶Ã °Ã'‚Ã'Å', Ã'‚Ð µÃ'€Ð ¿Ã µÃ'‚Ã'Å',Ð ¸ Ð ·Ã °Ã ²Ã ¸Ã' Ã µÃ'‚Ã'Å', Ð ¸ Ð ²Ã µÃ'€Ã'‚Ð µÃ'‚Ã'Å'. Rule 7: Finding The Stem To find the stem of a verb, take away the last letter from the first person singular form of the verb (Ã' ). For example, Ã'  Ð ³Ã'Æ'Ð »Ã' Ã'Ž becomes Ð ³Ã'Æ'Ð »Ã' . Next, take off the last three letters the ending from the second person singular form of the verb (Ã'‚Ã'‹). For example, Ã'‚Ã'‹ Ð ³Ã'Æ'Ð »Ã' Ã µÃ'ˆÃ'Å' becomes Ð ³Ã'Æ'Ð »Ã' . Finally, compare the two results. If they are the same, either result is the stem. If they are not the same, then the second result is the stem. Rule 8: Attaching The Ending Take the stem of your verb (Ð ³Ã'Æ'Ð »Ã' ) and find the correct ending based on the verbs conjugation group. If it is a first conjugation verb, use the endings -Ã'Æ' (-Ã'Ž),  -Ð µÃ'ˆÃ'Å' (-Ã'‘Ã'ˆÃ'Å'),  -Ð µÃ'‚ (-Ã'‘Ã'‚),  -Ð µÃ ¼ (-Ã'‘Ð ¼),  -Ð µÃ'‚Ð µ (-Ã'‘Ã'‚Ð µ), and -Ã'Æ'Ã'‚ (-Ã'ŽÃ'‚). If it is a second conjugation verb, use the endings -Ã'Æ' (-Ã'Ž),  -Ð ¸Ã'ˆÃ'Å',  -Ð ¸Ã'‚,  -Ð ¸Ã ¼,  -Ð ¸Ã'‚Ð µ,  -Ð °Ã'‚ (-Ã' Ã'‚). Exceptions Some verbs are conjugated with endings from both the first and the second conjugation forms. For example: Ã'  Ã'…Ð ¾Ã'‡Ã'Æ' (ya khaCHOO) - I wantÃ'‚Ã'‹ Ã'…Ð ¾Ã'‡Ð µÃ'ˆÃ'Å' (ty KHOchysh) - you wantÐ ¾Ã ½ / Ð ¾Ã ½Ã ° Ã'…Ð ¾Ã'‡Ð µÃ'‚ (on / aNA KHOchyt) - he / she wantsÐ ¼Ã'‹ Ã'…Ð ¾Ã'‚Ð ¸Ã ¼ (my khaTEEM) - we wantÐ ²Ã'‹ Ã'…Ð ¾Ã'‚Ð ¸Ã'‚Ð µ (vy khaTEEty) - you wantÐ ¾Ã ½Ã ¸ Ã'…Ð ¾Ã'‚Ã' Ã'‚ (aNEE khaTYAT) - they want Ã'  Ð ±Ã µÃ ³Ã'Æ' (ya byeGOO) - I am running / I runÃ'‚Ã'‹ Ð ±Ã µÃ ¶Ã ¸Ã'ˆÃ'Å' (ty byeZHYSH) - you (singular / familiar) are running / you runÐ ¾Ã ½ / Ð ¾Ã ½Ã ° Ð ±Ã µÃ ¶Ã ¸Ã'‚ (on / aNA byZHYT) - he / she is running / he / she runsÐ ¼Ã'‹ Ð ±Ã µÃ ¶Ã ¸Ã ¼ (my byZHYM) - we are running / we runÐ ²Ã'‹ Ð ±Ã µÃ ¶Ã ¸Ã'‚Ð µ (vy byZHYty) - you (plural) are running / you runÐ ¾Ã ½Ã ¸ Ð ±Ã µÃ ³Ã'Æ'Ã'‚ (aNEE byGOOT) - they are running / they run First Conjugation Example Ð ³Ã'Æ'Ð »Ã' Ã'‚Ã'Å' (gooLYAT) - to walk, to strollÐ ³Ã'Æ'Ð »Ã'  - the verbs stem Ã'  Ð ³Ã'Æ'Ð »Ã' Ã'Ž (ya gooLYAyu) - I am walking / I walkÃ'‚Ã'‹ Ð ³Ã'Æ'Ð »Ã' Ã µÃ'ˆÃ'Å' (ty gooLYAysh) - you (singular / familiar) are walking / you walkÐ ¾Ã ½/Ð ¾Ã ½Ã ° Ð ³Ã'Æ'Ð »Ã' Ã µÃ'‚ (on/aNA gooLYAyt) - he / she is walking / he/ she walksÐ ¼Ã'‹ Ð ³Ã'Æ'Ð »Ã' Ã µÃ ¼ (my gooLYAyim) - we are walking / we walkÐ ²Ã'‹ Ð ³Ã'Æ'Ð »Ã' Ã µÃ'‚Ð µ (vy gooLYAytye) - you (plural) are walking / you walkÐ ¾Ã ½Ã ¸ Ð ³Ã'Æ'Ð »Ã' Ã'ŽÃ'‚ (aNEE gooLYAyut) - they are walking / they walk Second Conjugation Examples Ð ´Ã'‹Ã'ˆÐ °Ã'‚Ã'Å' (dySHAT) - to breatheÐ ´Ã'‹Ã'ˆ - the verbs stem Ã'  Ð ´Ã'‹Ã'ˆÃ'Æ' (ya dySHOO) - I am breathing / I breatheÃ'‚Ã'‹ Ð ´Ã'‹Ã'ˆÐ ¸Ã'ˆÃ'Å' (ty DYshysh) - you (singular / familiar) are breathing / you breatheÐ ¾Ã ½/Ð ¾Ã ½Ã ° Ð ´Ã'‹Ã'ˆÐ ¸Ã'‚ (on / aNA DYshyt) - he / she is breathing / he / she breathesÐ ¼Ã'‹ Ð ´Ã'‹Ã'ˆÐ ¸Ã ¼ (my DYshym) - we are breathing / we breatheÐ ²Ã'‹ Ð ´Ã'‹Ã'ˆÐ ¸Ã'‚Ð µ (vy DYshytye) - you (plural) are breathing / you breatheÐ ¾Ã ½Ã ¸ Ð ´Ã'‹Ã'ˆÐ °Ã'‚ (aNEE DYshut) - they are breathing / they breathe Ð ²Ã ¸Ã ´Ã µÃ'‚Ã'Å' (VEEdyt) - to seeÐ ²Ã ¸Ã ´ - the verbs stem Ã'  Ð ²Ã ¸Ã ¶Ã'Æ' (ya VEEzhoo) - I am seeing / I see*Ã'‚Ã'‹ Ð ²Ã ¸Ã ´Ã ¸Ã'ˆÃ'Å' - you (singular / familiar) are seeing/ you seeÐ ¾Ã ½ / Ð ¾Ã ½Ã ° Ð ²Ã ¸Ã ´Ã ¸Ã'‚ - he / she is seeing / he / she seesÐ ¼Ã'‹ Ð ²Ã ¸Ã ´Ã ¸Ã ¼ - we are seeing / we seeÐ ²Ã'‹ Ð ²Ã ¸Ã ´Ã ¸Ã'‚Ð µ - you (plural) are seeing / you seeÐ ¾Ã ½Ã ¸ Ð ²Ã ¸Ã ´Ã' Ã'‚ - they are seeing / they see (*Please note that in some verbs, consonants positioned before the personal endings can change. Here, Ð ´ changes to Ð ¶ in first person singular.)