Anna Karenina, Death Foretold essays

Anna Karenina, Death Foretold essays The Understanding of Characters Through Relationships Relationships create strong holds in novels. They give a sense of what to base a character's acts and decision's on. Through how the author uses their tone and descriptions, relating to relationships, a sense of characterization can be developed. "Anna Karenina", by Leo Tolstoy, translated by Joel Carmichael, and "Chronicle of a Death Foretold", by Gabriel Garcia Marquez, translated by Gregory Rabassa, are no exception to this clause. Relationships form throughout these novels, by incorporating literary elements like characterization romanticism and realism, giving characters a sense of who they are, and the reader a sense of their role and reference to the story. In "Anna Karenina", relationships are built throughout the story helping for the reader to understand characters and who they are. One of the two major relationships taking place in the novel is between Anna Karenina and Levin. Anna Karenina, arguably the most important character to the novel, gets many of her key traits brought forth by relationship problems. Anna's search through her quest for love is purely emotional, and at the end of her character's life Anna's reason fails her. She has too much feeling and emotion, a trait shared by many of Tolstoy's characters. Her feeling from her relationship tend to overpower her thoughts and opinions, giving the novel a sense of romanticism. She becomes disgruntle. In the end, Anna can't hold her own wits. Tolstoy uses characterization to present Anna, through the relationships she has it can be understood her attitude and personal qualities. Levin, one of the main partners in a relationship with Anna, is the hero of Anna Karenina. Through Tolstoy's tone and description in the interaction between Anna and Levin it is almost gathered that Levin was created to merely point out his superiority, and his relationships with Anna does directly that. Where Anna continually m...

Find the Job Executive Assistant

Find the Job Executive Assistant The most perfect resume and cover letter in the world wont get you anywhere unless youve found the right job to send them to! The referral experts at CareerStep.com have some suggestions to turn your job search from isolated and unproductive to successful and efficient.Pounding the PavementFirst, a classic- walking your resume and cover letter into the office of a company youre interested in. Its not for every organization; do your research first and make sure they dont have an online application process you should submit through instead. Once youve identified companies that are likely to be receptive (look for smaller organizations that have an on-site hiring manager or HR department) dress professionally, print your materials on high-quality paper, and introduce yourself politely to the receptionist. Even if theyre not hiring at the moment, they may remember you favorably when they next have an opening.Newspapers/ClassifiedsThis one sounds retro too, but you can find some real gems buried in the wanted section of your local paper or papers from nearby towns and cities, if you happen to swing through and find the commute appealing.Online Job Search SitesThis is the most obvious and popular optionand if you dont have access to a computer regularly, there are likely libraries or even public employment offices near you that provide assistance. MediaBistro.com, Indeed.com, Monster.com, and even Craigslist.org (especially if youre looking for less formal or part-time work) all give you the option to create a profile and submit applications for job openings that are updated every single day.If you have a degree already, consider reaching out to your schools career officethey will likely have advisors able to consult on your resume, suggest places to submit, and provide recommendations and other resources for your search.Good luck!Finding Executive Assistant Positions!Read More at www.careerstep.com

Answer for 11 question Essay Example | Topics and Well Written Essays - 1250 words

Answer for 11 question - Essay Example An educated character would use education to find out the very basics of life which, as it is, is the most important aspects of life. Question 2 According to Plato, the Allegory of the cave is that human beings are chained to a wall (while facing the wall) behind them another wall with figures constantly walking across it. Behind the second wall is a pit of fire casting shadows on the wall for humanity to see and determine the object from its shadow. Freedom is breaking free from this wall on which one is chained on. In today’s life, the shadows can be compared to forms of media which paint the picture of how we humans should see things. Like believing all Muslims are terrorists. Freedom is getting away from such stereotypes. Question 3 The Bible details out, in the first three chapters in the book of Genesis, hoe creation was carried out by God and what became of man after his fall from grace. This imparts a very important lesson in people’s daily lives. First of all, the fact that man was created in the image and likeness of God is reason enough for each individual to consider themselves of equal importance to one another. Each individual is thus free from discrimination and owing to the fact that everyone is in God’s image and likeliness. ... tives who have lived together in harmony for several decades until Colonel Joll comes about and sows the seeds of suspicion between the two groups of people. Fear is one of the results of the suspicion between the two groups since each sees the other not as an old friend but a new enemy. In this confusion, the colonizers become more and more ruthless and barbaric even though they had called the natives ‘barbarous.’ Fear further manifests itself in the fact that the colonel Joll leads the Empire’s forces to burn trees along the river and thus keeps the natives fearful. Question 5 In the essay whose title appears above, George Orwell argues that it is detrimental to the understanding of one’s message by using parts of speech that only complicate the message intended for the audience. He faults political language for its distortion of meaning by saying that â€Å"This mixture of vagueness and sheer incompetence is the most marked characteristic of modern Engl ish prose, and especially of any kind of political writing.† This, he says, is used intentional by politicians to hide meaning from those they intend to serve. To the writers, he advices them to â€Å"Bad writers, and especially scientific, political, and sociological writers, are nearly always haunted by the notion that Latin or Greek words are grander than Saxon ones, and unnecessary words like  expedite, ameliorate, predict, extraneous, deracinated, clandestine, subaqueous, and hundreds of others constantly gain ground from their Anglo-Saxon numbers.? They should thus wean themselves off the use of unnecessarily complex words for simpler ones. Question 6 Cormac McCarthy discuses several themes in his book among them religion, belief, and race. He goes against the stereotype by depicting the black man as a

Ethical Health Care Organization Case Study Example | Topics and Well Written Essays - 2500 words

Ethical Health Care Organization - Case Study Example Again, I strongly believe that if I want my organization to be based on ethics than I have to lead and set an example for everyone. Unless, I am performing my duties based on ethics and values, I cannot expect others to do so. Setting up tone at the top level- For me to believe and wish that my employees should followed strong values and ethics; I have to lead the group. If I adhere to the highest standards of behavior, the rest of employees are more likely to follow suit. In building ethics from the onset- To ensure that the organization is built on strong foundation of ethics, I would like to communicate company's ethics and value and imbibe them in all the employees from the time they are hired. Providing safe channels for employees to report wrong doing- Unless employees are sure of privacy and confidentiality, they will be scared of stepping ahead and informing the management of any sort of wrong doing. I will have to make sure that the company has safe channels to report any kind of wrong doings or violations. Formed a year ago, EDS is a profit organization that aims to become a pioneer in providing health care services, which can be helpful to medical practices in improving their efficiency, maximize their revenue potential, and increase operational control. EDS provides back office services t... Providing safe channels for employees to report wrong doing- Unless employees are sure of privacy and confidentiality, they will be scared of stepping ahead and informing the management of any sort of wrong doing. I will have to make sure that the company has safe channels to report any kind of wrong doings or violations. Now few things about the Organization- EDS Formed a year ago, EDS is a profit organization that aims to become a pioneer in providing health care services, which can be helpful to medical practices in improving their efficiency, maximize their revenue potential, and increase operational control. EDS provides back office services to the medical practitioners all across the US from scheduling an appointment to processing the insurances. This helps the medical practices to focus on their real work- that is patient care. The company has a unique web based application- Synerios that provides an integrated set of tools for medical billing, collections, transcription, document management, electronic medical records, online medical supply purchasing, and business office staffing and health information exchange. The company's application- Synerios is based on the model that medical practices using this application do not need a big IT staff or a large upfront investment. Our staff takes care of the technology for clients. All that is required by clients is high-speed Internet access, computer, and a scanner to become a more efficient and profitable practice. The company even provides trainings to the client's staff on using the application efficiently and conveniently Plus EDS has 24 * 7 support staff to take care of

Notes on History of Dhammapada Essay Example for Free

Notes on History of Dhammapada Essay According to Wikipedia, Dhammapada is the most famous book of the Tipitakas. It is also the book that has been translated into English and other languages more times than any other book in Buddhist literature. According to Ven. K Sri Dhammananda (1988), the founder of Sudharma Buddhist Institute, Dhammapada (literally meaning The Words of Truth or The Path of Noble Truth) consists of 423 verses in Pali uttered by the Buddha on some 305 occasions for the benefit of a wide range of human beings. These sayings were selected and compiled into one book as being worthy of special note on account of their beauty and relevance for molding the lives of future generations of Buddhists. It is also surprising that according to Britannica Encyclopedia, Dhammapada is accepted both in Theravada Buddhism and in Mahayana Buddhism although there is a difference in the number of verses in the two versions. However, according to Encarta Encyclopedia, the most translated version is that of Theravada. The history of Dhammapada is also not so different in both branches of Buddhism. The Lord Buddha historically had to go round the northern India and Nepal preaching his Dhamma, meeting many people. According to the prescribed text book (Module no. A -Ya 2004) of the second year university students specializing Oriental Studies in Myanmar ), the Lord Buddha preached his Dhamma ( guides and sermons for the cessation of all the sufferings) both in the form of speech called cunniya and occasionally in poetically versed form called gatha. According to Ohn Myint , Daw (2004), the verses uttered by the Lord Buddha had been compiled by 500 Buddhist Senior Arahants in Rajaghyo, India, in the First Dhamma Council (Pathama Sangayana) in 483 BC. Venerable Buddhagosa, the most famous commentary author in Theravada Buddhism, wrote the commentary of Dhammapada named Dhammapada Atthakatha in Sri Lanka. In his commentary book, Ven. Buddha Gosa, studying thoroughly from the elderly monks and old canons, noted the historical backgrounds of the verses in Pali Language. In this book, he told the story of each verses including whom theses verses were uttered by Buddha for, where, how, when and why these verses were uttered by Lord Buddha and so on. According to Subhodha Lankara, a famous Buddhist Literary Guide throughout the history of Buddhism, the verses in Dhammapada and Buddhist Literature are composed and uttered by systematic rules of rhythm, rhyme and meter. Moreover, Thanissaro Bhikkhu (1997) writes as follows: As the Buddha himself is quoted as saying, Meter is the structural framework of verses. According to Goinka S. N, the founder of Vissapana Research Institute in India, verses in Dhammapada were just orally handed down at first before the fourth Dhamma Council held in Tambapai [Sri Lanka] in 29 B. C in which all of the Buddhist Scriptures were recorded on written forms on palm leaves. According to the Commentary of Dhammapada by Ven Buddhagosa, these verses are intentionally uttered in accordance with the listeners background knowledge, their social backgrounds, and the situations in order to enlighten their mind. As soon as the Lord uttered the verses, Ananda, the chosen attendant and constant companion of the Buddha during the last twenty-five years of his life. memorized it and handed down again to the other monks and people. According to Mahaparinibana Sutta in the first book of Suttanna Pitaka named Mahavagga, after the Lord passed into the nirvana ( His death), the senior Buddhist monks met together and held the First Buddhist Council in order to preserve the holy teachings of the Lord Buddha. In the council, all of the Buddhas teachings were divided into three parts. According to Goenka, S,N (1999), the founder of Vipassana Research Institute in India , the first part is known as the Vinaya Pitaka and it contains all the rules which Buddha laid down for monks and nuns.. The second part is called the Suttanna Pitaka and it contains the Discourses. The third part is known as the Abhidhamma Pitaka and comprises the psycho-ethical teachings of the Buddha. The first pitaka is Suttanna pitaka and it is divided into five parts according to the length and form of the discourses. The poetical verses that the Lord uttered were compiled into a book named Dhammapada. Dhammapada is included in the first part of Suttanna Pitaka named Khuddhakanikaya ( Short Discourses). According to Daw Ohn Myint, Professor of the Department of Oriental Studies, Yangon University of Distance Education ( 2004), throughout the history of Buddhism, Dhammapada has been studied and memorized by Buddhist monks. Even nowadays in Sri Lanka, the novices who want to be transformed into monkhood have to memorize all the verses in Dhammapada as a compulsory skill.

Margaret Atwoods The Handmaids Tale Essay -- Atwood Handmaids Tale

Margaret Atwood's The Handmaid's Tale The Historical Notes are important in the way we perceive the novel as they answer many important questions raised by the novel and also enhance some of the novels main themes. The first question it answers is the one raised at the end of the novel; that is whether Offred is stepping up into the,'darkness,' or the, 'light.' The reader finds out that Offred escaped Gilead, presumably into Canada, with the help of the,'Underground Femaleroad.' The reader also learns that it was Nick who orchestrated her escape, using his position as a member of the Eyes. This is important to the novel as it means that the novel can feasibly be a transcript of her story, a story she could not have told if she was dead. It is also important in a much more simple sense, that it satisfies the readers curiosity over what happens to the main character and brings the novel to a more satisfactory close. Over the course of the novel the reader has built up a close relationship with Offred through her telling her story completely in the first person. This has the effect of making the reader feel a close connection with Offred, and care what happens to her. The Historical Notes also place the novel in its historical context. The notes tell the reader the story of why Gilead implemented the Handmaids in the first place, with the widespread reproduction problems caused by the,' AIDS epidemic,' and leakages from, 'chemical warfare stocks.' This is important to the novel as a whole as it outlines the reasons Gilead has for implementing the Handmaids and shows that there was an actual reason behind the methods of Gilead. This has the effect of making the society seem more realistic, which adds... ... The fact that Piexto criticizes Offred for her account, 'she does not see fit to supply us with her original name,' demonstrates his misunderstanding of the account, that Piexto sees it purely in the context of what he can learn from it about Gilead, and does not seem to care for Offred's, 'whiff of emotion,' or what Offred seems to have suffered through. The fact that Piexto's lecture is based on ,' Problems of Authentication,' again shows a complete disregard for what Offred went through, and again demonstrates his misunderstanding of the entire Tale. Atwood uses Piexto's misunderstanding to again make a warning to society; again that what happens in the novel could happen again. This could again be a comment on society and university education by Atwood; that everyone is so concerned with facts, figures and dates, they often forget, 'the human heart.'

The Air Traffic Controllers Strike of 1981

In this study, I intend to provide an overview of the air traffic controllers' strike that occurred in 1981. This strike came at the peak of increased tension between the air traffic controllers union, PATCO, and the FAA, a federal agency charged with overseeing the management of all civil air flights. The strike occurred on August 3, 1981. On that day, approximately 12,000 air traffic controllers went on strike, effectively crippling the civil air industry. As members of PATCO, these individuals certainly felt they had the right to strike; however, under the terms of certain laws affecting federal employees, the air traffic controllers, in fact, did not have this right. As a result, President Reagan immediately threatened that any air traffic controller not back at work within 48 hours of the start of the strike would lost his or her job. Three days later, the FAA issued 12,000 dismissal notices and the strike officially came to an end (Spector, 1982, p. ). Of particular interest to me is not only the details and particulars of this strike, but also the structural circumstances that precipitated it and why compensation negotiations were ineffectual. Therefore, I will focus the remainder of this overview on several key points: the internal and external environmental forces that led to the strike, specific human resources issues that made air traffic controllers apt to strike, and a review of the negotiation process and the failed proposals on both sides. In the course of this evaluation, I will discuss some of the major players in the strike, analyze some of the fundamental causes of this strike, and even present at least one alternative solution that was proposed at the time and should have probably been implemented without fail. In this, I intend to illustrate the nature of the air traffic controllers' strike of 1981 and the factors that made it all but inevitable. To begin with, let's consider some of the major players who were involved in the air traffic controllers' strike. First, there is the FAA. This is the federal agency that was established in 1958 to manage all civilian air flights in the United States. At the time of the strike, all air traffic controllers in the United States were trained, certified, and employed by the FAA (Spector, 1982, p. 1). In other words, the FAA had a literal stranglehold on the market for air traffic controllers in the United States. To work in the United States as an air traffic controller, thus, meant that one had to work with the FAA and abide by their prescriptions for how air traffic controllers should be employed. Second, we should consider PATCO, or the Professional Air Traffic Controllers Organization. This group was affiliated with the AFL-CIO and was created in 1968. It was, in short, a union of air traffic controllers. During the 1970s, in particular, PATCO grew at a tremendous rate (Spector, 1982, p. 2). By the time the potential strike rolled around, most of the air traffic controllers in the United States were members of PATCO. Third, we should consider the head of PATCO, the man who lead the organization down the more militant path towards strike and whose ultimate negotiations with the FAA would precipitate the strike in the first place. Robert Poll took the reins at PATCO in 1980, partially in response to attitudes within the organization that felt a more aggressive stance was needed towards the FAA on the part of unionized air traffic controllers (Spector, 1982, p. 2). In this context, we can see that Poll and PATCO were immediately at odds with the FAA, which as an organization naturally wanted to maintain its monopolistic control over the supply of air traffic controllers. The conflict between the two primary players in this strike-the FAA and PATCO-was only exasperated by certain pieces of federal legislation that prohibited federal employees from using strikes, sit-ins, or work slow downs to affect changes in their employment status. Legislation such as the Federal Relations Labor act prevented federal unionized employees to use their union status for anything other than collective bargaining (Spector, 1982, p. 2). This structural component of the issue further tied the figurative hands of PATCO and the air traffic controllers. It may even have precipitated a strike if the air traffic controllers felt cornered and desperate in their dealings with the FAA. If the air traffic controllers did not think there was any possibility of seeing their demands met-and how could they, if they were not permitted to use the threat of a strike? -then it is possible that they would have instigated the strike in desperation. There were a number of other issues that certainly led to a strike-style conflict between the FAA and PATCO. For example, of the 17,275 air traffic controllers employed in July 1981, all had to take part in a seventeen-week training course and then participate in on-the-job training for an additional two to four years. The FAA estimated that the total cost of training an air traffic controller amounted to $175,000 (Spector, 1982, p. 4). From the perspective of the FAA, labor negotiations were unlikely to result in higher pay rates or other forms of compensation. From the federal perspective, a significant amount of money had already been invested in these individuals; more was not a viable option. For the air traffic controllers, however, increased pay was the least of their concerns. As air traffic controllers knew all too well, the job of managing dozens of aircraft from the ground simultaneously was not easy. When PATCO went to the negotiation table with the FAA prior to the strike, they listed a number of concerns and problems that they wanted to see corrected. These included, but were not limited to, the following. One, PATCO was concerned about access. The FAA gave unfettered access to airports at any time, to anyone. The result was extremes of traffic during peak and off hours of the day or week. PATCO also cited poor supervision from individuals who were often paid more than the air traffic controllers to do nothing more than shift paperwork around. Safety responsibility was also a concern-given the demands of the job and the life-or-death nature of it, some air traffic controllers felt that there should be a better system of managing and accepting responsibility. Finally, the air traffic controllers were concerned about their pay scale, especially lost overtime hours according to federal mandate (Spector, 1982, p. 10-11). Salaries for air traffic controllers were reasonable for the period, however some federal regulations placed a cap on the amount that any individual could earn as a federal employee. Additionally, limitations were made regarding the amount of pay that could be awarded during any two week period, regardless of hours worked. This fact, combined with the extremely stressful nature of the job, upset many at PATCO (Spector, 1982, p. 4,6). The fact that the FAA rated as one of the poorest employers of air traffic controllers worldwide in terms of hours worked per week, vacation days, and sick leave only made matters worse (Spector, 1982, p. 5). Thus, when the FAA and PATCO went to the negotiation table in the days and weeks preceding the strike on August 3, there were a number of issues that had to be resolved between them. The air traffic controllers felt overworked, overstressed, and under appreciated in general. The FAA felt that it had the upper hand because the air traffic controllers were unable, by federal law, to go on strike. For this reason, the eventual strike-in hindsight-seems all but inevitable. In fact, the assumption that the FAA had the upper hand in the negotiations may have led directly to their counter offer which was much more conservative than the original PATCO demands. PATCO wanted an increase in salaries, a new maximum salary limit, a reduction in the work week, earlier retirement benefits, and cost of living adjustments to be made twice a year. The FAA negotiator, John Helms, estimated that this package would cost the government around $744 million the first year. He countered with a proposal that would only cost $40 million the first year, but which was a significantly watered down version of PATCO demands (Spector, 1982, p. 10). The union rejected this offer and went back to the negotiation table. When the second counter offer from the FAA was also not to their liking, they voted 95% in favor of going on strike (Spector, 1982, p. 11). The consequent strike on August 3, 1981 cost most of PATCO members their jobs and ended up costing the aviation industry, as well as associated industries such as tourism and hotels, millions of dollars in lost profits. Given these myriad environmental forces, symptoms and causes, and the inherent conflict between the FAA and PATCO, it is little wonder that a strike was the ultimate result between the negotiations between the FAA and PATCO. But what might have been done differently, what other solution might have worked in the past to alleviate the problems that occurred? For an answer I turn to Lane Kirkland of the AFL-CIO who said at the time, â€Å"The air traffic control system is a purely subsidized service the government is providing for the private airline industry. Under the Reagan doctrine of getting the government off people's backs, you'd think they might try to turn the whole thing over to the industry to run instead of using the might and majesty of the government to suppress a strike† (Spector, 1982, p. 4). In fact, this is exactly the solution that I would have suggested at the time and would advocate today as a solution to the mess that the FAA found itself in in 1981. If the FAA had been privatized, the concerns and issues that air traffic controllers were having could have been easily resolved between PATCO and the airline industry, in whose best interest it would have been to resolve the matter to keep planes in the air and profits in the black. Instead, the government used an ineffective law to force almost 12,000 people out of work who were simply trying to use the power of the strike to leverage themselves better working conditions. Especially when we consider the magnitude of the job that air traffic controllers did (and do) and the safety of countless lives that could have been at stake, it is even amazing that the government responded to the legitimate concerns of air traffic controllers in the way that it did.

Analysis of ‘Teenage challenge’ article

Q.- Read the article ‘The Teenage Challenge' and comment on:- * The content of the article. (message) * The language features. * The design features. * Any other aspect you think is relevant. > Structure The article ‘The Teenage Challenge' was published in The Daily Mail, Friday, December 27, 2002. It is divided into two parts/sections, the first section written by Sarah Harris, Education correspondent; and the second by Edward Enfield (Father of Harry†¦). > The content of the article. The article ‘The Teenage Challenge' is divided into two sections and is written in response to Charles Clarke's (education secretary) ideas of introducing the 18 ‘Basic skills'. The first section by Sarah Harris projects both the positive and negative view points, supported by comments from various personalities. Edward Enfield, in the second section is deadly against the education secretary's views and is rather sarcastic in his comments but rarely supported by authoritative opinions. > The language features The title ‘The Teenage Challenge' consists of three words which perfectly suit the conventions about the title. The sub-heading of the first half seems like a continuation as it begins with ‘OR'. The subheading of the second half looks like a sentence rather than a title. The by-line is given in both the sections. In the case of the first section, the designation of the writer (Education Correspondent) Sarah Harris is given, while in the second the Edward Enfield is just identified as a father of Harry, who created Kevin the Teenager. The beginning of the first half is capitalized ‘ANYONE' which catches the reader's attention. This also provides a generalized viewpoint. Throughout the article; we can see many examples of alliteration as well as assonance. These serve to stress the ideas put forward by the writer, e.g.: ‘picking up piles', ‘from their bedroom floor', ‘top five task' and ‘this is his business', ‘traditional parental' are assonance. The alliteration and assonance used in ‘Parents' patience' in the sub-heading of the first half gives it more effect similarly, the alliteration and assonance in the sub-heading of the second half -‘The useful thing would be teaching them how to read'. The paragraphs are kept relatively short, that sometimes a single sentence takes us the whole paragraph, so we can say sentences used mainly are complex and in some cases compound. E.g.: ‘Yet, with the experience of two months as Education Secretary, Charles Clarke reckons parents should be requiring them to do a whole lot more' this is a complex sentence having one main clause ‘Charles Clarke†¦..more' and the subordinate clause ‘Yet with the experience†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Secretary'. ‘Of course it maybe that teenagers of today are particularly stupid, but I think they are only stupid at intelligent things like reading books' is a compound sentence having two independent clauses joined together by the conjunction ‘but'. Most of the paragraphs seems like a continuation of the previous one, beginning with conjunctions, otherwise called paragraph connectives. E.g.: ‘Yet', ‘like', ‘And'. All throughout the article, there are words in a single speech marks/quotes. This gives a suggestion that somebody else's word not necessarily approved by the writer. E.g.: ‘life skills', ‘nanny state', ‘top five'. When the quotation continues to the next paragraph, the speech marks are not closed but are reopened. ‘As†¦..without help. ‘we†¦adult life. ‘I†¦.old'. To support her viewpoints, Sarah Harris has quoted from different sources. E.g.: ‘Rebecca O'Neil, a researcher', ‘Conservative Education spokesman oraham Brady', all their words adds more authority. Edward Enfield, on the other hand has only given his personal opinions, not at all imbibing other's ideas. The first half of the article henceforth looks more objective, while the second seems subjective. The scientific terminology as well as mathematical terms add weight to this article. E.g.: ‘botulism', ‘proteins', ‘imperials', ‘metric units'. The positive word used by the economist ‘boom' ends the article in an affirmative tone. The quotes are introduced by, e.g.: ‘Conservative education spokesman Graham Brady said' rather than followed by it as in the case of fiction. The use of statistical or numerical data shows how precise the authors are. E.g.: ‘All by the age of 16.', '18 basic activities', '15 other things'. The slang and colloquial language used in the article makes it an informal one and shows the friendly approach of the writers and their effectiveness. E.g. ‘any of this is his business.', ‘he was flipped'. The use of hyphen gives a pause to the reader, as well as to show the breakup of ideas. E.g.: ‘As any parent-or indeed any TV viewer familiar with my son's comic creation-can testify, teenagers are proud to be ‘Kevins'. There are many compound words used especially in the second half, e.g.: ‘not-too-difficult', ‘over-joyed', ‘rave-up'. The use of the rhetorical question ‘why on earth†¦such trivia?' is meant to give a stress on the basic idea it tries to convey. The 18 basic skills put forward by Charles Clarke is introduced by using -ing form of the word. E.g.: ‘cooking', ‘working', ‘cleaning'. The second half is dominated by the use of the negative words, e.g.: ‘shattered†¦.noise†¦.filthy'. the collective noun ‘horde' which normal refers to hooligans shows the uncivilized nature of the youngsters. > The design features: The entire article is enclosed in a rectangular frame. The title ‘The Teenage Challenge' is written in bold, big lettering and stands out from the rest of the copy. The sub-heading of the first half is larger than the text but not as striking as the title. It is also underlined. Whereas, the sub-heading of the second half is bolder but not as the title and is not underlined. The by-line in both the halves is written in bold and in the second section, a close-up photograph of the writer is also given. The picture of the clumsy slouching teenager taken from a close-up, eye-level shot is immediately striking to the reader's eyes. The teenager covers a rectangular frame which has the title ‘Preparing for life in the real world' written in white lettering on a black background. Within the rectangular frame, there are three photographs and a note pad. The photographs are given with a caption. The picture of Prince William, a royal example adds authority. The second picture uses the proverb ‘knowledge is power'. These photographs can be considered as a photo-montage taken from a high-level, close-up shot. The notepad is slightly titled and comes out from the frame which shows the power the youngsters will have once they acquire these 18 Basic Skills. These skills are mentioned in the notepad with numbering and on alternate dark and light backgrounds. > Any other aspect you think is relevant. This is an article written using the code of written language and still graphic images. This is meant for youngsters, their parents and adults who are mostly involved in teenager's education. The purpose of this article is to inform us about Charles Clarke's idea of 18 Basic Skills and persuade the readers to give their opinions and suggestions to it. The article was effective in conveying the idea of 18 Basic Skills. As a reader, I was able to grasp both the positive and negative viewpoints behind introducing these 18 Basic Skills in school curriculum. According to my opinion, the schools must concentrate more on academics rather than the practical skills. The basic skills can be learned at home but they shouldn't be made a criteria for judging the teenagers.

Civil Richard Nixon and Search Engine Essay

Civil Richard Nixon and Search Engine Essay Civil: Richard Nixon and Search Engine Essay Part1: Explain how events such as the Vietnam War and Watergate affected the American public’s opinion of the U.S government.? Well what it’s trying to say are many Americans especially the public was affected by many events Part2: Two on Watergate What search engine did you use? I used Bing What words did you type into the search engine to get your results? How did the Watergate affect the Americans public opinion of the u.s government What sources did you choose? Provide the web address and title of each source. 1. http://en.allexperts.com/q/U-S-History-672/2011/2/Effects-Watergate-America-View.htm 2. http://openstudy.com/updates/520c0263e4b0f627eb19daaa Two on the Vietnam War What search engine did you use? I used bing for both What words did you type into the search engine to get your results? I typed in how events of Vietnam affected the American public. What sources did you choose? Provide the web address and title of each source. 1. rationalrevolution.net/war/american_involvement_in_vietnam.htm 2. http://history1900s.about.com/od/vietnamwar/a/vietnamwar.htm Part3: Source1: Vietnam war: American didn’t want to get involved in the Vietnam war, neither did the u.s. soldiers. The soldiers didn’t fight for America because they belive there was no war. The original audience would have been the newspaper readers and political people. The purpose of this website is to show how the Vietnam affected most of the Americans and how they didn’t want to go to war This source goes depth about the Vietnam and what they went thru. It also shows how many of the Americans didn’t want to enter of the war and the causalities and deaths from this war. "We found that not only was it a civil war, an effort by a people who had for years been seeking their liberation from any colonial influence whatsoever, but also we found that the Vietnamese whom we had enthusiastically molded after our

Pauses in Speech and Writing

Pauses in Speech and Writing In phonetics, a pause is a break in speaking; a moment of silence. Adjective: pausal. Pauses and Phonetics In phonetic analysis, a double vertical bar (||) is used to represent a distinct pause. In direct speech (in both fiction and nonfiction), a pause is conventionally indicated in writing by ellipsis points (. . .) or a dash (- ). Pauses in Fiction Gwen raised her head and spoke haltingly, fighting back tears. He told me Tuesday there was too much damage . . . She wiped her wet face with her fingers. But he wants to send her to a specialist in Memphis. (John Grisham, A Time to Kill. Wynwood Press, 1989)Anyone who is guilty of such practices . . ., he paused for effect, leaning forward and staring at the congregation, . . . anyone in town . . ., he turned and looked behind him, at the monks and nuns in the choir, . . . or even in the priory . . . He turned back. I say, anyone guilty of such practices should be shunned.He paused for effect.And may God have mercy on their souls. (Ken Follett, World Without End. Dutton, 2007) Pauses in Drama Mick: You still got that leak.Aston: Yes.Pause.Its coming from the roof.Mick: From the roof, eh?Aston: Yes.Pause.Ill have to tar it over.Mick: Youre going to tar it over?Aston: Yes.Mick: What?Aston: The cracks.Pause.Mick: Youll be tarring over the cracks on the roof.Aston: Yes.Pause.Mick: Think thatll do it?Aston: Itll do it, for the time being.Mick: Uh.Pause.  (Harold Pinter,  The Caretaker. Grove Press, 1961) The pause is a pause because of what has just happened in the minds and guts of the characters. They spring out of the text. Theyre not formal conveniences or stresses but part of the body of the action. (Harold Pinter in Conversations With Pinter by Mel Gussow. Nick Hern Books, 1994) Pauses in Public Speaking If you prefer to read your speech, make sure to pause frequently, take a breath, look up, and scan the audience. . . .Besides allowing you to fill your lungs with air, pausing also allows the audience to absorb the spoken words and create pictures in their own minds. The habit of pausing eliminates the dreaded um and err and adds emphasis to your last point. (Peter L. Miller, Speaking Skills for Every Occasion. Pascal Press, 2003) Pauses in Conversation There are even rules about silence. It has been said that, in a conversation between two English speakers who are not close friends, a silence of longer than four seconds is not allowed (which means that people become embarrassed if nothing is said after that time- they feel obliged to say something, even if it is only a remark about the weather.) (Peter Trudgill, Sociolinguistics: An Introduction to Language and Society, 4th ed. Penguin, 2000) Types and Functions of Pauses A distinction has been drawn between silent pauses and filled pauses (e.g. ah, er), and several functions of pause have been established, e.g. for breathing, to mark grammatical boundaries, and to provide time for the planning of new material. Pauses which have a structural function (juncture pauses) are distinguished from those involved in hesitation (hesitation pauses). Investigations of pausal phenomena have been particularly relevant in relation to developing a theory of speech production. In grammar, the notion of potential pause is sometimes used as a technique for establishing word units in a language- pauses being more likely at word boundaries than within words. (David Crystal, Dictionary of Linguistics and Phonetics, 6th ed. Blackwell, 2008) Systematic pausing . . . performs several functions: marking syntactic boundaries;allowing the speaker time to forward plan;providing semantic focus (a pause after an important word);marking a word or phrase rhetorically (a pause before it);indicating the speakers willingness to hand over the speech turn to an interlocutor. The first two are closely connected. For the speaker, it is efficient to construct forward planning around syntactic or phonological units (the two may not always coincide). For the listener this carries the benefit that syntactic boundaries are often marked. (John Field, Psycholinguistics: The Key Concepts. Routledge, 2004) Lengths of Pauses Pausing also gives the speaker time to plan an upcoming utterance (Goldman-Eisler, 1968; Butcher, 1981; Levelt, 1989). Ferreira (1991) showed that speech planning-based pauses are longer before more complex syntactic material, whereas what she terms timing-based pauses (after already spoken material), tend to reflect prosodic structure. There is also a relationship between pause placement, prosodic structure, and syntactic disambiguation across a range of languages (e.g., Price et al., 1991; Jun, 2003). In general, tasks that require greater cognitive load on the speaker or that require them to perfom a more complex task other than reading from a prepared script result in longer pauses . . .. For example, Grosjean and Deschamps (1975) found that pauses are more than twice as long during description tasks (1,320 ms) than during interviews (520 ms) . . .. (Janet Fletcher, The Prosody of Speech: Timing and Rhythm. The Handbook of Phonetic Sciences, 2nd ed., edited by William J. Hardcast le, John Laver, and Fiona E. Gibbon. Blackwell, 2013) The Lighter Side of Pauses: Joke-Telling [A] critical feature in the style of all stand-up comedians is a pause after the delivery of the punch line, during which the audience laughs. The comic usually signals the onset of this critical pause with marked gestures, facial expressions, and altered voice intonation. Jack Benny was known for his minimalist gestures, but they were still discernible, and worked wonderfully. A joke will fail if the comic rushes to his next joke, providing no pause for audience laughter (premature ejokulation)- this is comedys recognition of the power of the punctuation effect. When the comic continues too soon after delivery of his punch line, he not only discourages, and crowds-out, but neurologically inhibits audience laughter (laftus interruptus). In show-biz jargon, you dont want to step on your punch line. (Robert R. Provine, Laughter: A Scientific Investigation. Viking, 2000)

Canada-china computer crisis josephj.distefano Case Study

Canada-china computer crisis josephj.distefano - Case Study Example The team was to develop a program that had to be launched at a trade fair. The program was going on well but Yulan was the only person who had worked on the actual coding of the program while Paul Horn and other members had provided support in the form of briefings, some writing work and supplies. Interestingly at the eleventh hour, Yulan chooses to change the program and removes the traces of original work completely. She tells Horn that she had done this to make sure that she was given proper credit for her work. Yulan Sun was insistent that her work and individual contribution be acknowledged explicitly since she had worked long hours all by herself in the completion of the program. Paul Horn on the other hand found this rather absurd and reminded Yulan rather cogently that he and his team had done a lot of work on the project and thus securing individual credit for work was a ridiculous demand. In case Yulan Sun refuses to provide the code of the program, the project would be a disaster. The deadline would be over and the firm will not be able to participate in the trade fair where the program was scheduled for launch. Yulan Sun was on the other hand was adamant that it was her program and she could do whatever she chose to with the program. She is willing to provide the code if her individual work is acknowledged and if credit was given to her in explicit terms. Yulan had no issues with the team receiving bonuses or some credit but she wanted the program to remain in her name. This was unacceptable to Paul Horn who felt that it was a team effort and would thus be acknowledged in the same way. Analysis: This case has often been analyzed in the collectivism/individualism framework, which obviously doesn't apply here. Yulan coming from a culture that respects collectivism is looking for individual acknowledgement while Paul Horn born into a individualistic culture recognizes team effort. This is then a paradoxical situation. Studying the case closely, we realize that the standoff is grounded in differing definitions of teamwork and team ethics that exist in two different cultures. For Paul Horn who is a typically modern Canadian, teamwork means every person playing the role assigned to them and all must seek the same result. They must not get into each other's way but instead concentrate on their part in the project and bring the project to fruition. Yulan Sun on the other hand feels that teamwork is all about helping out each other. She believes that the main objective of a team is to assist each other. However when she came to Canada she realized that no one actually worked this way rather everyone tried to stay out of each other's work and path. The Canadians felt this was the right way of doing teamwork while Yulan Sun found it against her idea of teamwork and ethics. For this reason, Yulan demanded that her work be acknowledged separately because from where she stood, she couldn't see anyone doing any work on the project. Others had not assisted her when she stayed up all night to complete her task. Paul Horn feels that they had played their part in the project effectively. Conclusion: Instead of focusing on collectivism and individualism framework, this conflict must be resolved by focusing on the differing definit