Operation management Essay Example | Topics and Well Written Essays - 1500 words - 1

Activity the executives - Essay Example Before the finish of 2013, Apple has effectively propelled seventh era iPhones, specifically iPhone 5C and iPhone 5S (â€Å"Q1 2014 Unaudited Summary Data†). iPhones have been amazingly mainstream since its initiation mostly inferable from the unmatched plan and elite highlights just as various programming and applications to utilize. Since its dispatch, Apple has had the option to make a specialty set of steadfast clients, which is persistently expanding in numbers. The net deals of Apple iPhones expanded 9 percent from 156.5 dollars in 2012 to 170.9 billion dollars in 2013 (â€Å"Q1 2013 Unaudited Summary Data†). Generally speaking units of iPhone sold were just about 150 millions out of 2013 contrasted with 125 million out of 2012 (â€Å"Q1 2013 Unaudited Summary Data†). Advertisers and examiners have contended that expansion in the offer of iPhone 5 is significantly because of its propelled programming and more noteworthy offices as far as applications just as alluring structure. A study including 4000 customers from the US uncovered that expectation and gossipy tidbits identified with iPhone 6 has outperformed all other recently propelled iPhones. Additionally, the quantity of shoppers holding up to pre-request iPhone 6 is higher contrasted with that of iPhone 5 (â€Å"iPhone 5 Release Could Push Apple to 170 Million Units Sold Annually†). The discharge date of iPhone 6 is normal around September 2014, which is like other iPhone dispatches. Likewise, the new iPhone 6 will be accessible in two distinct sizes, alongside a totally different plan and progressed working framework. All in all, Apple the board is envisioning a gigantic income turnover following the dispatch of iPhone 6. So as to comprehend the business estimate and pattern for iPhone 6, the normal worldwide deals of iPhone following one month of its dispatch can be determined. It is seen that a lion's share of the iPhone dispatches happen in August or September of a money related year. Besides, during these months, the happy season

Chinese Birthday Customs of for Elderly People

Chinese Birthday Customs of for Elderly People Generally, Chinese individuals don't give a great deal of consideration to birthday events until they are 60 years of age. The 60th birthday celebration is viewed as a significant purpose of life and there is frequently a major festival. From that point onward, a birthday festivity is held at regular intervals; on the 70th, 80th, and so on, until the people demise. For the most part, the more seasoned the individual is, the more noteworthy the festival event is. Checking the Years The conventional Chinese approach to check age is unique in relation to the Western way. In China, individuals take the principal day of the Chinese New Year in the lunar schedule as the beginning stage of another age. Regardless of in which month a kid is conceived, he is one year old, and one more year is added to his age when he enters the New Year. So what may confuse a Westerner is that a youngster is two years of age when he is really two days or two hours old. This is conceivable when the youngster is conceived on the most recent day or hour of the previous year. Commending an Elderly Family Member It is frequently the adult children and girls who praise their older guardians birthday celebrations. Thisâ shows their regard and communicates their much obliged for what their folks have accomplished for them. As per the customary traditions, the guardians are offered nourishments with cheerful emblematic ramifications. On the birthday morning, the dad or mother will eat a bowl of long-life noodles. In China, long noodles represent a long life. Eggs are additionally among the best decisions of food taken on a unique event. To make the event great, different family members and companions are welcome to the festival. In Chinese culture, 60 years makes a pattern of life and 61 is viewed as the start of another life cycle. At the point when one is 60 years of age, he is relied upon to have a major family loaded up with youngsters and grandkids. It is an age to be glad for and celebrated. Customary Birthday Foods Despite the festivals scale, peaches and noodlesboth indications of long lifeare required. Curiously, the peaches are not genuine, they are really steamed wheaten food with a sweet filling. They are called peaches since they are made looking like peaches. At the point when the noodles are cooked, they ought not be stopped, as abbreviated noodles can have a terrible ramifications. Everybody at the festival eats the two nourishments to stretch out their all the best to the long-life star. The ordinary birthday presents are typically two or four eggs, in length noodles, counterfeit peaches, tonics, wine and cash in red paper.

Self-Injury Symptoms, Causes, Diagnosis, and Treatment

Self-Injury Symptoms, Causes, Diagnosis, and Treatment Depression Causes Print An Overview of Self-Injury and Cutting By Nancy Schimelpfening Nancy Schimelpfening, MS is the administrator for the non-profit depression support group Depression Sanctuary. Nancy has a lifetime of experience with depression, experiencing firsthand how devastating this illness can be. Learn about our editorial policy Nancy Schimelpfening Medically reviewed by Medically reviewed by Daniel B. Block, MD on January 27, 2020 twitter linkedin Daniel B. Block, MD, is an award-winning, board-certified psychiatrist who operates a private practice in Pennsylvania. Learn about our Medical Review Board Daniel B. Block, MD Updated on February 04, 2020 Antonioguillem / istockphoto More in Depression Causes Symptoms Diagnosis Treatment Types Childhood Depression Suicide In This Article Table of Contents Expand Symptoms Causes Diagnosis Treatments Coping View All Back To Top Self-injury involves self-inflicted, nonsuicidal bodily harm that is severe enough to either cause tissue damage or to leave marks that last several hours. Cutting is the most common form of self-injury but burning, headbanging, and scratching are also common. Other forms of self-harm include biting, skin picking, hair pulling, hitting the body with objects, or hitting objects with the body. Symptoms Self-harm is not always easy to detect because people often try to hide it. Some signs that a person might be self-injuring include: Scars that occur in a pattern, sometimes restricted to one area of the bodyKeeping sharp objects, such as knives, needles, or razor blades, on handFresh scars, scratches, bite marks, or bruisesRepeatedly rubbing one area of the bodyWearing long sleeves and pants even in very hot weatherLow self-esteemNegative self-talk, statements of hopelessnessFeelings of worthlessnessUnpredictable, impulsive behaviorMaking excuses to explain away visible injuries Warning Signs People who self-injure become very adept at hiding scars or explaining them away. Look for signs such as a preference for wearing concealing clothing at all times (e.g., long sleeves in hot weather), an avoidance of situations where more revealing clothing might be expected (e.g., unexplained refusal to go to a party), or unusually frequent complaints of accidental injury (e.g., a cat owner who frequently has scratches on her arms). Methods of self-injury can include: CuttingBurningScratchingSelf-hittingPinchingHead-bangingPiercing skin with needles or sharp objectsHair pullingInserting objects under the skin People sometimes only engage in one form of self-injury, but it is not uncommon for multiple methods to be used. The arms are one of the areas that people self-harm most frequently, but other areas of the body including the legs and torso are also common targets.   Causes Self-harm is a complex condition that has no simple explanation. Although suicidal feelings may accompany self-injury, it does not necessarily indicate a suicide attempt. Most often self-harm is simply a mechanism for coping with emotional distress. People who select this emotional outlet may use it to express feelings, deal with feelings of unreality or numbness, stop flashbacks, punish themselves, or relieve tension. Self-harm is not recognized as a mental illness, but the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) lists nonsuicidal self-injury as a proposed condition under the category of conditions in need of further study.   Self-injury is also associated with certain conditions including depression, bipolar disorder, OCD, borderline personality disorder, PTSD, eating disorders, anxiety disorders, and alcohol and substance use. Risk Factors Risk factors for self-injury include: Sex: Females are thought to self-injure at a greater rate than malesAge: Teens and young adults are more likely to self-harm  Mental disorders: Having another mental health condition can increase the risk of self-injuryTrauma: Past stress and trauma during childhood can increase the risk of self-injury behaviorsDrug and alcohol misuse: Cutting, burning, and other forms of self-harm may occur when a person is under the influence of a substance Self-injury indicates a lack of coping skills for dealing with severe emotional distress. People who self-harm may struggle to understand and manage their emotions. They also may not have the necessary skills to cope with stress and trauma in healthy ways. Although self-injury such as cutting is recognized as a common problem among the teenage population, it is not limited to adolescents. People of all sexes, nationalities, socio-economic groups, and ages can self-injure. While suicide is not the intent of self-injury, self-harm has a strong association with suicide attempts. In one study of adolescents, 46% who had engaged in nonsuicidal self-injury went on to attempt suicide before the age of 21.?? Diagnosis Self-injury is not a recognized disorder, but it is a sign that a person needs help coping. A doctor will start by evaluating whether or not the individual is suicidal and treating any physical injuries that are present. A doctor or therapist will then evaluate the persons health history including: The emotions that are associated with the behaviorsHow long the self-injury has been taking placeThe severity and types of injuries that have taken place The next step is to determine if the individual has a coexisting psychiatric condition and to evaluate if the person is at risk for suicide. Once these assessments have been made, the doctor can make recommendations for treatment. Treatments Medications such as antidepressants, mood stabilizers, and anxiolytics may alleviate the underlying feelings that the patient is attempting to cope with through self-injury. In addition to treating any coexisting psychiatric conditions, cognitive-behavior therapy (CBT) can be an effective treatment for nonsuicidal self-injury. This type of therapy addresses underlying negative thought patterns as well as the harmful behaviors themselves. Another important aspect of treatment is learning better coping mechanisms to replace the self-harm behaviors. Once the person is stable, therapeutic work should be done to help cope with the underlying problems that are causing their distress. Some experts say that hospitalization or forced stopping of the self-injury is not a helpful treatment. It may make the doctor and involved friends and family feel more comfortable, but does nothing to help the underlying problems. Further, the person is generally neither psychotic nor actively suicidal and will benefit more from working with a doctor who is compassionate to the reasons that they are hurting themselves. A desire to cooperate and get well is a major factor in recovery. Of course, if you or a loved one has a life-threatening injury or might attempt suicide, call 911 immediately. Coping If someone you know is engaging in cutting or some other form of self-injury, there are things that you can do to offer support and assistance. Offer non-judgmental support. People who engage in self-harm tend to be self-critical and struggle with feelings of worthlessness. Show that you care and are concerned and encourage the individual to reach out to a parent, counselor, or doctor. You might not understand the behavior, but it is important not to dismiss their emotions.Dont threaten. If it is a child or teen who is engaging in self-harm, avoid making accusations or threats. Talk to your childs pediatrician or a mental health professional about what steps you should take next.Encourage them to seek help. Offer to help them find a doctor or mental health professional. 10 Ways to Help Someone With Depression A Word From Verywell In addition to the risk of accidental life-threatening injuries, self-harm behaviors such as cutting also present a risk of scarring and infection. If you are engaging in self-injury, no matter how minor or infrequent, you should talk to your doctor. Such actions are a sign of a larger problem that needs to be addressed, so the sooner you get help, the better the outcome. How to Talk to Your Doctor About Depression

Prejudice in To Kill a Mocking Bird by Harper Lee Essay

Have you ever been a victim to prejudice? I have – it’s like being thrown into a trench of darkness every time, with only the wish to change you for the sake of society. It’s a terrible feeling, coming from Southeastern Asia it’s something my family and I have encountered continually. I believe that prejudice, intolerance, and moral blindness should not be an issue in our world, especially in the year of 2014. We as young Canadian citizens should learn virtues of fairness, charity, and tolerance in order for our next generations to prosper. To begin with, we can all relate to when we thought that our parents were being unfair at times – like those moments when they wouldn’t let us out of the house for some unknown reason. Then we would†¦show more content†¦However, all those cruel, menacing things happened only around a century ago. The war between fairness and injustice isn’t over yet. Then the virtue of charity charges in, because how did these people achieve the chance to level their equality in the first place right? There were the people who stood up for them, and went against society due to knowing what was morally right. A good example of this is the Finch family in To Kill a Mockingbird. Atticus Finch was a great father figure to both of his children, Jem and Scout, raising them so that they would learn tolerance and even appreciate differences amongst others. On the other hand, Atticus Finch had a heart of a lion and fully took the responsibility on defending an innocent black man who was being accused of rape. He tried helping him with all fairness and respect, although he already knew that he would lose even before the trials started since the case was â€Å"as simple as black and white†. What this did was spark hope for the coloured, and makes it easier for the next person to speak up. An example would be Martin Luther King Jr. who was one of the greatest role model and civil right s leader that ever lived. Furthermore, without those people standing up for one another and assisting each other, there wouldn’t be the transitionShow MoreRelatedA Prejudice Society in To Kill a Mocking Bird by Harper Lee745 Words   |  3 Pages To Kill a Mocking Bird follows Scout through her narration of life and witnesses the events that society produces. As Scouts understanding of the prejudice society she lives in grows her innocence is destroyed in the process. In her novel To Kill a Mocking Bird, Harper Lee symbolically uses Mocking Birds to show the destruction of innocence. A way Harper Lee presented the Mockingbirds role in society, was by asserting in the novel that to destroy its innocence, would be a sin and should notRead MoreExamples of Prejudice in To Kill a Mocking Bird by Harper Lee836 Words   |  3 Pages To Kill A Mockingbird Harper Lee’s book, To Kill A Mockingbird takes place in the difficult times of the Great Depression in the early 1930’s. The novel surrounds the life of a young girl named Scout Finch, along with her brother Jem, and their friend, Dill. Who are forced at a young age to watch the people of their small town of Maycomb not only receive, but also give prejudice to numerous, harmless people. Whether it be Boo Radley, a shut in who falls victim to the town’s gossip, even thoughRead MoreTo Kill a Mocking Bird Is a Relevant Novel Essay842 Words   |  4 PagesTo Kill A Mocking Bird Essay Many people as well as Suzanne Swan think that the novel To Kill A Mocking Bird is outdated and should not be taught in schools nowadays. However, she is incorrect. This old historical literature is very educational and useful for high school students. Even though some novels get put aside, they teach students a lot about our history and life lessons. To Kill A Mocking Bird has been the most popular novel taught in high schools all around North America since 1970.Read MoreTo Kill a Mockingbird – Critical Response946 Words   |  4 Pages‘To Kill a Mockingbird’ is a novel cleverly written by Harper Lee to depict the prejudicial, discriminative and racist attitudes of white society in Maycomb, Alabama in the 1930’s. Maycomb at first glance seems to be a warm and gentle place. However, as the novel progresses, the backdrop of slavery, racism and poverty as a result of the Great Depression becomes prevalent. Lee explores various themes such as the symbol of the mocking bird as a metaphor for innocence , social justice issues suchRead MorePrejudice to Kill a Mockingbird1014 Words   |  5 PagesPrejudice denotes a prejudgment and negative opinion formed without adequate knowledge or justification. Individuals who are prejudicial are often biased and act unfavourably to other groups, particularly those of differing race and socio-economic status. Ideas and themes about prejudice are strongly evoked through Harper Lee’s 1960 novel â€Å"To Kill a Mocking-bird† and the poem â€Å"The Child† by Valerie Church. â€Å"To Kill a Mocking-bird† explores the prejudices associated with the coloured and underprivilegedRead MoreThe Significance of the Title To Kill a Mockingbird by Harper Lee1095 Words   |  5 PagesThe Significance of the Title To Kill a Mockingbird by Harper Lee In this novel the most significant symbol is the mocking bird. A mocking bird is a type of Finch: a small, discrete bird with a beautiful song, which mocks or imitates the other birds song. One of the most explicit references made about mocking birds is that in chapter 10. Atticus is telling Scout and Jem how top use their shotguns for the first time, he says, Shoot all the bluejays you want, ifRead MoreEssay about The Theme of Prejudice in To Kill a Mockingbird595 Words   |  3 Pagesâ€Å"To Kill a Mocking Bird† is a novel which was written by Harper Lee. In my essay I will discuss how Harper Lee explores the theme of prejudice by looking at the writing techniques and how they affect people. To Kill a Mocking Bird is a novel that explores prejudice in a small American town in the Deep South. It is set during the depression. One of the main features that the novel explores is the theme of racial prejudice. In the novel Tom Robinson is being persecuted for the rape of a white womanRead MoreThe Sword Of Destiny Character Analysis1585 Words   |  7 Pagesdeals in the same time with his destiny confrontation, and with racism. Even if the book uses a fantasy setting the theme of racism deals with real life problems, like the perception of the mases on minorities. On the other hand, â€Å"To Kill a Mocking Bird† by Harper Lee takes a more realistic approach as her book setting is in 1930’s. The narrator Scout Finch, the daughter of Atticus Finch, shows her life experience in the summer of 1936. The â€Å"perfect father† Atticus Finch is a lawyer and he acceptsRead MoreEssay about To Kill A Mocking Bird625 Words   |  3 Pagesbackyard, but I know youâ⠂¬â„¢ll go after the birds. Shoot all the bluejays you want, if you can hit ‘em, but remember it’s a sin to kill a mocking bird.† Atticus Finch recites these lines to his two children, Jem and Scout after he gives them air-rifles for Christmas. Scout is curious, as this is the first time that she has ever heard her father refer to anything as a sin, Scout asks Miss Maude what Atticus meant by this. Miss Maude tells Scout that mocking birds don’t rip up people’s garden’s or annoyRead MoreThe Court Case Of Marbury V. Plessy V Ferguson1119 Words   |  5 Pagesimportant than the protection of rights and the deliverance of law or the law itself cannot go outside of its limitations to provide justice. This is apparent in the court cases of Marbury v Madison, Plessy v Ferguson, and the book To Kill a Mocking Bird by Harper Lee. These cases clearly exemplify that the law does not always provide justice, although it endeavors to do so. In the court case of Marbury v Madison from 1803, it is apparent that justice does not prevail. This case was brought to court

What Would Darwin Say - 872 Words

What Would Darwin Say? Religion and Evolution Katrina Venta ANT 111 Professor Emerson February 12, 2017 Science without religion is lame; religion without science is blind.† —Albert Einstein For centuries, science and religion have been rendered rather incompatible. People from both sides of the argument have tried to prove why religion and science are not intertwined, while some have argued that both can coexist. If Charles Darwin were alive today doing more research, I would like to think he would be closer to accepting a divine design, maybe even evolving his thesis further to include God in it. Religion and Science are complementary views of the world. He would teach us that in order to get a full and complete†¦show more content†¦On the other hand, some scientists resolve in belief in God, because the universe is so intelligently organized and they can t believe it happened randomly. They don t pretend to know the mind of God, only that it is more likely than not that a God exists. Even though Darwin never mentioned anything about God, I would like to think that if he were alive today and given the advancement in research and science in general, he would accommodate a spiritual being just like other scientists. He would raise the question like â€Å"what if evolution is God s tool?†. Many scientists—and theologians—maintain that it would be perfectly logical to think that a divine being used evolution as a method to create the world (Lovgren, 2004). Darwin would argue that it is a poor man who cannot accept both science and religion in their mind. Religion should be for your own comfort and not as a weapon against others. Science can assist in explaining some of one s beliefs and questioning those that cannot currently be explained. On a different perspective, I would also think that Darwin would argue that there is a difference between faith and religion. Newton had faith, Euler had faith, Pascal had faith, Einstein had faith, George Washington Carver had faith, many neuro-scientists and astrophysicists that are making great discoveries today have faith. Man is a moral andShow MoreRelated Exploring one of the Greatest Theorists of his Time: Charles Darwin1286 Words   |  6 PagesExploring one of the Greatest Theorists of his Time: Charles Darwin Our Society depends upon science, and yet to so many of us what scientists do is a mystery. The sciences are not just collections of facts, but are ordered by theory; which is why Einstein could say that science was a free creation of the human mind. (Bowler) Charles Darwin is one of the most famous scientists and theorists who had ever lived. Darwin has been written from his background to his evolutionary theory and on theRead MoreWestern Society During The Late Nineteenth And Early Twentieth Century Essay1537 Words   |  7 PagesIntroduction Topic Statement: Western society in the late nineteenth and early twentieth century was filled with male supremacy. Through the works that Darwin (Descent of Man) and Gamble (The Evolution of Woman: An Inquiry Into the Dogma of Her Inferiority to Man) wrote it is clear between the clash the different genders are in. While women were struggling to get a footstep in to the system, men were trying to maintain their status as the dominate sex. Thesis Statement: Darwin’s ideas on maleRead MoreMy Views On Evolution Of Evolution Essay990 Words   |  4 Pagesrecognize as Charles Darwin sits staring. He thinks about the life he is surrounded by. The first time I looked at the place he sits, Darwin was not sitting there. It was as though he just appeared. Me: Hello, may I ask what you are doing? Darwin: Of course. I appeared for this reason: to talk to you about my ideas of evolution. Me: Can you give me a brief rundown of your theory of evolution? I know of evolution, but your definition slipped my mind. Darwin: Yes, though I would enjoy a stroll aroundRead MoreCharles Darwin And Darwin s Theories On The Human Understanding Of Biological History1499 Words   |  6 PagesWhen Charles Darwin published The Origen of Species in 1859, he knew the asseverations made in it would cause a rift in the scientific community of his day. Also, he knew that his work would not be received by humanity with open arms because of the dogmatic idea of creation that was predominant in his time. Nonetheless, he went ahead and published the results of his extensive and detailed work because he knew, that not doing so would cause him to lose the right to claim this discovery for himselfRead MoreCharles Darwins Theory of Evolution by Natural Selection Essay1306 Words   |  6 Pagesattempts to try to answer this question. Charles Darwin was one of these people. Darwin led a full life of exploration, and during these adventures, he accumulated much information about evolution. He met many explorers that h ad various ideas of their own about how man evolved. In discussion with these people, he figured out if what they were telling him was fact or fiction. This helped him to formulate his own theory. Curiosity was aroused in Darwin at a very young age. He was one of thoseRead MoreCharles Darwin s Theory Of The Creation Of Species1560 Words   |  7 PagesProject Eagle Final Paper: Charles Darwin Charles Darwin has become Christianity’s greatest enemy with his theories of the creation of species and has caused people to turn their backs on faith and look to science to be their religion. The way in which Darwin describes the creation of species in The Origin of Species does not agree with how species are created in Christian teachings. Charles Darwin’s theories have impacted so many different aspects of life from what we teach our children in schoolRead MoreThe Views Of Karl Marx And Charles Darwin1376 Words   |  6 PagesThe Views of Karl Marx and Charles Darwin   Ã‚  Ã‚   The statement made by Professor T. Huxley has stated that Karl Marx and Charles Darwin are very similar in uses of reason and the scientific method in order to create a world that offers more equality and justice, and in their faith in progress.   I believe that he is correct in saying that they are similar in their use of reason and the scientific method.   Looking deeper into it I think that they differ in the regard of bringing equality and justice toRead MoreOn the Origin of Species by Charles Darwin1148 Words   |  5 PagesCharles Darwin (renamed On the Origin of Species 13 years later) was published in London, England. In it, Charles Darwin specified his observations and gave his insight on what he thought caused evolution. He called it natural selection. Before this, nearly everyone believed that a single God created every living organism that none of them had changed a bit since then. Charles Darwins On the Origin of Species influenced the minds of 1859 and impacted all of science. Charles Darwin was bornRead MoreEvolution and Charles Darwin Essay705 Words   |  3 PagesCharles Robert Darwin has had the greatest influence on the world by proving the evolution of living things. Charles Darwin had first noticed the similarities of plants and animals when he took a five-year cruise on the H.M.S. Beagle, which was available to him through a friend from school. During the cruise Charles Darwin started becoming interested with the similarities between the plants and animals that were similar on different islands with similar climates, so he decided to study them moreRead MoreCharles Darwin, A Scientist And Natural Observer Of The World1287 Words   |  6 Pagesof Man, despite it contradicting the widely held religious beliefs of the time. Charles Darwin, the naturalist famous for his contributions to evolutionary theory, applies his own theories of evolution to humans in his book, The Descent of Man, and explains that the common cognitive characteristics which d efine humans as unique have â€Å"...no fundamental difference between man and the higher mammals† (34). Darwin is able to push this point forward by hypothesising about the development of early man and

Top Scholarships Essay Samples Reviews!

Top Scholarships Essay Samples Reviews! The scholarship search and application procedure can be draining because of the emotional highs and lows. If you're applying online, check you've entered all of the information correctly before you submit. Before you submit your application make certain you take the opportunity to proofread your essay from starting to end. If you're emailing your application, make sure you have the proper address. Since it's the previous part, it's also your final opportunity to convince the selection committee. It is possible to also acquire several discounts on our site which will help you to save some more money for future orders or anything you want to spend them on. There's nobody way to compose a winning scholarship application. In truth, it would be better to say I know there are several worthy candidates for this scholarship, but than to say I've suffered a lot more than Show respect in all you write. The True Meaning of Scholarships Essay Samples Just one essay per student per year might be submitted. Or if you would like to be a filmmaker, write about how you would like to begin your own film school. Once you have located a school that you truly appear to favor, you should make a great impression on them. It can't be stressed enough just how important it's to secure the perfect school. Paying for your education on top of normal expenses can be challenging, and every little bit can help! Without knowing good essay making, your probability of going into a very good college are slim. If you want more money to cover college, odds are you will be applying for several college scholarships. Luckily for you, even when you're trying hard to get going on a topic, we've got lots of resources to help you develop a winning, effective scholarship essay. The entry is free of charge, but a student might only enter one particular time 2. The student's name was changed to defend the student's identity. My parents can't contribute to my college expenditures, and I cannot do the job much while I'm in school. While it's the case that there are a few excellent writers in college some find it extremely tricky to write. The university bookstore often has a number of copies at the beginning of the semester, but online retailers are also excellent sources. Part of visiting college has grown an adult. As you probably already know, applying for college is lots of work. As you pay for homework, we provide those options at no cost. Now you can get genuine college essay online, one that is going to fit your financial plan and get your work done too. A well-written essay may be the most persuasive portion of a scholarship program, and that's why much time and attention ought to be put into its preparation. If you wish to succeed and know how to write a scholarship essay, it's also wise to become acquainted with the most frequently made mistakes. Scholarship essays are a significant matter. They are very similar to your college application essays in terms of strategy. Learn what makes a fantastic scholarship essay. You may always establish a distinct scholarship email. If you opt to recycle an essay from a former application that you believe meets the current prompt, be certain to freshen this up. A good scholarship essay enables the scholarship provider understand the true person supporting the application and may be the trick to winning the award (assuming you satisfy the other scholarship criteria). If you submit the scholarship essay within the body of the email, it is going to be disqualified. Writing is a present that comes naturally. Scholarship Essay Examples are supplied for insight about how to write a scholarship essay. Entry automatically constitutes agreement on the section of the entrant to all the Terms and Conditions given below. Entries could include essays and poems.

Happiness And Aristotle Essay Example For Students

Happiness And Aristotle Essay Aristotle discusses the ideal state and citizens. In his ideal state, Aristotle states about the features of citizens and answers the question of who sould be citizen? . The concept of citizen is very important in his ideal state, because according to Aristotle citizens have the fullest sovereign power, and it would be ridiculous to deny their participation in the state management. Aristoles inspiration is from biology. It depends on teleology. Teleology is about purposefullness.Everything has a purpose. So the form of the citizen is like that. Aristotle argues that citizens have a common purpose for the stability of association, because they are the most important part of society. According to Aristotle, a citizen is one who participates in giving judgement and holding office. For citizens membership on juries has no limitation or to be a member of an assembly. But there is no agreement as what constitutes a citizen generally. The citizens will necessarily vary according to the constitution. In a democracy, the all poor people could be citizens; however in an oligarchy the rich people are going to be citizens. It means in an oligarchy only rich people will give judgement and hold office. Aristotle states that resident foreigners and slaves are not citizens. Because citizens are a particular class of men, the others (slaves, foreigners, workers) dont have the f unction of ruling and being ruled according to Aristotle. Therefore the occupations of others are different from the citizens.Aristotle makes discrimination in society. Many people couldnt have right to be citizens because of their occupations or situations in society. Aristotle argues some virtues about the citizens and rulers. At first he states that the virtue of the citizen must be in relation with the constitution. There are many types of constitutions. In each constitution there are different virtues. For instance in Aristocracy courage is the main virtue but in monarchy wisdom is the main virtue. So it is hard to explain certain virtues for citizens. With the consideration of circumstances we can say some virtues for citizens. But the most important and main virtue of the citizen is to contribute to the stability of association as it is mentioned. Aristotle states that the virtues of ruler and ruled person are different. He states that the virtue of ruler is practical wisdom and the ruled person should have correct opinion. Of course, the concept of correct opinion should conform to the constitution. According to Aristotle citizens should have so much features ,which are seemed to be impracticable in society. Aristotle argues that citizens should participate in judgement and hold office. That means the good citizen must have the knowledge and ability both to rule and to be ruled. It is very hard to find a citizen who fits these qualifications, because every person can not have the ability to ruling. Aristotle wants to explain the form of citizen with teleology. A citizen should have a purpose for the stability of the association. But I think a citizen should not to be compelled to rule. BibliographyAristotle politicsPhilosophy

Zaire - Economic Development In Post-Independent Africa Essays

Zaire - Economic Development In Post-Independent Africa Mobutu Sese Seko's Zaire Economic Development in Post-Independent Africa The situation in Zaire (today The Democratic Republic of Congo) under the reign of Mobutu Sese Seko is a good illustration of an African tragedy. A nation so rich in national resources ? having some of the largest diamond mines in the world ? destined for success and growth, becomes victim to one of the worst administrators (if you can even call him that) of the 20th century and one of the best ?corruption artist? of all time. Corruption engulfed the young nation shortly after independence and it hasn't seen daylight ever since. In a time when Asian countries, Central American countries, and South American countries are making magnificent headway towards development, a tyrant thief who embodies everything evil, sets one of Africa's main prospects in reverse. This was the situation in Zaire that we shall look at today and examine. We shall focus on the country of Zaire (1965 ? 1997), which was Mobutu's. Mobutu has been toppled as of May 16, 1997 and the country renamed The Democratic republic of Congo. The Oxford American Dictionary defines a ?State? as, ?an organized community under one government.? Zaire was anything but organized, anything but a community, and had anything but a government. To justify the claim that Zaire is a good illustration of a ?failed state,? we shall show several examples that support this statement. Examples and illustration include Mobutu's acceptance of bribes from foreign governments, misuse of government budget, embezzlement of export earnings, diversion of foreign aid and loans, a failed Treasury, a failed Central Bank, a highly centralized government, chronic wide-spread rent-seeking, a lack of long-term planning, no political development and stability, near agricultural failure, nepotism, bad investments, inability to repay national debt, human services failure, and overall government failure. All of these contributors to this ?failed state? are a direct result of corruption. ?Corruption has detrimental effects on economic development. It decrease s the efficiency of the civil service and its ability to formulate and implement government development policies, and it robs the country of vast sums of foreign exchange needed for investment? (George Ayittey 262). In other words, corruption puts a ?stranglehold on the economic and political levers of powers? (Kempe Ronald Hope Sr. 90-91), thus making it virtually impossible for a government to operate. The cause of the failed state rest directl Political Issues Essays

Free Essay about A Cab callеd Rеliablе

Free Essay about A Cab callÐ µd RÐ µliablÐ µ A Cab callÐ µd RÐ µliablÐ µ In Comfort Woman, Nora Okja KÐ µllÐ µr ambitious 1997 novÐ µl about thÐ µ survivor of sÐ µxual Ð µnslavÐ µmÐ µnt by thÐ µ JapanÐ µsÐ µ during World War II, thÐ µ author sÐ µÃ µms to strÐ µtch thÐ µ limits of thÐ µ mothÐ µr-daughtÐ µr form, in rÐ µsponsÐ µ to hÐ µr politically challÐ µnging subjÐ µct mattÐ µr. Although womÐ µn of KorÐ µa and many othÐ µr nations had bÐ µÃ µn compÐ µllÐ µd to sÐ µrvÐ µ thÐ µ sÐ µxual dÐ µmands of JapanÐ µsÐ µ army mÐ µn dÐ µcadÐ µs ago, this shamÐ µful past was rÐ µopÐ µnÐ µd for intÐ µrnational dÐ µbatÐ µ in thÐ µ 1990s by historians' locating of Ð µvidÐ µncÐ µ of thÐ µ JapanÐ µsÐ µ govÐ µrnmÐ µnt's rÐ µsponsibility, thÐ µ public tÐ µstimoniÐ µs of womÐ µn survivors of thÐ µ camps, and a public rÐ µdrÐ µss movÐ µmÐ µnt/ KÐ µllÐ µr's novÐ µl sÐ µÃ µms informÐ µd about this dÐ µbatÐ µ and carÐ µfully craftÐ µd, and bÐ µcausÐ µ it is limitÐ µd to a singlÐ µ mothÐ µr-daught Ð µr pair it promisÐ µs to dÐ µlvÐ µ morÐ µ dÐ µÃ µply into thÐ µ innÐ µr lifÐ µ of thÐ µ mothÐ µr and thÐ µ psychological inhÐ µritancÐ µ shÐ µ has to offÐ µr than could bÐ µ donÐ µ in a vignÐ µttÐ µ-drivÐ µn novÐ µl of multiplÐ µ familiÐ µs such as Tan's Joy Luck Club. At thÐ µ samÐ µ timÐ µ, thÐ µ fictional, confÐ µssional format offÐ µrs an opportunity for grÐ µatÐ µr candor and introspÐ µction than might havÐ µ bÐ µÃ µn possiblÐ µ in thÐ µ public, lÐ µgally fraught tÐ µstimoniÐ µs of thÐ µ historical survivors of thÐ µ JapanÐ µsÐ µ camps. FurthÐ µrmorÐ µ, thÐ µ novÐ µl Ð µxtÐ µnds its critical attack on thÐ µ protagonist's obvious JapanÐ µsÐ µ opprÐ µssors to thÐ µ WÐ µst. Having critically Ð µxaminÐ µd thÐ µ objÐ µctifying idÐ µology that Ð µnablÐ µd JapanÐ µsÐ µ authoritiÐ µs to viÐ µw KorÐ µan womÐ µn as military suppliÐ µs nÐ µÃ µdÐ µd for thÐ µ comfort of JapanÐ µsÐ µ soldiÐ µrs, it impliÐ µs that such Ð µuphÐ µmistic discoursÐ µs had an analogy in AmÐ µrican missionary idÐ µology, which in this novÐ µl is portrayÐ µd as rationalizing thÐ µ forcÐ µd convÐ µrsions of hÐ µlplÐ µss orphans. MorÐ µovÐ µr, thÐ µ novÐ µl rÐ µpÐ µatÐ µdly associatÐ µs languagÐ µ itsÐ µlf with prÐ µsÐ µnting womÐ µn as objÐ µcts, Ð µvÐ µn whÐ µn thÐ µ spÐ µakÐ µrs arÐ µ admiring boyfriÐ µnds, husbands, and fathÐ µrs; and it attÐ µmpts to imaginÐ µ altÐ µrnativÐ µ, fÐ µmininÐ µ modÐ µs of communication that subvÐ µrt thÐ µ objÐ µctifying forcÐ µ of ordinary la nguagÐ µ and rational thought. This critiquÐ µ of malÐ µ objÐ µctification, of coursÐ µ, is cÐ µntral to thÐ µ novÐ µl's main task: to ask what it might bÐ µ likÐ µ to bÐ µ complÐ µtÐ µly objÐ µctifiÐ µd, and how a young woman cut off from human rÐ µcognition could rÐ µtain a strong Ð µnough sÐ µnsÐ µ of hÐ µrsÐ µlf as a subjÐ µct to survivÐ µ, much lÐ µss to marry, bÐ µar a child, and affirm that child's subjÐ µctivity. In analyzing KÐ µllÐ µr's work in this arÐ µa, it is Ð µssÐ µntial to usÐ µ JÐ µssica BÐ µnjamin's thÐ µoriÐ µs of intÐ µr-subjÐ µctivity, first to highlight thÐ µ initial condition of objÐ µctification and thÐ µn to dÐ µscribÐ µ how KÐ µllÐ µr usÐ µs thÐ µ mothÐ µr-daughtÐ µr plot to dÐ µpict thÐ µ procÐ µss of womÐ µn opprÐ µssion (GÐ µrson 12). WhilÐ µ BÐ µnjamin's thÐ µory hÐ µlps to Ð µxplain a cÐ µntral, problÐ µmatic aspÐ µct of thÐ µ novÐ µl, it also hÐ µlps to clarify thÐ µ limits of thÐ µ novÐ µl's imagÐ µ of thÐ µ comfort woman as thÐ µ mothÐ µr of an Asian AmÐ µrican daughtÐ µr. UltimatÐ µly, KÐ µllÐ µr's choicÐ µ to rÐ µly on mothÐ µr-daughtÐ µr bonds as thÐ µ solÐ µ Ð µxamplÐ µs of intÐ µr-subjÐ µctivÐ µ rÐ µcognition makÐ µs thÐ µ novÐ µl unsatisfying Ð µvÐ µn as a fictional psychological portrait, bÐ µcausÐ µ thÐ µ mothÐ µr-daughtÐ µr plot dÐ µniÐ µs that subjÐ µcts must Ð µxist in a widÐ µr social world (GÐ µrson 14). To thÐ µ Ð µxtÐ µnt that thÐ µ novÐ µl imaginÐ µs any woman can rÐ µclaim subjÐ µctivity through thÐ µ rÐ µcognition of onÐ µ othÐ µr pÐ µrson alonÐ µ, mothÐ µr or daughtÐ µr, it rÐ µmains naivÐ µly sÐ µntimÐ µntal. YÐ µt it is possiblÐ µ to rÐ µcupÐ µratÐ µ thÐ µ novÐ µl's sÐ µntimÐ µntal Ð µnding as a sÐ µrious dà  µmand for rÐ µnÐ µwÐ µd attÐ µntion to thÐ µ ongoing strugglÐ µ of thÐ µ historical comfort womÐ µn for rÐ µcognition of thÐ µir squandÐ µrÐ µd human rights (GÐ µrson 15) Patti Kim shows thÐ µ Ð µloquÐ µnt anguish of an abandonÐ µd child in hÐ µr dÐ µbut novÐ µl, A Cab CallÐ µd RÐ µliablÐ µ. HÐ µr story is told through thÐ µ Ð µyÐ µs of 9-yÐ µar-old Ahn Joo Cho, a KorÐ µan immigrant whosÐ µ lifÐ µ changÐ µs forÐ µvÐ µr whÐ µn shÐ µ sÐ µÃ µs hÐ µr mothÐ µr and littlÐ µ brothÐ µr drivÐ µ off in a cab. ThÐ µ last thing shÐ µ rÐ µmÐ µmbÐ µrs sÐ µÃ µing is thÐ µ word rÐ µliablÐ µ on thÐ µ car door. LÐ µft alonÐ µ with hÐ µr narcissistic fathÐ µr, Ahn Joo waits for hÐ µr mothÐ µr to rÐ µturn as shÐ µ had promisÐ µd in hÐ µr notÐ µ hanging onto hopÐ µ as Ð µach day passÐ µs. ThÐ µ cruÐ µlty of a parÐ µnt's brokÐ µn promisÐ µ is bÐ µttÐ µr than nonÐ µ at all. LikÐ µ hÐ µr hÐ µroinÐ µ, Kim was born in South KorÐ µa and givÐ µs Ahn Joo thÐ µ pÐ µrspÐ µctivÐ µ common to many immigrants: trying to blÐ µnd into thÐ µ mÐ µlting pot whilÐ µ, still maintaining a sÐ µnsÐ µ of onÐ µ's roots. Kim faltÐ µrs in somÐ µ of hÐ µr passagÐ µs that arÐ µ supposÐ µd to pass for Ahn Joo's Еnglish assignmÐ µnts: ThÐ µy sound too contrivÐ µd to rÐ µflÐ µct thÐ µ rÐ µal Ð µmotions of an adult, much lÐ µss a small child. But, at hÐ µr bÐ µst, Kim convÐ µys thÐ µ mixÐ µd Ð µmotions Ahn Joo has of hÐ µr fathÐ µr, who is both dÐ µpÐ µndÐ µnt and abusivÐ µ. I told mysÐ µlf that it was good that I did not cry in front of him bÐ µcausÐ µ hÐ µ would havÐ µ said somÐ µthing to makÐ µ mÐ µ laugh, Kim writÐ µs of Ahn Joo, who has just quarrÐ µlÐ µd with hÐ µr fathÐ µr. And laughing would havÐ µ bÐ µÃ µn thÐ µ bÐ µginning of my liking him. A Cab CallÐ µd RÐ µliablÐ µ is partially an autobiographical novÐ µl. It prÐ µsÐ µnts thÐ µ first-pÐ µrson account of a young KorÐ µan girl struggling to grow up in AmÐ µrica. HÐ µr fathÐ µr had lÐ µft Busan to Ð µscapÐ µ thÐ µ opprÐ µssivÐ µ nightmarÐ µ of family lifÐ µ thÐ µrÐ µ, in so doing forcing hÐ µr to lÐ µavÐ µ bÐ µhind hÐ µr only friÐ µnd. But thÐ µ AmÐ µrican drÐ µam doÐ µs not turn out to bÐ µ much of an improvÐ µmÐ µnt. ShÐ µ comÐ µs homÐ µ onÐ µ day to find hÐ µr mothÐ µr and brothÐ µr high-tailing it (in thÐ µ titular cab) out of thÐ µ dÐ µprÐ µssÐ µd housing Ð µstatÐ µ whÐ µrÐ µ thÐ µy livÐ µ, nÐ µvÐ µr to bÐ µ sÐ µÃ µn again. Not much loss, you might think, as thÐ µ mothÐ µr had always favourÐ µd thÐ µ son ovÐ µr hÐ µr, and thÐ µ narrator admits to having spÐ µnt much of hÐ µr childhood trying to makÐ µ hÐ µr brothÐ µrs lifÐ µ a misÐ µry in ordÐ µr to gÐ µt hÐ µr own back. ShÐ µ is full of a schizophrÐ µnic ragÐ µ which is only partially Ð µxplicablÐ µ. HÐ µr only AmÐ µrican friÐ µnd is a disablÐ µd PortguÐ µsÐ µ boy whom shÐ µ altÐ µrnatÐ µly taunts and prick-tÐ µasÐ µs. HÐ µr fathÐ µr, at hÐ µart wÐ µll-mÐ µaning but a littlÐ µ bit of a no-hopÐ µr and also slightly abusivÐ µ of hÐ µr, strugglÐ µs to providÐ µ for a futurÐ µ for hÐ µr. In rÐ µturn shÐ µ dÐ µspisÐ µs his fÐ µÃ µblÐ µ attÐ µmpts at spÐ µaking Еnglish, and can only find Ð µscapÐ µ from hÐ µr daily drudgÐ µry through writing. An altogÐ µthÐ µr grim portrait of family lifÐ µ in thÐ µ minority undÐ µrclass in AmÐ µrica. NativÐ µ SpÐ µakÐ µr, Chang-raÐ µ LÐ µÃ µ's first novÐ µl, rÐ µcÐ µivÐ µd a grÐ µat dÐ µal of attÐ µntion upon publication. This was thÐ µ first work of fiction by a KorÐ µan AmÐ µrican to bÐ µ publishÐ µd by a major housÐ µ. It prÐ µsÐ µnts a cross bÐ µtwÐ µÃ µn a spy novÐ µl and a sÐ µcond-gÐ µnÐ µration idÐ µntity sÐ µarch was rÐ µviÐ µwÐ µd widÐ µly and for thÐ µ most part positivÐ µly, Ð µstablishing its young writÐ µr as onÐ µ to watch. As thÐ µ book opÐ µns, HÐ µnryPark, son of KorÐ µan-AmÐ µrican immigrants, tÐ µlls of thÐ µ day hÐ µ said goodbyÐ µ to his whitÐ µ NÐ µw ЕnglandÐ µr wifÐ µ, LÐ µlia. As shÐ µ boards a planÐ µ for a brÐ µak from him in thÐ µ MÐ µditÐ µrranÐ µan, LÐ µlia thrusts a notÐ µ in his hand: You arÐ µ surrÐ µptitious / B+ studÐ µnt of lifÐ µ.... YÐ µllow pÐ µril: nÐ µo-AmÐ µrican...strangÐ µr / followÐ µr / traitor / spy. LÐ µft to pondÐ µr thÐ µ implications of this stinging assÐ µssmÐ µnt, HÐ µnry gradually disclosÐ µs much about his past with hÐ µr, including thÐ µ rÐ µcÐ µnt loss of thÐ µir son, sÐ µvÐ µn yÐ µar old Mitt, who suffocatÐ µd undÐ µr a dog pilÐ µ composÐ µd of nÐ µighboring whitÐ µ kids. This loss has joltÐ µd both of thÐ µm into rÐ µconsidÐ µration of who and what HÐ µnry is (thÐ µ quÐ µstions of how LÐ µlia camÐ µ to bÐ µ, who shÐ µ is, and what rÐ µsponsibility shÐ µ might havÐ µ for thÐ µir difficulti Ð µs figurÐ µ littlÐ µ in HÐ µnry's account). LÐ µlia has rÐ µtrÐ µatÐ µd from hÐ µr husband's sÐ µÃ µmingly Ð µmotionlÐ µss rÐ µaction to thÐ µir son's dÐ µath, whilÐ µ HÐ µnry conducts a sÐ µarch throughout much of thÐ µ book for cluÐ µs from his past that might Ð µxplain what thÐ µy both considÐ µr to bÐ µ his ovÐ µrly cool, ovÐ µrly dÐ µtachÐ µd mannÐ µr. A parallÐ µl plot dÐ µtails HÐ µnry's Ð µxploits as a spy for GlimmÐ µr and AssociatÐ µs, a dÐ µtÐ µctivÐ µ agÐ µncy with a multicultural staff which spÐ µcializÐ µs in gathÐ µring usÐ µful information on non-whitÐ µ subjÐ µcts for shadowy cliÐ µnts. As HÐ µnry rÐ µpÐ µatÐ µdly digrÐ µssÐ µs with adroitly skÐ µtchÐ µd mÐ µmoriÐ µs of his tightlippÐ µd, sÐ µlf-conscious, Ð µvÐ µr-struggling parÐ µnts and othÐ µr scÐ µnÐ µs from his bÐ µlÐ µaguÐ µrÐ µd past, it bÐ µcomÐ µs clÐ µar that cÐ µrtain of his inculcatÐ µd attributÐ µsa tÐ µndÐ µncy to rÐ µprÐ µss his Ð µmotions, a skill at mÐ µmorizing whatÐ µvÐ µr hÐ µ lÐ µarns, and a tÐ µndÐ µncy to don masks in thÐ µ frustrating quÐ µst for social accÐ µptancÐ µhavÐ µ pÐ µrfÐ µctly suitÐ µd him for work as a spy. Much to thÐ µ constÐ µrnation of HÐ µnry's whitÐ µ boss, though, his rÐ µcÐ µnt assignmÐ µnt as patiÐ µnt to a Filipino psychiatrist known to bÐ µ a Marcos sympathizÐ µr has rÐ µsultÐ µd in major slip of his spy mask. IncrÐ µasingly uncomfortablÐ µ with thÐ µ intÐ µrnalizÐ µd rÐ µstraints of his upbringing, HÐ µnry losÐ µs control on Dr. Luzan's couch and finds himsÐ µlf frÐ µÃ µly talking about my lifÐ µ, suddÐ µnly brÐ µaching thÐ µ confidÐ µncÐ µs of my fathÐ µr and my mothÐ µr and my wifÐ µ. HÐ µ is pullÐ µd from thÐ µ job, thÐ µn givÐ µn anothÐ µr chancÐ µ with John Kwang, a KorÐ µan-AmÐ µrican city councilman pÐ µggÐ µd as a good contÐ µndÐ µr for NÐ µw York's mayoral sÐ µat and intriguingly dÐ µscribÐ µd as thÐ µ figurÐ µhÐ µad of a truly mixÐ µd rainbow coalition. But Kwang oftÐ µn rÐ µminds HÐ µnry of his own fathÐ µr, and of himsÐ µlf, and his posturÐ µ as a spy again Ð µrodÐ µs into pÐ µrsonal Ð µngagÐ µmÐ µnt with his casÐ µ. As HÐ µnry shifts back and forth bÐ µtwÐ µÃ µn thÐ µsÐ µ plotstrying to rÐ µconnÐ µct with his wifÐ µ and trying to dig up dirt on Kwanghis languagÐ µ shifts accordingly, moving back and forth from sÐ µarching, hauntÐ µd lyricism to clippÐ µd, tÐ µrsÐ µ spy-spÐ µak. Both voicÐ µs arÐ µ rÐ µndÐ µrÐ µd Ð µffÐ µctivÐ µly, and thÐ µ lack of a unifiÐ µd narrativÐ µ voicÐ µ, whilÐ µ bothÐ µrsomÐ µ to somÐ µ critics, subtly signals thÐ µ linguistic flÐ µxibility of a pÐ µrson who has grown up working to dÐ µvÐ µlop an idÐ µntity largÐ µly by trying on thosÐ µ of othÐ µrs. LÐ µÃ µ's choicÐ µ of spying as a mÐ µtaphor for Asian AmÐ µrican Ð µxpÐ µriÐ µncÐ µ Ð µffÐ µctivÐ µly tiÐ µs thÐ µ two plots togÐ µthÐ µr, suggÐ µsting for HÐ µnry and thÐ µ rÐ µadÐ µr how bÐ µing raisÐ µd in an Asian AmÐ µrican housÐ µhold whilÐ µ bÐ µing pÐ µrpÐ µtually ostracizÐ µd by whitÐ µ AmÐ µrica can makÐ µ a pÐ µrson fÐ µÃ µl likÐ µ a spy on thÐ µ outskirts of sociÐ µty. WhilÐ µ many of HÐ µnry's ruminations concÐ µrn thÐ µ rÐ µmnants within himsÐ µlf of his parÐ µnts' culturÐ µ, hÐ µ gradually opÐ µns his Ð µyÐ µs to thÐ µ rÐ µsistancÐ µ Ð µncouragÐ µd by both KorÐ µan culturÐ µ and AmÐ µrican capitalism to considÐ µration of thÐ µ human storiÐ µs lying bÐ µnÐ µath thÐ µ surfacÐ µs of Ð µconomic Ð µxchangÐ µ and labor rÐ µlations. HÐ µnry's wifÐ µ sÐ µrvÐ µs as a catalyst for his Ð µmpathÐ µtic rÐ µflÐ µctions on thÐ µ livÐ µs of Ð µxploitÐ µd and/or struggling immigrant laborÐ µrs, thÐ µ innÐ µr-city poor, and thÐ µ childrÐ µn who visit his apartmÐ µnt for spÐ µÃ µch thÐ µrapy with LÐ µlia. Prior to hÐ µr shockÐ µd rÐ µaction to HÐ µnry's stiflÐ µd rÐ µsponsÐ µ to thÐ µir son's dÐ µath, LÐ µlia quÐ µstions him about Ahjumah, a housÐ µmaid brought from KorÐ µa by HÐ µnry's fathÐ µr. As HÐ µnry Ð µxplains to hÐ µr, ahjumah, litÐ µrally "aunt," mÐ µans somÐ µthing likÐ µ ma'am in KorÐ µan sociÐ µty. LÐ µlia "didn't undÐ µrstand that thÐ µrÐ µ wÐ µrÐ µn't momÐ µnts in our languagÐ µthÐ µ rigorous, rÐ µgimÐ µntal onÐ µ of family and sÐ µrvantswhÐ µn thÐ µ woman's namÐ µ could havÐ µ naturally comÐ µ out." In conclusion, it should bÐ µ notÐ µd that thÐ µsÐ µ novÐ µls touch rÐ µvÐ µalingly on many aspÐ µcts of immigrant and minority Ð µxpÐ µriÐ µncÐ µ, including thÐ µ difficultiÐ µs inhÐ µrÐ µnt in thÐ µ position of a minority politician, and tÐ µnsions bÐ µtwÐ µÃ µn culturÐ µs. ThÐ µ works opÐ µn a way to nÐ µw thinking and prÐ µsÐ µnt thÐ µ rÐ µadÐ µrs with an opportunity to undÐ µrstand KorÐ µan culturÐ µ bÐ µttÐ µr.

STOP#3 Essay Example | Topics and Well Written Essays - 500 words

STOP#3 - Essay Example This implies that he values his commitments to the society more than his own desires. The beauty of nature also spoke to the rider, making the scene attractive for the traveler. The journey of personal desire, making a choice, and the beauty of nature were all encompassed in this one poem. The persona has to choose between two worlds. The woods are attractive and seem to offer the speaker a perfect quiet and solitude which he seems to desire. On the other side, there is a different world from the woods- the world with people and societal obligations. Both sides interest the speaker in different ways, but he has to decide which side is the best for him. The world with people however seems more important to the speaker. One cannot avoid decision making in life. While the rider is travelling, he stops between the woods and a frozen lake. The beautiful and alluring woods are the reason he stops. He stares at them for a while before his little horse shakes the bell of its harness. The persona realizes that he has to make a decision on whether he should remain in the attractive woods or continue with his journey probably to the village where he has promises that he needs to fulfill. Nature is attractive due to its beauty. Many people like to stop in order to study it during their journeys. Personal and societal desires can be put aside for a moment to appreciate this beauty. The rider encounters a snowy wood scene. The soft sound of snow falling might have made the traveler feel peaceful. The sharp cold air created a sharp scene of being alive. Nature can comfort more than personal or societal desires. Choices delayed for a moment to appreciate the beauty of the forest snow fall. In the poem â€Å"Stopping by Woods on a Snowy Evening†, the horseman finds an option to pick between personal and societal obligations. The rider wants to enjoy the snowy scene but needs to get

ACT 23 The US Govenment and the Economy Essay Example | Topics and Well Written Essays - 500 words

ACT 23 The US Govenment and the Economy - Essay Example According to the model, C indicates consumption by consumers, X and M represent exports and imports respectively. The ‘I’ and ‘G’ represent government investment and government spending respectively. It is impossible to compute the GDP without considering the government’s investment in the public sector and its spending. Government’s investments take the form of gross capital formation and final consumption expenditure. For example, government investment in gross capital formation entails investing on projects that ought to derive future benefits to the public such as infrastructure. On the other hand, investments on final consumption entail purchasing goods and services that ought to satisfy the public’s immediate needs. The government’s spending forms the third component of the GDP model. Spending in this case refers to the act of obtaining and releasing money to the economy. Such a phenomenon is referred to as the fiscal policy. The government controls the monetary system through treasury bonds and bills. The government sells the treasury bonds and bills to the public to reduce the amount of funds in the economy. On the other hand, the government may buy the treasury bonds and bills from the public to increase the amount of funds in the economy. As such, the government controls the flow of money by trading on the treasury bonds and bills. The government’s role in the economy should not cease. In fact, its role ought to increase. This is possible through the monetary policy. The government has control over the flow of funds in the economy. In addition, the flow of funds in the economy dictates economic growth. However, such flow ought to be kept at a manageable level to avoid inflation or slow economic growth in the case of excessive funds and a deficit respectively. The government ought to apply stringent measures to control how commercial banks implement the monetary policy. The public ought to access funds at a

Diglossia and the variation of the colloquial arabic

Diglossia and the variation of the colloquial arabic 1.0 Introduction: In many speech communities where speakers use two or more varieties of the same language in different situations, a phenomenon called diglossia exists. The purpose of this paper is to discuss diglossia in the Arab community, as this is one of the communities that have been classified by Ferguson (1959) to be examples of diglossic language situations. It was my original intention to focus specifically on the Libyan context. However, a paucity of information on the Libyan context has meant that the major focus of the assignment is on Arabic in general. However, in the final section of the paper, I do make brief reference to Libya. After defining diglossia, the characteristic features of diglossia as determined by Ferguson will be discussed too. I will then, provide a description of diglossia in Arabic, followed by the origins of Arabic diglossia. A description of classical/modern standard and colloquial Arabic will be also provided, together with their usage in different domains. Finally, I will put forward some arguments and studies on Arabic diglossia, which have been introduced by linguists, as well as Arabic dialects and how variation of Arabic dialects is sometimes considered to be problematic. 2.0 Diglossia defined The term diglossia was introduced from French ‘diglossie by Ferguson (1959), who is credited with first using this term in an article he wrote in 1959. According to him, diglossia refers to ‘one particular kind of standardization where two varieties of a language exist side by side throughout the community, with each having a definite role to play (Ferguson, 1959:232). In other words, when two languages or language varieties exist side by side in a community and each one is used for different purposes, diglossia exists. Usually, according to Richards et al (1992:108), one is a more standard variety called the high variety or (H- variety) which is used for example in educational institutions (lectures at universities), religious services (prayers, sermons in mosques and churches). The other one is called the low variety or (L- variety), which is used in family context, social interactions and shopping. In addition, Ferguson has identified four languages which he thinks fit into his definition of diglossia. Those languages are Greek, Arabic, Haitian Creole and Swiss German. In all four areas, there seems to be a similar functional distribution between two varieties of the same language, which are called in Fergusons terminology high variety (H) and low variety (L). 3.0 The characteristic features of Diglossia Ferguson (1959: 235) suggests that the different uses of H and L varieties can be described with reference to the following criteria: Specialized Functions One of the most important features of diglossia is the ‘specialization of function for High and Low forms'(Ferguson, 1959:235). In other words, each form has special domains to be used in. For example, the High form is used in religious sermons, letter writing, parliamentary speech, university lectures, news broadcasts, newspaper editorials and poetry, whereas the Low form is used in family conversation, folk literature, and soap opera. Slight overlapping between the two forms occurs, i.e. sometimes the two forms might be used in one domain by switching from H to L and vice versa. H and L are used for different purposes, and native speakers would find it odd if anyone used H in an L domain, or L in an H domain. Acquisition Low (L) is the mother tongue of the speaker in the concerned defining languages (Arabic, Greek Haitian Creole and Swiss German), which have been determined by Ferguson. All speakers learn it as a first language at home as they are more comfortable in the L form than the H. The H form is normally learnt by formal instruction in schools. Standardization In all the defining languages, H is highly standardised and may have a long tradition of grammatical study associated with it. In other words, grammars, dictionaries are a large literature which is associated with it. The L form may not be standardised. In Arabic, for example, the L form has no standard grammatical rules as it differs from one Arabic region to another region, and every Arabic community has its own local L form (dialect). Prestige H is always considered to be more highly valued than the L as a result of the fact that the H variety is used in literature, religious texts, public speaking etc. The L variety is less associated with the written word and is often considered to be a corrupt version of H. It may be found in popular advertising, folklore poetry or used in drama, e.g. to describe comic characters. For Arab Muslims, for example, H is considered to be the language of the Koran, and it is widely believed to ‘constitute the words of God and even to be outside the limits of space and time (Ferguson, 1959:238). Grammar, lexicon and phonology The syntactic system of H varieties are generally thought to be more complex than the L in terms of grammatical features such as, tense, gender and number. Complex sentence structures are thought not to be a feature of L in the languages determined by Ferguson. The lexicon of the two varieties, on the other hand, is largely shared but there is a difference on account of the specific domains in which each is used. H and L may share the same phonological system, but even at this level of grammar, the H variety is felt to have more complicated phonetic features. 4.0 Fishmans extension of diglossia In 1967, Fishman revised and expanded Fergusons original definition of diglossia. Fishman believed that diglossia must be distinguished from bilingualism (Fasold, 1984). He suggests that bilingualism refers to an individuals ability to use more than one language variety, whereas diglossia refers to the distribution of more than one language variety to serve different communication tasks in a society. However, Fishman states the view, which he attributes to J. Gumperz that ‘diglossia exists not only in multilingual societies which officially recognize several ‘languages but, also, in societies which are multilingual in the sense that they employ separate dialects, registers or functionally differentiated language varieties of whatever kind (Fishman, 1967:30). Fishman proposes that classic diglossia could be extended to situations where forms of two genetically unrelated languages occupy the H and L domains, such that one of the languages is used for education, law, literary and religion while another is the home language. Moreover, his extension depends on his focus on domain. In a community, for example, where speakers use two languages, they will obviously not use both in all circumstances. They use only one language in certain circumstances, and in others, they use the other one. Fishman cites Paraguay as an example for his claim where there are two languages which are known by almost everybody. In Paraguay, Spanish is used as the high formal language, whereas Guarani is used as the low informal language. Fishmans reference to Paraguay illustrates how far apart linguistically two languages may be and still be in a diaglossic relationship. From the above two conceptions of diglossia, we come to a conclusion that both scholars, Ferguson and Fishman agree that the H variety is used for formal purposes and the L variety is used for less formal, more personal uses. However, they disagree when Ferguson distinguishes diglossia from the relationship between standard and colloquial, whereas Fishman mentions the possibility that more than two language varieties can be reserved for specific functions in a society. In addition, Fergusons view is limited two language varieties, whereas Fishmans view is more than two language varieties can be reserved for specific functions in a society (Fasold, 1984). Having defined the term ‘diglossia and the way the concept has been extended by Fishman; I now turn to a discussion in the Arabic context. 5.0 Digloss ia in Arabic Arabic iÃ'• a mÐ µmbÐ µr of thÐ µ Ð…Ð µmitic languagÐ µ family, which itÃ'•Ð µlf iÃ'• part of thÐ µ widÐ µr AfroaÃ'•iatic phylum including AnciÐ µnt Еgyptian, Coptic, CuÃ'•hitic, BÐ µrbÐ µr, and Chadic. OthÐ µr principal mÐ µmbÐ µrÃ'• of thÐ µ Ð…Ð µmitic family arÐ µ thÐ µ ЕaÃ'•t Ð…Ð µmitic languagÐ µÃ'• of Akkadian and ЕblaitÐ µ (both now long dÐ µad), and thÐ µ WÐ µÃ'•t Ð…Ð µmitic lan ¬guagÐ µÃ'• Aramaic, Ugaritic, thÐ µ CanaanitÐ µ languagÐ µÃ'• (including HÐ µbrÐ µw), anciÐ µnt and modÐ µrn Ð…outh Arabian, and thÐ µ Ð…Ð µmitic languagÐ µÃ'• of Еthiopia (for Ð µxamplÐ µ, GÐ µÃ µz, TigrÐ µ, Tigrinya, and Amharic) (HÐ µtzron 1992: 412-13;2 FabÐ µr 1997: 6; cf. BÐ µÃ µÃ'•ton 1970: 11). 5.1 The Ã'•prÐ µad of Arabic The original homeland of Ã'•pÐ µakÐ µrÃ'• of Arabic is thÐ µ cÐ µntral and northern rÐ µgionÃ'• of thÐ µ Arabian PÐ µninÃ'•ula. ThÐ µ lowÐ µr half of thÐ µ Arabian PÐ µninÃ'•ula waÃ'• inhabitÐ µd by Ã'•pÐ µakÐ µrÃ'• of languagÐ µÃ'• known aÃ'• Еpigraphic Ð…outh Arabian (HÐ µtzron 1992: 412). ThÐ µ Ð µnd of thÐ µ Ã'•ixth cÐ µntury CЕ, howÐ µvÐ µr, Ã'•aw thÐ µ riÃ'•Ð µ of thÐ µ nÐ µw rÐ µligion of IÃ'•lam promotÐ µd by thÐ µ ProphÐ µt Muhammad within thÐ µ Arabian PÐ µninÃ'•ula in what iÃ'• now Ð…audi Arabia. ThÐ µ nÐ µw IÃ'•lamic Ã'•tatÐ µ Ã'•prÐ µad rapidly throughout thÐ µ PÐ µninÃ'•ula, and within 100 yÐ µarÃ'• had Ð µxtÐ µndÐ µd north into thÐ µ LÐ µvant, Ð µaÃ'•t into Iraq and KhuziÃ'•tan, and wÐ µÃ'•t into North Africa. OvÐ µr thÐ µ cÐ µnturiÐ µÃ'•, thÐ µ rÐ µligiouÃ'• frontiÐ µrÃ'• of IÃ'•lam Ã'•trÐ µtchÐ µd into Ð…pain, Africa, India, and IndonÐ µ Ã'•ia, and acroÃ'•Ã'• cÐ µntral AÃ'•ia into Tur ­kÐ µÃ'•tan and China (Gibb 1978: 10). ThÐ µ riÃ'•Ð µ and Ð µxpanÃ'•ion of IÃ'•lam waÃ'• not only a rÐ µligiouÃ'• and hÐ µncÐ µ cultural conquÐ µÃ'•t, but alÃ'•o a linguiÃ'•tic conquÐ µÃ'•t, and within a fÐ µw hundrÐ µd yÐ µarÃ'• Arabic bÐ µcamÐ µ both thÐ µ official and thÐ µ vÐ µrnacular languagÐ µ of all IÃ'•lamicizÐ µd countriÐ µÃ'• in thÐ µ MiddlÐ µ ЕaÃ'•t. IndÐ µÃ µd, duÐ µ to thÐ µ prÐ µvailing tolÐ µrancÐ µ on thÐ µ part of thÐ µ MuÃ'•limÃ'• to ChriÃ'•tianÃ'• and JÐ µwÃ'•, arabicization waÃ'• morÐ µ complÐ µtÐ µ a procÐ µÃ'•Ã'• and progrÐ µÃ'•Ã'•Ð µd at a grÐ µatÐ µr ratÐ µ than iÃ'•lamicization (VÐ µrÃ'•tÐ µÃ µgh 1997: 93). In thÐ µ courÃ'•Ð µ of thÐ µ Ã'•prÐ µad of IÃ'•lam, Arabic found itÃ'•Ð µlf in contact with a Ã'•Ð µriÐ µÃ'• of forÐ µign languagÐ µÃ'• which it haÃ'• tÐ µndÐ µd to Ã'•upplant. In Еgypt during thÐ µ Ð µarly cÐ µnturiÐ µÃ'• of IÃ'•lamic domination, thÐ µ Coptic patriarchÃ'• communicatÐ µd with thÐ µ Arab conquÐ µrÐ µrÃ'• through intÐ µrprÐ µtÐ µrÃ'•. By thÐ µ tÐ µnth cÐ µntury CЕ, thÐ µ Coptic biÃ'•hop Ð…Ð µvÐ µruÃ'• of ЕÃ'•hmunÐ µin complainÐ µd that moÃ'•t CoptÃ'• no longÐ µr undÐ µrÃ'•tood Ð µithÐ µr GrÐ µÃ µk or Coptic, only Arabic. In UppÐ µr Еgypt, Coptic waÃ'• limitÐ µd to a fÐ µw Ã'•mall pockÐ µtÃ'• in thÐ µ countryÃ'•idÐ µ and to thÐ µ clÐ µrgy in monaÃ'•tÐ µriÐ µÃ'• by thÐ µ fourtÐ µÃ µnth cÐ µn ­tury CЕ (VÐ µrÃ'•tÐ µÃ µgh 1997: 95). It iÃ'• gÐ µnÐ µrally bÐ µliÐ µvÐ µd that by thÐ µ Ã'•ixtÐ µÃ µnth cÐ µntury CЕ thÐ µ uÃ'•à  µ of Coptic waÃ'• rÐ µÃ'•trictÐ µd to liturgy in thÐ µ Coptic church (cf. LopriÐ µno 1995: 7). In North Africa, Arabic bÐ µcamÐ µ thÐ µ dominant languagÐ µ of thÐ µ citiÐ µÃ'•, but BÐ µrbÐ µr managÐ µd to rÐ µÃ'•iÃ'•t thÐ µ Ã'•prÐ µad of Arabic in thÐ µ rural intÐ µrior. In Morocco and AlgÐ µria, in particular, BÐ µrbÐ µr haÃ'• rÐ µtainÐ µd itÃ'• vitality alongÃ'•idÐ µ Arabic to thiÃ'• day. LikÐ µwiÃ'•Ð µ in limitÐ µd arÐ µaÃ'• in thÐ µ FÐ µrtilÐ µ CrÐ µÃ'•cÐ µnt, dialÐ µctÃ'• of Ð…yriac havÐ µ pÐ µrÃ'•iÃ'•tÐ µd and havÐ µ influÐ µncÐ µd nÐ µighbouring Arabic dialÐ µctÃ'•. 5.2 ThÐ µ Ð µmÐ µrgÐ µncÐ µ of a Ã'•tandard languagÐ µ and digloÃ'•Ã'•ia ThÐ µ litÐ µrary Arabic languagÐ µ bÐ µgan to attain a Ã'•tandard form through thÐ µ dÐ µvÐ µlop ­mÐ µnt of grammatical normÃ'• in thÐ µ Ð µighth cÐ µntury CЕ (FiÃ'•chÐ µr 1997: 188). ThiÃ'• Ã'•tandard languagÐ µ can bÐ µ tÐ µrmÐ µd Ð…tandard Arabic, thÐ µ tÐ µrmÃ'• ClaÃ'•Ã'•ical Arabic and ModÐ µm Ð…tandard Arabic bÐ µing uÃ'•Ð µd to dÐ µÃ'•cribÐ µ itÃ'• mÐ µdiÐ µval and modÐ µm variantÃ'•, rÐ µÃ'•pÐ µctivÐ µly. ClaÃ'•Ã'•ical Arabic waÃ'• baÃ'•Ð µd primarily on thÐ µ languagÐ µ of thÐ µ wÐ µÃ'•tÐ µrn Hij azi tribÐ µ of QurayÃ'•h, with Ã'•omÐ µ intÐ µrfÐ µrÐ µncÐ µ from prÐ µ- IÃ'•lamic poÐ µtic koinÐ µ and Ð µaÃ'•tÐ µrn dialÐ µctÃ'•. ThÐ µ languagÐ µ waÃ'• codifiÐ µd in thÐ µ Qur an, thÐ µ holy book of IÃ'•lam. Although thÐ µ lÐ µxiÃ'• and Ã'•tyliÃ'•ticÃ'• of ModÐ µm Ð…tandard Arabic arÐ µ rathÐ µr diffÐ µrÐ µnt from thoÃ'•Ð µ of ClaÃ'•Ã'•ical A rabic, thÐ µ morphology and Ã'•yntax havÐ µ rÐ µmainÐ µd baÃ'•i ­cally unchangÐ µd ovÐ µr thÐ µ cÐ µnturiÐ µÃ'• (FiÃ'•chÐ µr 1997: 188). ThÐ µ vÐ µrnacular Arabic dialÐ µctÃ'•, by contraÃ'•t, havÐ µ dÐ µvÐ µlopÐ µd markÐ µdly during thiÃ'• pÐ µriod. LikÐ µ a numbÐ µr of othÐ µr languagÐ µÃ'•, thÐ µrÐ µforÐ µ, Arabic camÐ µ to havÐ µ onÐ µ Ã'•tandard variÐ µty and a largÐ µ numbÐ µr of rÐ µgional and Ã'•ocial dialÐ µctÃ'•. UnlikÐ µ many Ã'•uch languagÐ µÃ'•, howÐ µvÐ µr, no onÐ µ in thÐ µ Arab world iÃ'• brought up Ã'•pÐ µaking Standard Arabic as their mother tongue: an Arab childÃ'• mothÐ µr tonguÐ µ will bÐ µ thÐ µ rÐ µgional or social variety of Arabic of itÃ'• homÐ µ rÐ µgion, whilÐ µ Ð…tandard Arabic, if it iÃ'• maÃ'•tÐ µrÐ µd at all, iÃ'• lÐ µarnt formally at Ã'•chool or at homÐ µ aÃ'• part of thÐ µ childÃ'• Ð µducation. Ð…tandard Arabic iÃ'• confinÐ µd to formal writ tÐ µn and Ã'•pokÐ µn occaÃ'•ionÃ'•, and thÐ µ rÐ µgional/Ã'•ocial variÐ µty of Arabic iÃ'• uÃ'•Ð µd at all othÐ µr timÐ µÃ'•. Ð…tandard Arabic now diffÐ µrÃ'• conÃ'•idÐ µrably from rÐ µgional and Ã'•ocial colloquial variÐ µtiÐ µÃ'• of Arabic in tÐ µrmÃ'• of itÃ'• phonology, morph ­ology, Ã'•yntax, and lÐ µxicon. According to LipinÃ'•ki (1997: 75), Ã'•uch digloÃ'•Ã'•ia in Arabic bÐ µgan to Ð µmÐ µrgÐ µ at thÐ µ latÐ µÃ'•t in thÐ µ Ã'•ixth cÐ µntury CЕ whÐ µn oral poÐ µtÃ'• rÐ µcitÐ µd thÐ µir poÐ µtry in a proto-ClaÃ'•Ã'•ical Arabic baÃ'•Ð µd on archaic dialÐ µctÃ'• which diffÐ µrÐ µd grÐ µatly from thÐ µir own (cf. alÃ'•o VollÐ µrÃ'• 1906; WÐ µhr 1952; DiÐ µm 1973, citÐ µd in FiÃ'•chÐ µr 1997: 188). DialÐ µctÃ'• of Arabic form a roughly continuouÃ'• Ã'•pÐ µctrum of variation, with thÐ µ dialÐ µctÃ'• Ã'•pokÐ µn in thÐ µ Ð µaÃ'•tÐ µrn and wÐ µÃ'•tÐ µrn Ð µxtrÐ µmÐ µÃ'• of thÐ µ Arab-Ã'•pÐ µaking world bÐ µing mutually unintÐ µlligiblÐ µ. On thÐ µ baÃ'•iÃ'• of cÐ µrtain linguiÃ'•tic fÐ µaturÐ µÃ'•, Arabic dialÐ µctÃ'• can bÐ µ dividÐ µd into two major gÐ µographical groupÃ'•: thÐ µ firÃ'•t compriÃ'•Ð µÃ'• dialÐ µctÃ'• Ã'•pokÐ µn Ð µaÃ'•t of a linÐ µ running from Ð…alum in thÐ µ north to roughly thÐ µ Ð…udan-Chad bordÐ µr in thÐ µ Ã'•outh; thÐ µ Ã'•Ð µcond compriÃ'•Ð µÃ'• thÐ µ Maghribi dialÐ µctÃ'• Ã'•po ­kÐ µn to thÐ µ wÐ µÃ'•t of thiÃ'• linÐ µ. ThÐ µ main phonological fÐ µaturÐ µÃ'• which diÃ'•tinguiÃ'•h thÐ µ wÐ µÃ'•tÐ µrn dialÐ µct group from thÐ µ Ð µaÃ'•tÐ µrn includÐ µ thÐ µ typical rÐ µduction of thÐ µ triangu ­lar Ã'•yÃ'•tÐ µm of Ã' •hort vowÐ µlÃ'•, a, i, u, which iÃ'• found in Ð µaÃ'•tÐ µrn dialÐ µctÃ'•, to a two-vowÐ µl Ã'•yÃ'•tÐ µm (FiÃ'•chÐ µr and JaÃ'•trow 1980: 33); and a contraÃ'•t bÐ µtwÐ µÃ µn an iambic word ­Ã'•trÐ µÃ'•Ã'• Ã'•yÃ'•tÐ µm in thÐ µ wÐ µÃ'•tÐ µrn group and a trochaic word-Ã'•trÐ µÃ'•Ã'• Ã'•yÃ'•tÐ µm in thÐ µ Ð µaÃ'•tÐ µrn group. ThuÃ'•, a word Ã'•uch aÃ'• katab hÐ µ wrotÐ µ will bÐ µ typically Ã'•trÐ µÃ'•Ã'•Ð µd aÃ'• katab in wÐ µÃ'•tÐ µrn dialÐ µctÃ'•, but aÃ'• katab in Ð µaÃ'•tÐ µrn dialÐ µctÃ'•. In wÐ µÃ'•tÐ µrn dialÐ µctÃ'•, thÐ µ com ­bination of an iambic Ã'•trÐ µÃ'•Ã'• Ã'•yÃ'•tÐ µm togÐ µthÐ µr with a tÐ µndÐ µncy to dÐ µlÐ µtÐ µ unÃ'•trÐ µÃ'•Ã'•Ð µd vowÐ µlÃ'• lÐ µadÃ'• to word-initial conÃ'•onant cluÃ'•tÐ µrÃ'• which arÐ µ not typically attÐ µÃ'•tÐ µd in Ð µaÃ'•tÐ µrn dialÐ µctÃ'•: in thÐ µ Moroccan Arabic dialÐ µct o f Lmnabha, Ã'•min fat (ЕlmÐ µd ­laoui 1995: 139) iÃ'• thÐ µ cognatÐ µ ofCairÐ µnÐ µ Ã'•imin; and thÐ µ word for outÃ'•idÐ µ iÃ'• rÐ µal ­izÐ µd aÃ'• brra in Lmnabha (ЕlmÐ µdlaoui 1995: 157), but aÃ'• barra in CairÐ µnÐ µ. DialÐ µctÃ'• of a languagÐ µ which haÃ'• Ã'•pÐ µakÐ µrÃ'• aÃ'• Ð µthnically and Ã'•ocially divÐ µrÃ'•Ð µ aÃ'• Arabic, howÐ µvÐ µr, cannot bÐ µ dividÐ µd in purÐ µly gÐ µographic tÐ µrmÃ'•. DialÐ µctÃ'• arÐ µ alÃ'•o commonly diÃ'•tinguiÃ'•hÐ µd along a bÐ µdouin-urban axiÃ'•: bÐ µdouin dialÐ µctÃ'• tÐ µnd to bÐ µ morÐ µ conÃ'•Ð µrvativÐ µ and homogÐ µnouÃ'•, whilÐ µ urban dialÐ µctÃ'• Ã'•how morÐ µ Ð µvolu ­tivÐ µ tÐ µndÐ µnciÐ µÃ'• and uÃ'•ually Ð µxhibit fairly clÐ µar intra-dialÐ µctal variation baÃ'•Ð µd on agÐ µ, gÐ µndÐ µr, Ã'•ocial claÃ'•Ã'•, and rÐ µligion. Typical BÐ µdouin fÐ µaturÐ µÃ'• includÐ µ thÐ µ voicÐ µd rÐ µflÐ µx of ClaÃ'•Ã'•ical Arabic qd], prÐ µÃ'•Ð µrvation of thÐ µ ClaÃ'•Ã'•ical Arabic intÐ µrdÐ µntalÃ'•, and a gÐ µndÐ µr diÃ'•tinction in thÐ µ Ã'•Ð µcond and third pÐ µrÃ'•onÃ'• plural of thÐ µ vÐ µrb, pro ­nounÃ'•, and pr onoun Ã'•uffixÐ µÃ'• (VÐ µrÃ'•tÐ µÃ µgh 1997: 144). DiÃ'•tinctionÃ'• bÐ µtwÐ µÃ µn bÐ µdouin and urban dialÐ µctÃ'• appÐ µar to bÐ µ lÐ µÃ'•Ã'• markÐ µd in thÐ µ ЕaÃ'•t, howÐ µvÐ µr, particularly in thÐ µ PÐ µninÃ'•ula, than thÐ µy arÐ µ in North Africa (FiÃ'•chÐ µr and JaÃ'•trow 1980: 24). Diglossia is a term which is usually applied to the sociolinguistic situation in much of the Arabic speaking world. In those countries, there are two forms of the same language (Arabic), the high and low variety. The high form is called fusha classical or modern standard Arabic which is normally used in formal situations, such as writing, political speeches and university lectures. The low form which is referred to dialects of Arab communities is used in informal situations, such as conversations, shopping and social rituals. The Arabic language represents a continuum. At one end of this continuum is the modern standard Arabic, and at the other lies the low form which represents the various dialects of the Arab communities. These two ends, in fact are only ideal types, i.e. pure standard or pure colloquial, in fact do not exist. In other words, even in the most pure standard text, we may find some colloquial terms and vice versa (Hary, 1996:72). A persons place on this continuum would be somewhere between the two forms. In other words, where a given persons speech sits on this continuum depends on a lot of factors including speaker, conversation topic and setting. For example, how well the two speakers know each other and the formality of the speech as when giving university lectures and sermons. Furthermore, in Arabic communities, classical Arabic fusha is deemed as the language of the Koran and is still the current written form of the language. At the beginning of the Islamic period, only two sources of literary Arabic were available; the Koran and the pre-Islamic poems al-shear al-jaheli. The Koran described itself arabiyyan ‘Arabic when it was revealed. This seems clear from the following verse of the Koran Q 43/2-3 which says; ( wa-l-kitabi: l-mubini: inna ga alnahu quraanan arabiyyan la allakum ta qiluna) ‘By the clear book: we have made it an Arabic recitation in order that you may understand. According to Versteegh ( 2001:53), the Koran and the pre-Islamic poems play a crucial role in the ‘standardization and development of the Arabic language. Colloquial Arabic ammyya or darja as it is called in North Africa, on the other hand, exists as the vernacular varieties of the major Arabic speaking communities. It is very often used, especially in daily spoken form. In some of the Arab contexts, for example, if somebody uses standard Arabic in the street, he might be laughed at since using MSA in such domains seems odd. Cown (1968) believes that ‘Arabs are native speakers of NSA [non-standard Arabic] and not MSA [modern standard Arabic] (Mahmoud, 2000:129). In other words, modern standard Arabic has no native speakers. Moreover, colloquial Arabic is subject to regional variation, not only between different countries, but also within regions in the same country as we shall see in the Libyan context in the same country. 5.2 Origins of Arabic Diglossia A number of theories have been introduced by researchers and scholars to interpret the origins of the Arabic diglossia. These theories might be classified into the following three groups; theories which assume the existence of a Koine, those which recommend an explanation of language drift and those which use the hypothesis of Creolization/Pidginization. 5.2.1 Koine The Koine hypothesis is the prevalent theory in terms of the origins of the Arabic diglossia. Koine is a term ‘derived from Greek denoting a lingua franca that develops out of a mixture of languages or dialects (Bishop, 1998:4). In an article entitled The Arabic Koinz, Ferguson assumed that thecommon source of all the Arabic dialects existing outside the Arabian Peninsula was as a result of a variety spoken in the military camps during the middle of the seventh century at the time of the Islamic expansion, and this variety was different from the language of the Koran. In other words, these dialects are not corrupt form, however, they have had a separate existence from the classical language since they have existed outside the Arabic peninsula (Freeman, 1996: 1-2). Ferguson assumes that the majority of the Arabic modern dialects are derived from a koine which existed side by side with the standard/classical Arabic and was not based on any particular regional area. He built his argument on fourteen features, which he thought differ from standard and colloquial Arabic. According to Ferguson, then, diglossia started as a result of the Koine and considered to be the basis of Modern colloquial Arabic (Bishop,1998:4). 5.2.2 Language drift This theory attributes the difference between modern standard Arabic and colloquial Arabic to language drift, natural Semitic change tendencies (as Arabic is one of the Semitic languages) and basic effects among others. Those who recommend these theories feel that the Koine hypothesis is unnecessary and unjustified by the evidence available. However, both sides, those who advocate these theories and the Koine theory agree that language changes likely occur in towns rather than in the dialects of the Bedouin tribes who live in the Arabian deserts because the Bedouin dialects remained unchanged for several centuries after the arrival of Islam. Secondly, they agree that there was no language center in the Arab world which caused the changes seen as a result of its influence. Finally, both sides agree that the Islamic conquests were behind precipitating the rise of the colloquial Arabic dialects. Blau (1988, cited in Bishop, 1998:5), on the other hand, claims that Fergusons argument in terms of the Koine is unconvincing. He argues that the reverse of his argument was correct, i.e. the Koine itself was resulted from the changes of the Arabic dialects, and not as Ferguson said that the Koine was the origin of the modern Arabic dialects (Kaye, 1998:5). 5.2.3 Pidginization/Creolization Before discussing this theory, I would like to give a brief definition of Pidginization and Creolization. According to Richards et al (1992:277), Pidgin means a ‘language which develops as a contact language when groups of people who speak different languages try to communicate with one another on a regular basis. In other words, when speakers of one language, for example, engage in trade with speakers of another, and neither knows the others language, the language used between them is called Pidgin. Creole on the other hand, arises when a pidgin language becomes the native language of a new generation of children as a result of this contact. Versteegh (1984, cited in Bishop, 1998:5) argues that the two theories mentioned above regarding the development of Arabic diglossia are either a focus on an explanation of the similarities or the differences of the dialects without treating the other side. In his estimation, Versteegh argues that an affective theory should deal with both sides of the Arabic dialects. By this hypothesis, Versteegh dealt with both the similarities and the differences between the modern dialects of Arabic. To prove his hypothesis, he gave an example of mixed marriages between Muslim Arab men and non-Arab women of the conquered peoples during the Islamic conquest. This marriage, he said would likely have led to communication using a pidginized form of Arabic and the children who would be delivered as a result of this marriage would have probably spoken a creolised Arabic. 6.0 Classical/modern standard Arabic and colloquial Arabic Before starting to explain different uses of modern standard and colloquial Arabic, I would like to illustrate the difference between classical and modern standard Arabic. Classical Arabic is considered to be the formal version that was used in the Al-Hijaz region (currently Saudi Arabia) 1500 years ago. The Koran was revealed in classical Arabic, which is the main reason why the Arabic language has preserved its purity throughout centuries and is considered an important part of the Arabic culture. Modern standard Arabic (MSA), on the other hand, is an equivalent to the classical Arabic and nowadays it is used as the official language of the Arab states. Ferguson defined MSA as ‘the Arabs ATTEMPT to speak classical Arabic (Kaye, 1972:46; emphasis in the original). The main difference between modern standard Arabic and classical Arabic lies in the vocabulary, i.e. MSA reflects the needs of contemporary expression, whereas Classical Arabic reflects the needs of older styles. A lot of lexical terms of classical standard Arabic, for instance, have become obsolete these days, and they are substituted by new modern words. For example, in classical standard Arabic kittab was used for the word ‘letter,but in modern Arabic, ressala is used instead and rassol ‘messenger instead of mabooth. However, Modern Standard Arabic is grammatically simpler than classical and includes numerous words unknown to the Quran, such as hasib aali ‘computer and shabaket almalomaat â €˜internet. The two varieties, standard and colloquial Arabic divide among themselves the domains of speaking and writing, formal and informal and sometimes both varieties are used side by side in only one domain. The following discussion will attempt to show where these two varieties can be found in the Arabic community. On Arabic television and radio, the news is always presented in modern standard Arabic. This might be because it is watched and listened to by different native speakers of different Arab regions. On some programmes, for instance, the speakers usually start from a written text in standard Arabic, but in reading it they sometimes let themselves be influenced by the target group. In other words, programmes which are presented for special categories of community, for instance housewives, farmers and fishermen, the structure of the standard Arabic text remains unchanged, but at regular pauses colloquial markers and words are inserted. Particles and words such as bita ‘of illi ‘that is are introduced to give a signal to the audience the intention of the speaker, which is according to Versteegs (2001:195) to ‘create an atmosphere of intimacy and warmth. In other words, speakers tend to use some colloquial particles or words to simplify the discussion and to be more close t o the group concerned. Some of the Arab leaders, for example, use colloquial Arabic when they speak to their peoples, to communicate better with them, as they all understand their colloquial Arabic, whereas they use standard Arabic when they make speeches in other Arab countries since the colloquial Arabic in those countries are different from theirs. All books and newspapers in Arabic states are written in standard Arabic, apart from those little cases where colloquial Arabic is rather used, for instance cartoons in newspapers or dialogues of illiterate characters in some novels are sometimes written in colloquial language. Although most literary works are written in standard, they regulary contain colloquialisms. This is also true in movie scripts such as dialogues and theatre plays, even when they are written in standard, they are often staged in dialect. This is perhaps because written works are only read and seen by literate people, who have studied standard Arabic at school (Versteegs, 2001). Plays, songs, folk poetry and popular proverbs are usually performed and written in colloquial Arabic. Some expressions in Arabic, however, although classical, are used both in classical and colloquial domains. For example: tusbihuuna alaa khayr (I hope you wake up in the morning [only used at night] and everything is fine). baaraka allaahu fiika (may Allah [God] bless you): used formally and informally instead of thank you or thank you so much. The titles tabib and tabiibah refer to medical doctors, but native Arabic speakers rarely use these standard forms in their colloquial speech. Instead, they prefer to use the terms alduktor (referring to an M.D or a PhD) or alhakim, which is equivalent to alduktor (referring only to an M.D.) because they sound more prestigious, especially the former form. Lessons and lectures in schools and universities, on the other hand, are mostly introduced in standard Arabic within Arab states. In other words, introducing lessons and lectures in standard Arabic seems to be compulsory in most of the Arab countries. Tutorial discussions, on the other hand, are introduced in both colloquial and standard Arabic. Colloquial Arabic is the language of family and home and is widely used in Arabic communities because it is the mother tongue of all Arab native speakers. When the child starts learning language from his/her parents, almost all lexical and phonological terms are colloquial Arabic. 7.0 Recent studies on diglossia in Arabic contexts When Ferguson introduced his paper on diglossia in 1959, he concluded with ‘an appeal for further study of [diglossic] phenomenon and related ones (Ferguson, 1959:249). Consequently, linguists and scholars have made various efforts and studies on this phenomenon. In the following, I will examine some of those arguments and how they contrast with Fergusons original study. 7.1 Badawis study of Diglossia In an attempt to show how the linguistic system of modern standard Arabic works, the Egyptian linguist, Badawi (1973) has presented his study on the sociolinguistic situation in Egypt (applies on most of the Arabic contexts), in which he rejects Fergusons description of diglossia which says that H and L varieties are in complementary distribution in the Arab world and other communities (Versteegh, 2001). In contrast with Fergusons model and in attempt to subdivide the continuum between the two extremes of standard Arabic and colloquial, Badawi has determined the following five levels model as follows: 1. fusha at-turrat ‘classical Arabic only used in Quranic recitation 2. fusha al-asr ‘Modern standard Arabic the standard form of the language used in writing and sometimes on formal occasions in speaking 3. ammiyyat al-mutaqqafin ‘colloquial of the intellectuals the formal spoken language of educated people 4. ammiyyat al-mutanawwirin ‘colloquial of the literate the informal spoken language of educated people 5. ammiyyat al-ummiyyin ‘colloquial of the illiterate the language in which the illiterate talk (Versteegh, 2001:191) It is noticed from the above that every level represents a different class of people in different domains. For example, the consonant /ÃŽËœ/as in thalatha ‘three is considered classical Arabic, /t/ as in talata ‘three is considered colloquial, whereas /s/ as in salasa (this level is not used in all Arabic contexts) is used between the two extremes (Hary, 1996:7). To show how the linguistic system of modern Arabic works, Badawi offered a diagram (in the appendix) in which it seems clear that every level is a mixture of all the other levels, i.e. every level contains fush a ‘classical, ammiyya or darja ‘colloquial and dakhiil ‘foreign elements. In other words, even the speech of the illiterate contains elements of the high variety (fusha) or modern standard Arabic ( fusha al- asr), and standard Arabic, on the other hand, contains lexis, phonology and morphology of the colloquial of the illiterate (Freeman, 1996:4). In his study, Badawi proved that there is a continuum between standard and colloquial Arabic, and claimed that there is no duality in the Arab world, but continued levels of language. Then, he looked at the colloquial Arabic not as corrupt or different and independent from the standard Arabic, but as one of these levels suggested in his new model of Arabic language. However, although I agree with Badawis new model of the Arabic language, I think a point has not been taken into his account while studying this phenomenon, i.e. the colloquial level of illiterate (those who do not know standard Arabic at all) has recently been developed as a result of the development of radio and t

Ritz Carlton Essay examples -- essays research papers

In 1983, President and COO, Horst Schulze, decided upon a strategy to manage the Ritz Carlton in order to compete on quality. The strategy affected the entire organization, with significant differences in:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Defining traits of all company products defined in the company Credo  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Translating the Credo into basic standards to clarify the responsibilities for employees  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Personally train employees the new Ritz-Carlton Credo and basic standards (the Gold Standards)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Aggressively instilling a passion for excellence Five years later, Schulze began using the Malcolm Baldridge National Quality Award criteria to develop a system of business excellence. This system used the Deming Wheel in order to achieve optimum performance levels throughout the organization. With these new policies in place, Schulze lead Ritz Carlton to the first recipient of the Malcolm Baldridge National Quality Award for Service. The 1999 Ritz-Carlton application summary is as follows: Criteria 1: Leadership â€Å"Plan† – There are seven specific decisions collectively made by Senior Leaders to set direction for business excellence:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10 year vision  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚ ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Strategy  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5 year mission  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚ ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Methods  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3 year objective  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚ ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Foundation  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1 year tactic  Ã‚  Ã‚  Ã‚  Ã‚   The senior leaders formed the Gold Standards, which are comprised of the Credo, The Basics, Three Steps of Service, the Motto, and the Employee Promise. Together, the Gold Standards have the ability to empower employees to take initiative in thinking and acting with innovation and independence, for the overall benefit of not only the company, but the customers as well. â€Å"Do† – Specific actions by senior leaders in order to properly manage the new leadership approach are made up of three salient processes:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ensuring each new hotel’s goods and services are characteristic of all other Ritz Carlton’s on opening day.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The results of seven specific decisions defined at the annual ... ... well as drivers of employee satisfaction. 7.4  Ã‚  Ã‚  Ã‚  Ã‚  Supplier and Partner Results The Ritz-Carlton ensures that performance requirements of their suppliers are met through a thorough Supplier Compliance and Quality survey that measures key aspects of supplier quality. Purchasing personnel at each hotel fill out the survey every six months and rate specific issues, for example, fit for use, accuracy and service, etc. Suppliers who achieve an 80% or better overall rating on all attributes meet Ritz-Carlton’s quality requirements. 7.5  Ã‚  Ã‚  Ã‚  Ã‚  Organizational Effectiveness Results Ritz-Carlton’s C.A.R.E. program of systematic preventive maintenance has kept their property and equipment at world-class levels at reduced costs. This is in line with their goal of pursuing a defect-free environment. With unemployment at a low and significant competition for skilled workers, the Ritz-Carlton embarked on a major project to improve the cycle time from when a potential new-hire walks in the door and a job offer is tendered. Using scientific quality approaches, the Ritz-Carlton has improved cycle time from 21 days in 1996 to just 1 day in 1999.

Website Evaluation for Better Business

The question is, can you write an effective letter to a major corporation and get your point across in way that your information stands out over the multiple documents that a CEO may be receiving. Just think about what you would do if you were in a singing contest, how you could shine above all the other contestants. There are great examples online of business writings that we can access 24 hours a day. I just want to touch on the importance of good communications and how far it will take you in the business community. Most professionals are inundated with reading tons of material everyday often without knowing what the writer was trying to convey. The book talks about effective communication when writing a business letter. The fact the most readers will not read long sentences or large paragraphs, this makes it important to develop a method of writing that is informative but yet effective. The information I ‘m going to provide for you will help you in this quest. I’m going to show is how the use of this website (http://www. powa. org/) to give you an advantage over other business writers, and have a successful outcome. First, the book (Business Communication Today) gives some concrete pointers that seem to be the same emphases throughout chapter #6, meaning that the more we read it, speak it, use it, we’ll remember it. The book talks about having a clear message, breaking up long sentences, rewrite hedging sentences, clarify sentence structure and shorten overly long words. The web site explains the subject-verb/complement pattern and shows how you can expand that pattern almost indefinitely with a few simple principles such as coordination and subordination. In the website we'll look at some more advanced sentence strategies. Again the aim is to increase your versatility as a writer, to help you see the full range of options for solving writing problems. As your flexibility increases, you'll not only satisfy minimal standards of clarity and correctness, you'll express yourself with new-found energy and power. While the S V/C pattern, with agent as subject, is by far the most common pattern for building English sentences, it's by no means the only one. Nor is it best in every situation. Sometimes you may wish to turn things around in order to create a particular kind of emphasis or rhythm. Second, the chapter further goes into design elements and paragraph length and margins around the text which effects what you’re reading and gives the document overall readability. There was a list of four writing techniques that improve the readability of the message: * Varying sentence length. * Keeping paragraph short. * Using list and bullets. * Adding heading and subheading. The challenge is to keep your thought process while attempting to follow the main direction which is to get your message across while having the correct format. The writing a strong business letter will take some practice and a great deal of patience. The web site goes on to enhance the topic and seems to go deeper into developing your paragraph. Your topic sentences indicate the major support areas for your thesis, and the guide sentences show how you can develop each paragraph. Still, your paper is far from complete. While you've opened up your main idea to expose its parts, you have yet to get down to giving the specifics; the precise details that will help your reader feel the full weight of your thought. You must show the foundation of specific evidence that your general ideas are built upon. The following suggestions for paragraph development will help you coax forth details that will make your writing solid and substantial. Notice how often a paragraph will say, in the second or third sentence, â€Å"for instance† or â€Å"for example. † This is how writers introduce an actual incident or object to prove or illustrate the point under discussion. The example may be a brief physical description: I can still remember her imitation of a frog. Puffing out her cheeks and hopping around the room, she seemed almost amphibian as she croaked out a mating call. Sometimes a point made in your thesis sentence, a topic sentence, or a guide sentence needs elaboration and clarification. That is, the reader may pick up the general outline of what you're saying, but a second sentence or two may be needed before the full meaning comes across. The first two sentences of this paragraph work like that. The second one explains the first, and the next two (including this one) carry the process even further. Each sentence, after looking back at the previous one to see if it tells the whole story with perfect clarity, goes on to fill in the gaps and make the meaning more precise. In the introduction paragraph I made an example to get you the reader to draw a comparison, and inspire you to think. Third, Chapter #6 helps us along by telling us that we need to proof read everything we intend to send out for others to read. As I read the books definition of proofreading I discovered eight tips for improving the message quality. Proofreading should be a little more than a quick glance, we all have made mistakes in this area, for an example; I recently wrote how our brains can figure out how to determine what is being conveyed even if the content of the text seems totally incorrect. I’d failed to proofread one of my papers but discovered the problem only after sending it to the boss to read. I’d misspelled the word â€Å"indicated† later the document went to the district manager for review. I then re-read the document and found the error and felt so unprofessional. Now the time was right for me to step up my game and proofread all documents. The eight tips are as follows; * Make multiple passes, checking for any problem * Read aloud or read backward * Double check high priority names, dates, address and financial data * Take a break for a while then start again Read the small sections * Stay focus on your work * Review complex document * Take your time It is a fact that we look at the same document over and over our brains tells us that there are no mistakes, but when we allow a second set of eyes to take a look the mistakes are found that we didn’t see, so even after proof reading sometimes it’s possible to overlook errors. The above steps are very important. The website touch on proofreading is equally important; producing a clean, error-free final draft isn't easy. Even the most carefully edited professional publications contain occasional typos. Most readers understand this and aren't bothered by such infrequent problems. Yet when errors occur often, they undermine the writer's authority and disrupt communication. The following guidelines are easier for some to follow than for others, but they can, with a little work, be learned by almost anyone. Once learned, they'll become part of your permanent knowledge base like the multiplication tables or your best friend's phone number. You won't have to learn them twice. Take time then, even if you're fairly confident about your grammar, to see if you need to work on any of these six areas. If you do, try to understand the logic of the rule, what its purpose is. Six Problem Areas are; * Subject/Verb Agreement * Pronoun/Antecedent Agreement * Pronoun Reference * Shift in Tense * Shift in Person * Misrelated Modifier There are parts of the website that I believe to be very useful for me in my personal struggle to learn to write more professionally. The class has all the tools to push you to progress, however this website helps as do many other tools we use in learning to write effectively. The part of the site that impacted me the most was the grammar section which I mentioned in the above paragraph. I am very weak in this area that’s why this site was very informative for me. Although this website was very informative there were some areas that could be improved. The first page layout does not hold your attention as do other sites I’ve visited. There should be some video interactivity because as the site proclaimed, people don’t want to read huge amounts of text when the technology exist to allow some video format to occur. When I was looking for further information in reference to the first page tabs I didn. t see the tabs on the top for the page, a better way to present the tabs would be to make them larger and use a different color to attract attention. Some of the colors that are on the page should express key points, for an example; when you study and you want to remember a key point in the text you highlight it, so I think key points should be highlighted to bring attention to what the writer was trying to convey. The website definition of my earlier observation is, if writing is like making a movie, emphasis could be compared to a photographer’s zoom lens, moving in for a close-up one moment and backs for a wide-angle shot the next. Emphasis allows you to create similar special effects by magnifying, reducing, or even eliminating certain details. By controlling emphasis, you can focus your readers' attention on what is most important.