Great Depression - 7197 Words

Great Depression From Wikipedia, the free encyclopedia {draw:frame} Dorothea Langes Migrant Mother depicts destitute pea pickers in California, centering on Florence Owens Thompson, age 32, a mother of seven children, in Nipomo, California, March 1936. The Great Depression was a severe worldwide economic depression) in the decade preceding World War II. The timing of the Great Depression varied across nations, but in most countries it started in about 1929 and lasted until the late 1930s or early 1940s.[1] It was the longest, most widespread, and deepest depression of the 20th century, and is used in the 21st century as an example of how far the worlds economy can decline.[2] The depression originated in the United States,†¦show more content†¦Recession cycles are thought to be a normal part of living in a world of inexact balances between supply and demand. What turns a usually mild and short recession or ordinary business cycle into an actual depression is a subject of deb ate and concern. Scholars have not agreed on the exact causes and their relative importance. The search for causes is closely connected to the question of how to avoid a future depression, and so the political and policy viewpoints of scholars are mixed into the analysis of historic events eight decades ago. The even larger question is whether it was largely a failure on the part of free markets or largely a failure on the part of government efforts to regulate interest rates, curtail widespread bank failures, and control the money supply. Those who believe in a large role for the state in the economy believe it was mostly a failure of the free markets and those who believe in free markets believe it was mostly a failure of government that compounded the problem. Current theories may be broadly classified into three main points of view. First there are the monetarists, who believe that the Great Depression started as an ordinary recession, but that significant policy mistakes by mon etary authorities (especially the Federal Reserve), caused a shrinking of the money supply which greatly exacerbated theShow MoreRelatedThe Depression Of The Great Depression1223 Words   |  5 Pagesfar-reaching consequences as the Great Depression. This experience was the most extended and severe depression of the Western world. It was an economic downturn that began in 1929 and lasted until 1939. A large amount of America’s labor force lost their jobs and suffered during this crisis. During the nation’s financial disaster, Franklin Delano Roosevelt became president and made extensive changes to America’s political structure. The effects of the Great Depression had lasting consequences that areRead MoreThe Depression Of The Great Depression1232 Words   |  5 Pagespeople think that the stock crash was to blame for the Great Depression but that is not correct. Both the crash and depression were the result of problems with the economy that were still undernea th society s minds. The depression affected people in a series of ways: poverty is spreading causing farm distress, unemployment, health, family stresses and unfortunately, discrimination increases. America tended to blame Hoover for the depression and all the problems. When the 1932 election came peopleRead MoreThe Great Depression Essay1390 Words   |  6 PagesIntroduction: The world had faced two main economic problems. The first one was the Great Depression in the early of 20th Century. The second was the recent international financial crisis in 2008. The United States and Europe suffered severely for a long time from the great depression. The great depression was a great step and changed completely the economic policy making and the economic thoughts. It was not only an economic situation bit it was also miserable making, made people more attentionRead MoreThe Depression Of The Great Depression2071 Words   |  9 PagesPaul Von Hindenburg appointed Adolf Hitler Chancellor on the 30th January 1933. The Depression did play a vital role in this, however other factors such as the Nazis propaganda, the resentment of the Weimar republic and the political situation of 1932-1933 also contributed to his success. Before the Great Depression, the Nazis gained 12 seats and 2.6% of the vote in the May election of 1928. Despite this, by July 1932, Hitler gained 230 seats and 37.3% of the vote in the Reichstag. This is a dramaticRead MoreThe Great Depression1292 Words   |  6 PagesBefore the crash Before the start of the great depression the United States was a country of great economic wealth, with new technology being invented and a boom in industry. Due to a boom in America’s Industry because of World War One the economy was at an all-time high with a tremendous amount of prosperity. Following the end of world war one the industrial might that America had was being used for peaceful, domestic purposes instead of being used for violence and war. New technologies like carsRead MoreThe Great Depression1731 Words   |  7 PagesThe 1920’s was a decade of discovery for America. As mentioned in â€Å"who was roaring in the twenties? —Origins of the great depression,† by Robert S. McElvaine America suffered with the great depression due to several factors but it managed to stay prosperous at the end. In â€Å"America society and culture in the 1920’s,† by David A. Shannon there was much more to the great depression. It was a time of prosperity an economic change. Women and men were discovering who they were and their value to societyRead MoreThe Great Depression1551 Words   |  6 PagesThe G reat Depression was one of the most devastating events recorded in history. The nation as a whole plummeted in one economic downfall. Few individuals escaped the effects of the depression. The hardship of unemployment and the loss of homes and farms were a large portion of the pain caused by the economic crisis. Through all of these sufferings, women had a large impact on society. Women faced heavy discrimination and social criticism during the Depression Even though through research it is provenRead MoreThe Great Depression1186 Words   |  5 Pagesfriends is the true definition of of what the Great Depression really was. It was a time that most people want to never remember or ever happen again. You would think the United States would have learned from their mistakes but it seems we are going down the same road once again without even taking a step back and realizing it. When people talk about the Great Depression not a single person will have anything good to say about it. It ca used families a great deal of pain that they will never forget. WithRead MoreThe Great Depression1368 Words   |  6 PagesAfter WW1 the Great Depression had a very late impact on the major film companies in France, when it did, it unfortunately caused several film studios to go bankrupt, then in the late 1920’s to 1930’s many small film companies and groups emerged giving birth to the tendency called poetic realism. Because the large companies who made films with a focus on making money were gone the filmmakers and artists were able to concern themselves with the art of film, they often took poetic innovations thatRead MoreThe Great Depression1133 Words   |  5 Pagesâ€Å"The only thing we have to fear is fear itself,† is a famous quote once said during the Great Depression by Franklin D. Roosevelt. After one world war, great financial fallout, and another world war to follow, the twentieth century was already shaping out to be a handful. When the Great D epression was coming to an end and the economy was trying to turn around, jobs started opening up and a new wave of immigrants came into New York, the Puerto Ricans. For some the American dream was to come to

Review on Past Tense Affixes Free Essays

The study was conducted to analyse the plural inflections of English language among Malay students. Generally, the duration of exposure towards English language in classroom setting would be approximately 11 years among Malaysian students. Although English language has been given much respect and attention, there are still learners being underachievers and not proficient in the language at the end of their secondary school level. We will write a custom essay sample on Review on Past Tense Affixes or any similar topic only for you Order Now Due to this, the researcher claims that there are still students who fail to understand the most basic rules of English language structure, such as plurality. . 1 Hypothesis As cited by the researcher, Fries (1945), Lado (1957) and Van Els (1984) agree that different grammatical structure between languages is a possible factor of students’ incompetency in the targeted language. Thus, the hypothesis of this study is, Malay students find it difficult to understand and use English language plural inflections because there are no plural inflections in the Malay language. 1. 2 Aims of the Study There are three aims mentioned to be achieved throughout this study: 1. To identify and explain students’ error regarding plural inflection 2. To identify the differences similarities of plural inflections between Malay English language. 3. To measure and determine whether the differences of plural inflections formation between Malay and English language contribute to the errors in students’ writing. 2. 0 Methodology 2. 1 Sampling In this study, a total of 40 semester one students were selected as the sample of the study. They were 20 lower proficiency students and 20 higher proficiency students of a local semi?private higher learning institution in Malaysia. The students’ level of proficiency was pre?determined by an English Placement Test which is a compulsory assessment of the institution. Students who passed the English Placement Test are categorized as higher proficiency while those who failed are categorized as lower proficiency students. 2. 2 Instruments/ Tools In order to achieve the aims of this study, the researcher implemented 3 assessment tools to collect the data which are 1) Cloze-tests, 2) Essays, and 3) Fill in the blank. 2. 3 Procedures The first approach used by the researcher was Cloze-test. The researcher used two sets of Cloze?test to gather a more genuine data regarding plural inflection. There were ten questions in each Cloze?test and students have to answer to a total of twenty Cloze?test questions. Each Cloze?test questions consisted of various morphological syntactical structures. However, once the Cloze?test was collected, analysis was made only on plural inflections. The second approach implemented by the researcher was Essay. Only six essays were taken to be analyzed. These essays were chosen based on students’ proficiency levels. Three essays representing the low proficiency and three essays from higher proficiency students. All essays were about the same topic which is ‘Is television a bad influence? ’ and they had been marked earlier. Instead of focusing on all grammatical errors, analysis was made only on plural inflections. The third approach applied by the researcher is Fill in the blank. There are ten questions consisting of ten singular nouns. Students were to convert these singular words into their plural forms. The data gathered from these three approaches were then analyzed and turned into percentage as the findings. . 0 Finding The findings will be explained in a reference to the few excerpts taken from the article. 3. 1 Cloze-tests Excerpt 1: Errors on plural inflection in Cloze?test 1 Based on the chart in the Excerpt 1 above, it is found that 3 or 15% of the higher proficiency students committed errors in Question 1. Surprisingly, all of the lower proficiency students answered Quest ion 1 correctly. Majority of the students of the higher and lower proficiency answered the question incorrectly for Question 4. As for Question 6, 11 or 28% of students from each proficiency level respectively answered B. beachs instead of the correct answer C. beaches. For the final question in Cloze-test 1, only 6 out of 20 or 30% of higher proficiency students answered Question 9 wrongly. On the other hand, 14 out of 20 or 70% of lower proficiency students mistakenly answered Question 9. Most of the students who gave the wrong answer circled B. childs and D. childrens whereas the correct answer should be C. children. Excerpt 2: Errors on plural inflections in Cloze?test 2 It is observed that there were more students from lower proficiency level committed error for Question 3 and 5. However, for Question 7, it is noteworthy that there were more students from higher proficiency category committed error. 3. 2 Essays Excerpt 3: Frequent errors made by students in essays Based on Excerpt 3 above, the words in bold are the errors made by students in their essay. From it, it is found that students included the suffix –s in the words? childrens, peoples and womans. However, for words like actress and dress, the students overlooked the suffix –s. . 3 Fill in the blanks Excerpt 4: Errors on plural inflections in Fill in the blank task There are 10 words that the respondents need answer in this Fill in the blank task. It is found that the higher proficiency students perform better in this task compared to the Cloze?test as they only answer Question 2, 6 and 9 incorrectly. In contrast, the lower proficiency students got the wrong answers for all questions, except for question number 8. It is identified that majority of students from both proficiency levels over-generalize the use of suffix –s in all words. . 0 Discussion Unlike the Malay language, the plural formation of words in the English language is much more complicated because there are many spelling rules. Malaysian students are exposed to the idea that the suffix –s is needed to indicate plurality. There are a lot of complicated and confusing spelling rules to indicate plurality in English language. From the Cloze?tests and Fill in the blank tasks, the students were clearly aware of the usage of plurality. The only drawback they faced was the over?generalization of the suffix ?s for all words. The students from either higher or lower proficiency level are confounded with the complex plural inflections because the formation of plural words is easier in the Malay language. It can be seen in Excerpt 5 as illustrated by the researcher below. Excerpt 5: Rules for formation of plural forms in Malay language In the Malay language, the common method to show plurality is by reduplication. Plurality is called ‘kata ganda’ which simply means ‘duplicate’. Plural inflections exist in three common suffixes? /?s/, /?es/ and /?ies/ for English language. However, in the Malay language, things are much simpler as students are needed to just reduplicate the words in order to make it plural. Excerpt 6: Comparison between English and Malay language plural forms In English language, students have no option rather than to know that the suffix /?es/ must be added to words that end with /?f/. If students spell it as shelfs, it would be wrong. The Malay language is easier compared to the English language since students have option to either duplicate the word ‘rak’ using the symbol (?) or to insert cardinal or ordinal words before the word ‘rak’ in order to show plurality. If cardinal or ordinal words are used, the word ‘rak’ will remain no changes at all, for instance some shelves = beberapa rak. To be safe, most students will apply the use of reduplication. Despite all the differences in the formation of plurality between both languages, there are similarities identified by the researcher. In both languages, plurality is indicated by cardinal like all (semua), some (sebahagian/beberapa) as shown in Excerpt 7. Excerpt 7 The second similarity is both languages have quantitative nouns that indicate numbers as shown in Excerpt 8. Excerpt 8 5. 0 Study’s Conclusion This study has found that there are differences and similarities regarding the formation of plural forms between Malay and English language. In responding to the aim of this study, it is believed that the differences of plural inflections formation between those languages contribute to the errors in students’ writing. Based on the data collected, it is found that the respondents understand the when and why should we use the plural form. The errors occurred not because the respondents failed to grasp the idea of plurality, but they are confused with the complicated rules of plural inflections in the English language. . 0 Commentary 6. 1 A meaningful study In general, the study itself is a very good research. It touches on a very specific area which is plural inflection. Generally, Malaysian children were introduced to this language as early as four or five years old, at their pre?school level. This teaching and learning process gradually continues from pre?school to primary and secondary school. The duration of exposure towards English language in classroom setting would be approximately 11 years. Although English language has been given much respect and attention, there are still learners being underachievers and not proficient in the language at the end of their secondary school level as claimed by the researcher. Contrastive analysis is an inductive investigative approach based on the distinctive elements in a language. In this study, the researcher focused on the analysis of morphemes which carries grammatical meaning which is plural inflection. Some researchers believed that when similarities and differences between L1 and L2 were identified, pedagogy could be more effective. This statement is developed from the master mind of contrastive analysis, Lado (1957) where he states â€Å"those elements that are similar to the learners’ native language will be simple for him, but those that are different will be difficult. † Hence, this study is significant since the aspect of plurality is being analyzed in terms of both languages. Lado’s statement supports this paper’s hypothesis that Malay students find it difficult to understand and use English language plural inflections because there are no plural inflections in the Malay language. Hashimah, Norsimah, Kesumawati (2008) in their study of grammatical structures agree that different construction of plural forms in Malay and English language contributes to the difficulty of acquiring the language. 6. 2 Methodology Moreover, other strength in this study is the reliability and validity of instruments. The use of Cloze-test is a very good approach. The researcher included various structures; however, once the Cloze?test is collected, analysis is made only on plural inflections. It is predicted that she does not wish for her respondents to be aware that this was a test on plural form. This is a brilliant idea to avoid students giving more attention to certain questions. As the result, the findings would be questionable. 6. 3 Findings It is observed from the findings of Cloze-test 1 and Cloze-test 2, there are two noticeable interesting findings. 1) Cloze-test 1: 3 or 15% of the higher proficiency students committed errors in Question 1 while surprisingly; all of the lower proficiency students answered Question 1 correctly. 2) Cloze-test 2: For Question 7, it is noteworthy that there were more students from higher proficiency category committed error. Based on these two interesting findings, we can generalize that, there are actually more students from higher level of proficiency that committed errors in forming plural inflections for certain words. Clearly here we can see that, even though those who are among higher level of proficiency and expected to know more about the English language structures and rules, yet still committed more errors. This denies the assumption that only those who are among lower level of proficiency will have more tendencies to commit error in forming plural inflections due to lack of knowledge of L2 structures and rules. Thus, I am in favour of what the researcher has claimed, â€Å"The errors occurred not because the respondents failed to grasp the idea of plurality, but they are confused with the complicated rules of plural inflections in the English language†. 6. 3 Pedagogical Implications This study is significant for it creates awareness to the readers on the importance of knowing the differences between two language structures. It has an impact to the teaching and learning environment as it serves as a guideline for educators. Now, the educators will have the opportunity to acknowledge the areas that students are weak in. With the results from this study, educators are able to prepare better lesson plans to cater the students’ difficulties. Teachers can provide better explanation for grammatical structure like the plural inflection in classroom by considering comparing rules of both languages. 6. 4 Limitations and Recommendations This study was done on a small scale of samples, there were only 40 students from semester one in an institution only. As for future study, it is suggested to other researcher to consider of incorporating more samples to measure the students’ authentic understanding on the usage of plural inflections. It is also recommended that in the future study, emphasis should also be given to other aspects of plurality such as the loan words (e. g. stimulus stimuli) rather than just focusing on the inflections /?s/, /?es/ and /?ies/. 7. 0 Conclusion In conclusion, despite of few limitations of study, it is true to say that this study is a good research. It gives more contributions especially for ESL learners in general, Malay students in specific. Also, the result of study can be benefit by the ESL teachers. As for future study, it is important in making sure that the research caters all the possibilities and limitations of this study. How to cite Review on Past Tense Affixes, Papers

Analysis of the Poem Babi Yar Essay Example For Students

Analysis of the Poem Babi Yar Essay In the poem, Babi Yar, Yevgeny Yevtushenko does a wonderful job of paying tribute to the Jewish victims of the Holocaust. He does this by portraying the history of the Jewish people. Yevtushenko also uses various literary devices to heighten the sentiment of the poem. The poem is told in the first person, by the author of the poem. In the poem it is also apparent that he is addressing all Russian citizens when he writes O Russian people. In this manner Yevtushenko is able to eulogize the Jewish victims of the Holocaust in front of a wide audience. This technique also allows him to speak directly to the Russian people and tell them of their wrongs at the end of the poem. Through usage of the first person he is able to place himself in the various situations of anti-Semitism in history. He takes us from Egypt, to the cross; from the Dryfus affair to the pogroms; from Anne Franks dark room to the massacre of Babi Yar. Through all this Yevtushenko proclaims that I was there. This gives the reader a sense of being trapped in the middle of these horrifying events. The first person gives an eerie description that a third person description could not give. After he finishes his recitation of past events he begins addressing the Russian people of the present. He tells them that in general the Russians are a good hearted people. But, he goes on to say that there are a minority of Russians who ruin the good name of the whole. Yevtushenko contends that these people call themselves The union of the Russian people. However, he then goes on to directly contradict their self-proclaimed name with clever uses of diction. He claims that the Internationale, or the Russian union song, will only be sung after these same anti-Semites are dead. In the last lines of the poem he admits that although he is not a Jew he demands to let me be a Jew. Only when he is a Jew can he then go on to call myself a Russian. What he means by all this is that the Russian people are not a group of Jew-haters, but rather a country of people who feel for the sorrows of the Jewish people. The first ezza is an introduction that tells us the occasion of the poem. It claims that There are no monuments on Babi Yar, A steep ravine is all, a rough memorial. He then goes on to devote the rest of the poem as a eulogy to the Jews killed by the Russians. Therefore, this first ezza gives us the reason why he wrote the poem. This poem would in fact be the memorial for Babi Yar. The first ezza also does a terrific job of setting the gloomy tone for the rest of the poem. He also seems to hint at the fact that the anti-Semitism that began with the Christians is the same exact anti-Semitism that has  continued to the present date. The anti-Semitism of Egypt remained in her ancient days, but he insists that I perish on the cross, and even now I bear the red marks of nails. His usage of the words even now contend that that specific anti-Semitism continues to the present date. In the next few ezzas sound plays a critical role. In the first line of the second ezza there is a repetition of the letter d in Dryfus, detested, denounced. This sound conjures something approaching from behind you, like a march. Although, this ezza only affects one man, Dryfus, but there is the image of something approaching in the d sound. The second line of the third ezza reads I seam to see blood spurt and spread. Here we have the repetition of the s sound. This sounds like air escaping from something, getting ready to explode. Then all of a sudden there are The rampant pogrom roars. Things are getting worse. .ud57c4ccb5f38ee027263dd409976d085 , .ud57c4ccb5f38ee027263dd409976d085 .postImageUrl , .ud57c4ccb5f38ee027263dd409976d085 .centered-text-area { min-height: 80px; position: relative; } .ud57c4ccb5f38ee027263dd409976d085 , .ud57c4ccb5f38ee027263dd409976d085:hover , .ud57c4ccb5f38ee027263dd409976d085:visited , .ud57c4ccb5f38ee027263dd409976d085:active { border:0!important; } .ud57c4ccb5f38ee027263dd409976d085 .clearfix:after { content: ""; display: table; clear: both; } .ud57c4ccb5f38ee027263dd409976d085 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud57c4ccb5f38ee027263dd409976d085:active , .ud57c4ccb5f38ee027263dd409976d085:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud57c4ccb5f38ee027263dd409976d085 .centered-text-area { width: 100%; position: relative ; } .ud57c4ccb5f38ee027263dd409976d085 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud57c4ccb5f38ee027263dd409976d085 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud57c4ccb5f38ee027263dd409976d085 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud57c4ccb5f38ee027263dd409976d085:hover .ctaButton { background-color: #34495E!important; } .ud57c4ccb5f38ee027263dd409976d085 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud57c4ccb5f38ee027263dd409976d085 .ud57c4ccb5f38ee027263dd409976d085-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud57c4ccb5f38ee027263dd409976d085:after { content: ""; display: block; clear: both; } READ: A Raisin In The Sun Character Analysis EssayIn the following ezza is a translucent twig. The repeated t sound is like the ticking of a time bomb. Immediately after this one reads of the pounding, or the final explosion. The explosion creates a silent sound and an endless soundless because thousands and thousandsof thousands are dead. There is hardly anyone left to attack. Almost all the Jews are dead.

The book The Collector by John Fowles Essay Example For Students

The book The Collector by John Fowles Essay (Morning) Ive become aware that I dont remember much of the outside world. The colour of the grass is called green but I cant put the colour to the name. The feeling of a soft breeze on my face, forgotten. The sound of the children in a playground, the smell of the sweetest flowers, forgotten. What a waste. My own doing I suppose. I only had myself to blame. Im surprised I could still remember my own name. I should be on the brink of madness. I want to be. But nothing ever goes my way does it. Ive been waiting out the days, ticking them off, hoping someone will finally understand me but they never will. Nobody misses me and no one wants me. I have no friends, and the only family I have left are the ones that think Im mental and everyone else is too preoccupied with their own lives to notice Im still alive. Its understandable though. I wouldnt miss me. Thats why I started this. I realised Im nothing in this universe, just one small flea on the back of an elephant. Unimportant. I dont have a destiny, never found true love, havent had a steady job in years and I know now that Im the reason the word failure is in existence. We will write a custom essay on The book The Collector by John Fowles specifically for you for only $16.38 $13.9/page Order now There was a time where I wasnt scared of anything, when I had a bunch of friends who hung on my every word but then there was the time I could be surrounded by a sea of people and still feel all alone. The sea made me feel tiny, almost like I was invisible because no one could share my view of the world. They were locked away, safe inside my head until the right person could pick them out one by one, but that never happened. (Afternoon) These four walls are proving to be my only source of comfort. Away from the rest of the world. Im safe. Just me, a pen, some paper and a bed. Not much I grant you but enough to know that necessities arent needed. I dont want what they keep offering me. I dont want your books, I say. But you have to do something! They say.  Sometimes this place is like my own personal hell hole, but other, Its my idea of heaven. They try and make me do what they want. Lets go for a walk, they say. I dont want to leave! I say. They dont realise how dangerous the outside world is. I dont care about hearing, seeing and smelling new things! I put myself in here, no matter how hard they try and convince me Im ill, I did this to myself! Im not mental like they say! Im not! The truth is, I dont remember how I got in here in the first place. Theres a lot of gaps in my life that are justblackThey try and force it out of me. They tell me Ive done horrible things, unforgivable things so I was brought in here. I dont listen. Theyre wrong, Ive been good my whole life. I put myself in here! No one forced me like they say, I chose this life away from the danger and the people that couldnt be trusted. My choice. My choice. Sunnyside Mental Care they call it, like its a special place for people who are crazy. They think theyve locked me up for my own good. Im not mental, I promise. I may forget things and refuse to talk or trust people but Im not mental. Its not that I dont like people, some of them in other white boxes seem nice enough. Theyre in the same situation as me, understand what Im going through, its the other people I dont like. Their patronising grimaces and their condescending tone like Im 5 years old. They arent to be trusted. None of them. And none of them will ever understand the trouble I went through to get here and my reasoning behind it. I will never say anything to anyone. .ucb05e6ed28a054ee406ed065560b3aa6 , .ucb05e6ed28a054ee406ed065560b3aa6 .postImageUrl , .ucb05e6ed28a054ee406ed065560b3aa6 .centered-text-area { min-height: 80px; position: relative; } .ucb05e6ed28a054ee406ed065560b3aa6 , .ucb05e6ed28a054ee406ed065560b3aa6:hover , .ucb05e6ed28a054ee406ed065560b3aa6:visited , .ucb05e6ed28a054ee406ed065560b3aa6:active { border:0!important; } .ucb05e6ed28a054ee406ed065560b3aa6 .clearfix:after { content: ""; display: table; clear: both; } .ucb05e6ed28a054ee406ed065560b3aa6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucb05e6ed28a054ee406ed065560b3aa6:active , .ucb05e6ed28a054ee406ed065560b3aa6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucb05e6ed28a054ee406ed065560b3aa6 .centered-text-area { width: 100%; position: relative ; } .ucb05e6ed28a054ee406ed065560b3aa6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucb05e6ed28a054ee406ed065560b3aa6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucb05e6ed28a054ee406ed065560b3aa6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucb05e6ed28a054ee406ed065560b3aa6:hover .ctaButton { background-color: #34495E!important; } .ucb05e6ed28a054ee406ed065560b3aa6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucb05e6ed28a054ee406ed065560b3aa6 .ucb05e6ed28a054ee406ed065560b3aa6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucb05e6ed28a054ee406ed065560b3aa6:after { content: ""; display: block; clear: both; } READ: Pride and Prejudice is one of Jane Austen's most renowned and established novels EssayAnalysis of Denial.  I chose to write my story based on two of the main features of the book The Collector by John Fowles The writing style (the diary-type entries) and the idea of isolation and separation from society.  For my short dystopian story I have chosen to write about a slightly deranged individual in a mental institute having lived for weeks, maybe months in there, not really realising why. I wanted to create a character with multiple layers of personality for example, towards the beginning of the Denial I found that the character should be serene and unruffled, calmly explaining some of the feelings theyre experiencing. As the story goes on the character becomes more and more stressed about the facilities and the people that work in the institute referring to the staff and them and they showing that the individual is clearly untrustworthy and cautious. Using the pronoun they shows the reader that even though the character has had to see these people everyday for weeks, maybe more, they are still anxious about how to socialise with them. The pronoun makes the staff seem almost inhuman making the story more tense as if the staff were making the individuals life a misery. I wanted to keep a mysterious side to the story regarding the narrator, hence why there is very little description of them, not even a name or gender. To find out more, the reader has to piece together little details the character drops about their background. I hoped for the story to result in the reader to feel pity for the character but Im uncertain whether I achieved in doing so as reading back on it, I feel more inclined to call the patient mental. However, everyone has different opinions and Im certain the story will create different emotions for different people. This was inspired by Fowles who I feel tries to get the reader to focus on why the main character, Frederick Clegg, thinks the way he does and acts how he does. In Denial my aim was to provoke questions such as why is this person in this institution? and what could they have done to get themselves in that state of mind? Throughout The Collector Miranda (the woman Clegg kidnaps) feels isolated and separated from society, not only physically, but also emotionally. She doesnt relate to Clegg in the slightest through the beginning of the story. I used this inspiration to form the basis of my story to show the reader what the narrator is truly feeling. The diary entries Fowles writes from Miranda and Clegg make the overall story much more personal so the reader can be sympathetic, have pity or emphasize with the character. I used this aspect in my story as I feel it connects much more to the reader. The reader can truly see what the narrator is feeling and what is going through their head. It also comes across as a means of escape for both the characters in The Collector and in my short story Denial as they spill out their emotions onto the piece of paper. There are a few differences from Fowles novel and my short story however. For one, my story line is fairly unlike the one in The Collector even though I used some of the same aspects. I wanted to use the themes of isolation and separation but with a different point of view so I chose to use the view of someone who feels they are isolated by choice, whereas, in fact this is false. In The Collector Miranda is forced into separation with no choice in the matter, slowly going insane. Miranda is seen as a vulnerable character as she cannot defend herself particularly well and has no means of escape from Cleggs imprisonment. The narrator in my story is of similar vulnerability as they do not realize why they are in the institute, fairly unaware of their surroundings and no able to communicate with the other people there, not because he/she isnt allowed to but because the narrator feels other people cannot be trusted. .ud816cf62d9a730de9d482d7a7798792a , .ud816cf62d9a730de9d482d7a7798792a .postImageUrl , .ud816cf62d9a730de9d482d7a7798792a .centered-text-area { min-height: 80px; position: relative; } .ud816cf62d9a730de9d482d7a7798792a , .ud816cf62d9a730de9d482d7a7798792a:hover , .ud816cf62d9a730de9d482d7a7798792a:visited , .ud816cf62d9a730de9d482d7a7798792a:active { border:0!important; } .ud816cf62d9a730de9d482d7a7798792a .clearfix:after { content: ""; display: table; clear: both; } .ud816cf62d9a730de9d482d7a7798792a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud816cf62d9a730de9d482d7a7798792a:active , .ud816cf62d9a730de9d482d7a7798792a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud816cf62d9a730de9d482d7a7798792a .centered-text-area { width: 100%; position: relative ; } .ud816cf62d9a730de9d482d7a7798792a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud816cf62d9a730de9d482d7a7798792a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud816cf62d9a730de9d482d7a7798792a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud816cf62d9a730de9d482d7a7798792a:hover .ctaButton { background-color: #34495E!important; } .ud816cf62d9a730de9d482d7a7798792a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud816cf62d9a730de9d482d7a7798792a .ud816cf62d9a730de9d482d7a7798792a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud816cf62d9a730de9d482d7a7798792a:after { content: ""; display: block; clear: both; } READ: Anne Rice: A Fascinating Story EssayBecause I only created a short extract of a story from one day in the life of this narrator I am portraying I was unable to develop many of the writing styles I took from Fowles further. If I were to continue this extract I maybe would have delved deeper into the narrators mind of how they came to be in the unit and more of their background as Fowles delved into the mind of Clegg and explained to the reader how he came across Miranda and what attracted him to her. I would also have liked to experiment with the writing technique of the diary entries. I feel that entries can be made in any form needed e.g. poems, letter form, formal, as if writing to a friend, a lover etc. it would have been interesting to see a variety of entries in the story if I were to continue.

Why Being Too Smart at Work is a Bad Thing

Why Being Too Smart at Work is a Bad Thing Being smart is a good thing, right? Well, maybe†¦ The truth is that even though being smart is a good thing for your career, there are downsides to being intelligent. It can foster resentment in colleagues and co-workers, and it can also lead to you taking unnecessary risks because of an inflated sense of your own abilities.Here are just a few reasons why being too smart can actually work against you.1. Greater workloadsWhen you’re known for being intelligent, you’ll be given extra tasks from your managers. This is good in a way, because you’re the person that they trust to get the job done, but it can also lead to you staying late at work or catching up with things over the weekend, whether you’re getting paid for it or not.This is particularly common if you’re a decent writer, as Keith King from the AussieWritings service explains: â€Å"Once you’ve got a reputation for being a good writer, everyone from junior executives to the CEO w ill want you to proofread their emails. It can help you to get ahead, but it can also be very time consuming.†2. More envyIf you’re known for your intelligence, it can make it difficult to befriend your co-workers. They may feel envious, both of your success and of your abilities. Because of this, it can be tricky to get along with them, and even when you manage to make friends, it can still lead to simmering resentment that bubbles up but doesn’t show on the surface.3. Reduced promotion prospectsThis might sound counterintuitive – after all, who wouldn’t want to promote an employee who’s shown intelligence and initiative? Unfortunately, it comes back to politics – if your boss has learned to rely on you, they might not want to lose a good subordinate. If a promotion is being discussed amongst different stakeholders, your boss might even argue against giving you the job.On top of that, if your colleagues are jealous of your success as per our second point, this could have a knock-on effect for your promotion prospects. After all, the ability to work as a team is one of the most sought-after attributes for both graduates and long-term employees.4. Higher expectationsUltimately, if you’re known for being intelligent, you’ll make it more difficult for yourself because people will automatically assume that you’re able to do things. In fact, once you’ve earned a reputation for being intelligent, it’ll stick – and it can often lead to huge amounts of pressure from senior management. If you work as part of a team but you’re perceived to be the most intelligent, it’ll be you who gets hold accountable for performance.ConclusionUltimately, being smart has its advantages, but if you want to succeed at work then you’ll need much more than basic intelligence. You’ll also need common sense and an ability to play the game – most offices have their own internal politics, and smart people tend to find themselves becoming a target. Modesty is key. No matter how smart you are, there’s always something else for you to learn. Don’t allow your ego to get the better of you and focus instead on humility. It’ll make you even smarter in the long run – which will come in useful if you make yourself too invaluable and need to switch to a different company. Smart is good – most of the time. Make it work to your advantage.About author: Olivia is a journalist who always tries to see the bright side of things. She likes to inspire people in her writings and enjoy a mysterious beauty of twilight. Connect with her on Facebook and Twitter.

Style-shifting Definition and Examples

Styles In sociolinguistics, the use of more than one style of speech during the course of a single conversation or written text. Two common theories that account for style-shifting are the accommodation model and the ​audience design model, both of which are discussed below. Examples and Observations [H]e struck a few chords, then, to impress her, he awkwardly played a short passage. . . .Schuberts Quartet number fourteen. Right? she asked. Also known as Death and the Maiden.Astonished, he slowly pulled back. I dont believe it! How did you know that? he asked.She got up and straightened her jumpsuit. Black magic. What else? she said, pointing at the fetishes.It occurred to him that she could have heard the passage played by the Julliard student. He started to play another piece.Debussy. Prelude to the Afternoon of a Faun, she said, and he stopped. You play it well, boy!He stood up and closed the piano, suddenly glad that throughout the evening he had spoken to her only in his altered voice, for her musical ear might have unmasked him.Where did you learn music? he asked.Speaking in a Southern drawl again, she replied, Why? Aint it right for a little ol black girl to know what the white folks play?You told me you wereI told you the pianist who lives here is out on a date with a str anger, she said in a firm voice. Well, youre the stranger. And this is where I play. She sat down at the piano and began to play . . ..(Jerzy Kosinski, Pinball. Arcade, 1983) [S]tyle-shifting cannot be defined as shifting from one dialect of English or level of formality to another, but rather as the selective production of certain features of a dialect and the exclusion of others. The focus of attention is on creating a projected linguistic identity.(Catherine Evans Davies, Language and Identity in Discourse in the American South: Sociolinguistic Repertoire as Expressive Resource in the Presentation of Self. Selves and Identities in Narrative and Discourse, ed. by Michael Bamberg, Anna De Fina, and Deborah Schiffrin. John Benjamins, 2007)Successful style-shifting is possible if speakers know what the forms of the vernacular spoken in their area are and can use them in appropriate contexts. Style-shifting (downwards) is not normally stigmatized as long as ones interlocutors know the vernacular is not ones only mode of speech. The term can also be used in a more general sense to refer to shifting from any one style to another, and not just to a vernacular mode.(Raymond Hickey, A Dictionary of Varieties of English. Wiley, 2014) Downward and Upward Style-Shifting The concept of style-shifting is generally used to refer to a change in language varieties which involves only the code-markers, i.e. variable features associated with social and cultural dimensions, such as age, sex, social class, and the relationship between speakers. [Muriel] Saville-Troike (1989) makes a further sub-classification between downward and upward style-shifting to indicate shifts to a lower or higher level, respectively. In addition, Saville-Troike (1989: 67) introduces the notion of intra-sentential style-shifting, which is said to occur when the variety of language used changes within a sentence, for example, as when an informal greeting is followed by a formal address, or even more extreme when there is a shift in formality involving grammar and lexicon. She observes that this sort of style-shifting should only be used intentionally for humorous purposes in English, as behavior of this kind is likely to be frowned upon by teachers, especially in writing.However, Sm ith (1986: 108-109) noted that textbook instruction clearly differs from actual practice.(Katja Lochtman and Jenny Kappel, The World a Global Village: Intercultural Competence in English Foreign Language Teaching. VUB Press, 2008) Style-Shifting and the Speech Accommodation Model The accommodation model ascribes style shifts to the speakers evaluation of the addressees social identity. A positive evaluation results in convergence, where a speaker begins to sound more like the addressee (conversely, a negative evaluation results in divergence, where the speaker marks social distance by sounding less like the addressee).(Michael Pearce, The Routledge Dictionary of English Language Studies. Routledge, 2007) Style-Shifting and Audience Design Theory [Allan] Bells (1977, 1984) Audience Design Theory (AD) states that people engage in style-shifting normally in response to audience members rather than to shifts of attention paid to speech. In this way, intra-speaker [within speaker] variation is a response to interspeaker [between speakers] variation, chiefly as manifested in ones interlocutors (Bell 1984:158). In fact, intra-speaker variation derives from the variability that differentiates social groups (inter-speaker variation) and, therefore, its range of variation will never be greater than that of the latter. This theory is based on the socio psychological model developed by Howard Giles (speech accommodation theory: SAT; see Giles Powesland 1975, Giles Smith 1979, or Giles Coupland 1991) to explain the causes of styling, especially in the consideration of the effects of addressees as audience members in terms of accent convergence or divergence (see also Auer Hinskens 2005).The Audience Design Model provides a fuller acc ount of stylistic variation than the Attention to Speech one because (i) it goes beyond speech styles in the sociolinguistic interview by trying to be applicable to natural conversational interaction; (ii) it aims at explaining the interrelation of intra-speaker and inter-speaker variation and its quantitative patterning; and (iii) it introduces an element of speaker agency into stylistic variation, i.e. it includes responsive as well as initiative dimensions to account for the fact that (a) speakers respond to audience members in shaping their speech and (b) they sometimes engage in style shifts that do not correspond with the sociolinguistic characteristics of the present audience . . .. [V]ariationists are now becoming more increasingly interested in incorporating social constructionist (creative) approaches into style-shifting that view speakers actively taking part in shaping and re-shaping interactional norms and social structures, rather than simply accommodating to them.(J.M. Hernndez Campoy and J.A. Cutillas-Espinosa, Introduction: Style-Shifting Revisited. Style-Shifting in Public: New Perspectives on Stylistic Variation, ed. by Juan Manuel Hernndez Campoy and Juan Antonio Cutillas-Espinosa. John Benjamins, 2012) Audience design applies to all codes and levels of a language repertoire, monolingual and multilingual. Audience design does not refer only to style-shift. Within a language, it involves features such as choice of personal pronouns or address terms (Brown and Gilman 1960, Ervin-Tripp 1972), politeness strategies (Brown and Levinson 1987), use of pragmatic particles (Holmes 1995), as well as quantitative style-shift (Coupland 1980, 1984).Audience design applies to all codes and repertoires within a speech community, including the switch from one language to another in bilingual situations (Gal 1979, Dorian 1981). It has long been recognized that the processes which make a monolingual shift styles are the same as those that which make bilingual switch languages (e.g. Gumperz 1967). Any theory of style needs to encompass both monolingual and multilingual repertoiresthat is, all the shifts a speaker may make within her linguistic repertoire.​(Allan Bell, Back in Style: Reworking Audience Design. Style and Sociolinguistic Variation, ed. by Penelope Eckert and John R. Rickford. Cambri dge University Press, 2001)

HR Project Essay Example | Topics and Well Written Essays - 750 words

HR Project - Essay Example In fact I will ensure that employees develop trust in what I do, what I say and what I target for in the organisation. Employ proper communication – I will always ensure that every employee is honored through great communication. This will be achieved by taking ample time to listen to them every time they want to say something. The Cafà © Supervisor jobs description entails working together with the Cafà © Cook to effectively manage the cafà © and make sure that client’s anticipation of food and beverages in addition to customer service are addressed satisfactorily. This will revolve around many features of running a cafà © which includes equipment, services, health and safety, customer care and management. The Cafà © Supervisor is expected to work in the kitchen when the cook is off. The candidate for this job needs to be a good communicator, trustworthy, hardworking and a person willing to work under pressure. Good communicators will manage to pass crucial information to clients and to the Area Manager in correct written or verbal means of communication. They can simply withstand any pressure arising from any division of the job. Based on the qualification for this job, I will come up with a hands-on strategy to recruitment and selection of prospective candidates. Above all, I will invest time invaluably into the entire process. I will use the job description and advertisement which are appropriate to foster candidates with talent, skills and experience to send their applications. I will apply a wide range of recruitment techniques to find prospective candidates reasonably and systematically. I will appreciate all the applicants and act towards them with respect at every stage of the recruitment. The sources of workers will depend largely on an individual. However, most preferable candidates need to come from Annapolis Maryland. This will enhance work efficiency regarding the job hours and the job needs. In order for me to abide by the job laws