Free Essays on Monkeys Paw

The Monkeys Paw ‘The Monkeys Paw’ is a story based on the fairy tale idea of a man who has three wishes. It is based on very ordinary characters living in a very ordinary house in a mundane setting. In this story there are four main characters. We are not given much description of them, they are pretty ordinary. Mr and Mrs White live in a small house together with their son Herbert. The fourth character is ‘Sergeant Major Morris’, the only detail we find out about him is that he likes a bit of a drink. The tale is about a sergeant major that bought a monkey’s paw in whilst on travelling. It is rumoured that the paw is magical and could grant three men three separate wishes. The sergeant major incites for its incineration but Mr White would not let such an item burn. After being warned of its horrible outcome Mr White still uses it. His 1st wish was for just  £200, not thinking of how he might gain that money. There is great description of Mr + Mrs White’s reaction as they find out of there sons death. But even more when they hear the compensation is identical of that wished. †Two†¦Ã¢â‚¬ ¦ hundred†¦Ã¢â‚¬ ¦ pounds† The 2nd wish was made out of Grief, from greed to grief. Wishing of their son back. Yet again not thinking of how he might look after being mashed in a machine. The 3rd wish was made mainly because of Mrs White. As she was the one who wanted their son back the most. There is dramatic suspense as Mr White strikes a match and lights the candle. Suddenly hearing knocking on the door, growing louder and louder. Mrs White tries un-bolting the door frantically. Whilst Mr White is trying to wish for there son to return to his grave. But then just silence†¦ The writer builds a lot of horror and suspense in ‘The Monkeys Paw’ making you want to read on. Their once was a saying; â€Å"Be careful what you wish for, you might just get it.† Which ‘The Monkeys Paw’ is a good example.... Free Essays on Monkeys Paw Free Essays on Monkeys Paw The Monkeys Paw ‘The Monkeys Paw’ is a story based on the fairy tale idea of a man who has three wishes. It is based on very ordinary characters living in a very ordinary house in a mundane setting. In this story there are four main characters. We are not given much description of them, they are pretty ordinary. Mr and Mrs White live in a small house together with their son Herbert. The fourth character is ‘Sergeant Major Morris’, the only detail we find out about him is that he likes a bit of a drink. The tale is about a sergeant major that bought a monkey’s paw in whilst on travelling. It is rumoured that the paw is magical and could grant three men three separate wishes. The sergeant major incites for its incineration but Mr White would not let such an item burn. After being warned of its horrible outcome Mr White still uses it. His 1st wish was for just  £200, not thinking of how he might gain that money. There is great description of Mr + Mrs White’s reaction as they find out of there sons death. But even more when they hear the compensation is identical of that wished. †Two†¦Ã¢â‚¬ ¦ hundred†¦Ã¢â‚¬ ¦ pounds† The 2nd wish was made out of Grief, from greed to grief. Wishing of their son back. Yet again not thinking of how he might look after being mashed in a machine. The 3rd wish was made mainly because of Mrs White. As she was the one who wanted their son back the most. There is dramatic suspense as Mr White strikes a match and lights the candle. Suddenly hearing knocking on the door, growing louder and louder. Mrs White tries un-bolting the door frantically. Whilst Mr White is trying to wish for there son to return to his grave. But then just silence†¦ The writer builds a lot of horror and suspense in ‘The Monkeys Paw’ making you want to read on. Their once was a saying; â€Å"Be careful what you wish for, you might just get it.† Which ‘The Monkeys Paw’ is a good example....

Badass College Dorm Checklist

Badass College Dorm Checklist Disclaimer: if you’re looking for a more conventional dorm room checklist this isn’t it. We’re going to give you the checklist you would get from a senior (or super-duper senior) instead of a college administrator or your parents. There’s all kinds of those online and the college will send you an orthodox checklist along with your initial paperwork anyways. Nearly all of the stuff we left out you’ll end up getting from the college store/bookstore so it’s not like you need to get them beforehand so you show up with all this crap. Let’s get to it. World-Class Slippers Bath Robe Honestly, these have to be at the top of the list. Dorm life can be a bit dirty, more-so for the guys than the girls but that’s life. Don’t go with a cheap pair of slippers! Invest in a quality pair that will keep your feet safe, comfy, be perfect for lounging around and last for a while. That goes for the robe as well. Robes are awesome. Bathroom robes are stupendous for dorm life, especially when you get a high-brow debonair robe that looks cool when you’re just bumming around going from room to room. The Art Sure, you could be another person with posters on their wall, or nothing at all. Or, you could think ahead to the type of ambience you want your side of the room or your own solo room to project. Is it going to be a room people want to hang out in, or stay out of? What type of personality do you want to project to people? Don’t take dorm room art lightly. The Headphones If you’re going to be sharing the room with one, two or three people then make sure you’ve got a quality pair of headphones that will completely block out background noise. This is an imperative. Headphones are like a sanctuary that can save the day many times over when it counts: cram sessions on weekend nights or when people are doing things in the room you would rather not be aware of. The Bedding Go for high class bedding! It’s likely going to be the only bedding you sleep in for at least the next four to six years. The chances you’ll go out and buy more pillow cases, a comforter, sheets, etc. is pretty small. Make’em extra comfy so that you get quality sleep. Yes sleep, it’s so incredibly important in college it’s not even funny. The Wardrobe Don’t show up in the same clothes you’ve been wearing since middle school. You’ll reek of freshmen from head to toe. Plus, clothing stores in college towns are either really expensive or horrible style-wise. Think ahead. Plan to gain a little weight. Start mind-mapping your wardrobe now so it doesn’t become an issue mid-stream so to speak. The Keep-Sakes Yes, by all means have some nic-naks and keepsakes from home but remember that 90% of the time nothing in a shared dorm room is safe. Stuff can go missing at any time unless it’s literally locked up. If you’re in a single room, then that’s different but there will be times when you forget to lock your door or whatever. Things happen. The Alternative Lighting Lighting. Oh boy. It becomes a dynamic problem with dorm rooms where the default lighting is institutional and you may have boot camp-style bedding arrangements. Again, think ahead. You’re going to need a quality desk lamp that you can move around or point away from roomies. And, you’re going to need a reading light you can hook to your books unless you plan to read everything online. A Godly PC Well, not every major requires a hardcore PC but these days it’s a good idea to come packing a versatile and powerful PC. You can go for either a more mobile product like a notebook or tablet, or you can go old school and have a desktop. Whatever works best for you just make sure it’s a quality piece of equipment that’s going to last, be dependable and be something you can keep safe and secure. The Hygiene Products Listen, you don’t want to rely on the college store or bookstore for your hygiene products. You just don’t. Not typically. Maybe some private universities have a steady supply of the good stuff but most public four year universities sport the cheap stuff. It’s freshmen fodder. Do yourself a favor and bring a good supply of quality product that will last a bit. That way you can order as you need to online. That about sums it up folks. I mean you can add all kinds of stuff. The items on this page are the foundational all-important items. What do you think, did we miss anything?

Contract Law, The Law of Personal Property Essay

Contract Law, The Law of Personal Property - Essay Example exemption clauses. According to the provisions of this act there are three broad divisions of control: first, is the control over contract terms that exclude or restrict liability for 'negligence', secondly, control over contract terms that exclude or restrict liability for breach of certain terms implied by statute or by common law in contracts of sale of goods, hire-purchase etc. Thirdly, a more general control in consumer contracts and standard form contracts over terms that exclude or restrict liability for breach of contract, or which purport to entitle one of the parties to render a contractual performance different from that expected or to render no performance at all. If the term of the contract comes within the purview of this act then the control regime will take its form in either of the two ways i.e. the restriction or exclusion of liability may be rendered absolutely ineffective or it may be effective only in so far as the term of the contract satisfies the test of reasonableness. ... It can be said that subject to certain exceptions, the Unfair Contract Terms Act,1977 only applies to contract terms 'excluding or restricting' specific types of liability; but they are extended to include terms such as : (a) making the liability or its enforcement subject to restrictive or onerous conditions;(b) excluding or restricting any right or remedy in respect of liability, or subjecting a person to any prejudice in consequence of his pursuing any such right or remedy, (c) excluding or restricting rules of evidence or procedure. The practical difficulty, however, is to distinguish such terms from provisions that prevent a contractual duty from arising or circumscribe its extent, or which merely allocate the responsibilities under the contract between the parties(5) The Courts should determine whether a term in a contract 'excludes or restricts' liability by asking whether it deprives a contracting party of the contractual performance which the parties reasonably expected(6). The Unfair Contract Terms Act,1977 for most part exclude or restrict 'business liability'. It means liability for breach of obligations or duties arising - (a) from things done or to be done by a person in the course of a business.; (b) from the occupation of premises used for business purposes of the occupier. As a general rule, greater protection is afforded by the act to a person who deals as consumer than to one who does not. In order that a party should have dealt as consumer, two conditions must have to be satisfied. First, the party must not have made the contract in the course of a business or held himself or herself out as doing so. Secondly, the other party must have made the contract in the course of a business. 'R.&B

What inferences can you draw from this passage What are the Assignment - 1

What inferences can you draw from this passage What are the implications - Assignment Example Job-fit refers to degree of which a particular applicant possesses knowledge, skills and abilities to perform the job he/she has applied for. For example an organization has a vacant position of marketing manager and the organization wants the applicant to have an aggressive approach towards work and the organization expects the incumbent to control his emotions while making any decisions. While hiring the marketing manager, the organization can carry out the Big Five Personality Test. This will help in shortlisting candidates who score high on the trait of conscientiousness and are highly emotionally stable. The organization can select one of the candidates from the shortlisted ones in compliance with the required traits. This will help in ensuring that the marketing manager is ready to work all the time and is ready to accept new challenges and does not make decisions based on emotions and rather make rational

Resilient Rowers of the 1936 Olympics Essay Example for Free

Resilient Rowers of the 1936 Olympics Essay â€Å"In an age when Americans enjoy dozens of cable sports channels, when professional athletes often command salaries in the tens of millions of dollarsit’s hard to fully appreciate how important the rising prominence of the University of Washington’s crew was to the people of Seattle in 1935† (Brown 173). As seen by this quote, America is a much different place than what it was in the 1930s. The times have changed significantly. In today’s day and age we have it all too good. The world we live in is one of leisure and not nearly as much hard work as there used to be. Back in the early 20th century the people had it pretty rough and dealt with many frightening problems of their generation such as World Wars and the Great Depression. The non†fiction novel, Boys in the Boat by Daniel Brown, takes place in this turbulent time period of US history that started around the 1930s. The book is the story of how the University of Washington’s crew won the 1935 Berlin Olympics. The main character, Joe Rantz, and his team start off as an inexperienced freshman crew at the university and worked their way to the top amongst many obstacles. The story is one of great heroism and persistence that takes place during the heart of the US’s struggles. The lives of the great Olympic athletes were affected by this time period in several ways. The Great Depression greatly amplified the athlete’s drive to succeed as well as their great sense of patriotism, and the less complicated technology of the time allowed them to invest wholeheartedly in the handcrafted vessel in which they rowed. The book begins in 1933 in Seattle on a gloomy day. It was the fourth year of the Great Depression and at this point it seemed like it would last forever. â€Å"Nobody could say when, or if, the hard times would ever end† (Brown 9). The time period brought on a bleak, depressing, and failing society. Howard Zinn, in his article called Self†Help in Hard Times, provided a great illustration of what the time was like for people of the US through the quote, â€Å"After the crash, the economy was stunned, barely moving. Over five thousand banks closed and huge numbers of businesses, unable to get money, closed too. Those that continued laid off employees and cut the wages of those who remained, again and again. Industrial production fell by 50 percent, and by 1933 perhaps 15 millionwere out of work† (Zinn). This description by Howard Zinn really  paints a picture of the turmoil that was occurring in the US during the depression. The depression caused people to be afraid of the future because of all the uncertainty that came with it. This was especially true for Joe Rantz. Joe came from an extremely poor family and had been hit hard by the depression. He knew that if he wanted to rise above the depression and the sad life he lived, he would have to make the cut for the University of Washington crew team. Joe knew all too well that â€Å"failing at this rowing business would mean, at best, returning to a small, bleak town on the Olympic Peninsula with nothing ahead of him but the prospect of living alone in a cold, empty, half†built house† (Brown 13). It was this that motivated Joe and it was this that pushed him to succeed. The Great Depression sparked the fear of an uncertain future into Joe, which is demonstrated by Brown in the quote,†Whether you were a banker or a baker, a homemaker or homeless, it was with you night and day†Ã¢â‚¬ Ã¢â‚¬ a terrible, unrelenting uncertainty about the future, a feeling that the ground could drop out from under you for good at any moment,† (Brown 9). This fear affected his life tremendously and is ultimately what caused Joe’s drive to win an Olympic gold medal. As well as serving as a motivator for the crew team, the Great Depression also sparked much patriotism into the lives of not only the rowers, but the whole nation. Coming off of WWI the US still had a strong sense of nationalism amongst its people. Once the depression hit and hard times came around, the people of the United States instead of losing their sense of nationalism, held on to it tighter and believed that America would recover back into the prospering nation it once was. For the crew team of the University of Washington, times were challenging however they were proud to be living in America because, as demonstrated by the following quote, they knew that other nations didn’t have the freedoms that they had: â€Å"In a few days, he would be sailing under her on his way to a place where as he understood it, liberty was not a given, where it seemed to be under some kind of assault. The realization that was settling on all the boys settled on Joe† (Brown 289). This place they were about to sail off to was Germany. Germany at the time didn’t have any of the freedoms that America did and was under the control of Hitler. The quote, â€Å"They were now representative of something much larger than themselves—a way of life, a shared set of values. Liberty was perhaps the most fundamental of those values. But the things that held them together—  trust in each other, mutual respect, humility, fair play, watching out for one another—those were also a part of what America meant to all of them†, (Brown 289) reveals the crew team’s feelings about their great American nation. It shows the true level of patriotism that the crew possessed and their deep understanding and respect for the values of America. These true feelings of patriotism were brought forth by the Great Depression and affected the lives of the Olympic athletes by motivating them even more to win the gold for their nation. Another effect that the time period had on the lives of the Olympic Athletes was caused by the lack of advanced technology in the row boat industry. The time period in which the story was based was during a time in which many things were still crafted by hand and not by machine. The handcraftsmanship of the era carried over into the rowing industry. George Pocock, an expert boat builder, designed and built the Husky Clipper, the winning Olympic boat. George Pocock’s expertise is illuminated by the quote, â€Å"A large part of Pocock’s genius as a boatbuilder was that he managed to excel both as a maker of machines and as an artist† (Brown 136). Due to his expertise, the boat became something more important than it seemed. The 9 crew members feel in love with the boat and really became a part of it. Joe began to develop a true connection to the boat when he heard George Pocock describe the wood in the following way: â€Å"The wood taught us about survival, about overcoming difficulty, about prevailing over adversity, but it also taught us something about the underlying reason for surviving in the first place. Something about infinite beauty, about underlying grace, about things larger than ourselves. About the reason we were all here† (Brown 214). The values taught to them through the craftsmanship of the boat aided them in victory and taught them to persevere and push through. Joe Rantz and his eight crew members worked relentlessly to achieve a gold medal at the 1935 Berlin Olympics. By all accounts this was a huge accomplishment because rowing is not only physically demanding but also mentally challenging as seen through the quote from the article entitled Me Time, â€Å"On the one hand they (rowers) must possess enormous self†confidence, strong egos, and titanic willpower. And yet, no other sport demands and rewards complete abandonment of the self† (Crosby). Many factors influenced their success including a strong desire to escape the desolate state of poverty brought on by the Great Depression, a heightened sense of  patriotism, and a great appreciation for their rowing vessel that was meticulously handcrafted. They achieved many successes and experienced failure as well, along the road to Olympic victory. However it was not until the last few hundred meters of the race that Joe felt truly at one with his teammates. Joe finally was able to trust his teammates, which is what he was searching for all along. The true prize of his journey, however, wasn’t really the gold olympic medal. It was the friendships he gained along the way. Works Cited Brown, Daniel. The Boys in the Boat: Nine Americans and Their Epic Quest for Gold at the 1936 Berlin Olympics. New York: Penguin, 2014. Print. Crosby, Josh. â€Å"Me Time.† Rowing Magazine Apr. 2014: 61. Web. Zinn, Howard. â€Å"Self ­Help in Hard Times.† In A People’s History of the United States, 377 ­406. New York : Harper Collins, 2003.

Relationship between stories :: essays research papers

The Relationship between Stories and Their Sources   Ã‚  Ã‚  Ã‚  Ã‚  Most authors use some type of source when writing a story. The source could be religious, scientific, or something else that is inspiring to them. Even great writers such as Shakespeare had a source in which their stories came from. The source can be used for many different purposes. A certain author may use a source to show different parallels between two stories or to show similarities between events or characters. They may use the source to prove a point or to add meaning to the book. The source could also just be an ambiguous connection that helps complete the story. Whatever the authors reason for picking a certain source it seems to give the story completion and significance. In this class, we read many stories in which the source deals with religion and especially the gospels. In this paper, I will discuss these different stories and how they relate to their religous sources.   Ã‚  Ã‚  Ã‚  Ã‚  The first story we read in class was, ?gA Visit of Charity?h by Eudora Welty. In this story, the source that is eluded to is the Genesis story of Adam and Eve. The story begins with Marian, a young campfire girl, who is on her way to an Old Ladies?f Home. Before entering the home she stops by some prickly shrubs. The outside of the home was covered by beautiful shrubbery and the whitewash brick building reflected the sunlight. Yet, the inside of the home was in bad shape. It smelled musky and the linoleum on the floor was bulging up. The details Welty adds are significant because it shows two different worlds. The one world Marian still sees which is beautiful like the Garden of Eden and the world she is slowly stepping into where things are not beautiful and good. The story continues with Marian visiting two old ladies who fought between themselves the whole time she was there. Marian did not want to be at the home and especially dislike visiting these two ladies. Although, the one lady was friendly to Marian she was still scared of both ladies. At the end of the visit the one lady grabs Marian?fs arm and asks her for a penny or a nickel. Marian runs from the old lady without looking back. When she gets outside she grabs the apple she hid in the prickly bushes on her way into the Home. As she jumped onto the bus Marian took a big bite of the apple. This is the most significant part of the story because it shows how Marian knew what she was doing was wrong but she carelessly did it

Home vs. Alone Lfe

The college years are a time of growing independence for every college student. Freshman’s have to make decisions that will change the person they are now and mold them to be the person that they will become after college. During college, students learn to manage their time and practice different methods that make their lives easier. They realize that their decisions can make them suffer because of limitations. This is why some college students have a difficult time deciding whether they want to stay at home with parents or alone.Most students choose to move out so that they can develop their independence and responsibility by being alone in an apartment. Other students select to stay home because the cost of living at home is less expensive for them than the cost of staying alone renting an apartment. Therefore it may seem like staying alone in an apartment has more benefits at first, but in the long run, living at home can have more advantages. The most common reason for stu dents choosing to stay at home is that the cost of living in an apartment is too expensive to handle for someone who has a job that cannot cover the rent.Staying at home gives the student a better opportunity to save more money because a student that stays at home during college has less financial responsibilities. The most major responsibility students in apartments deal with is rent when conversely students that stay at home do not have to pay rent unless their parents ask for it. Even if the students’ parents ask for rent, there is a high chance that the amount that the parents ask for is cheaper than what the student would spend renting their own apartment.Not having to pay a high amount for rent can take a burden off of the student because some students that live alone in an apartment struggle to pay rent. Some students that choose stay in the apartments may first have to pay an expensive security deposit to acquire the apartment. After paying for the security deposit, r ent, and utilities, the student also might also have to pay for cable and Internet access because apartment living does not afford these same luxuries.Students are in charge when they live at their own apartment so they have to be responsible when paying these new bills in their apartment because these bills can help or hurt the student’s credit. For example, when students do not pay their rent and utility bills on time, they can suffer from penalty charges or eviction. Each time the student pays bills on time, they build credit which over time gives them a strong credit rating that can help them to get approved for an auto loan, a house or another purchase they may want to make.Unless the student has bills placed in their name, they do not build credit as much when they live with their parents. Additionally, students generally must sign a lease with their landlord before they rent an apartment. Not only must they pay rent by a certain date, they must also adhere to other ite ms outlined in the lease agreement. For example, if they have a pet, the student is responsible for cleaning up after the pet and ensuring it does not disturb neighbors.Students that live at home also have responsibilities but if they do not complete them due to illness or time constraints, another family member might complete them for the student. For example, if that student is responsible for mowing the lawn and they get ill with the influenza; their parents might mow the lawn for them. When they live in an apartment, they must complete their responsibilities regardless of how they feel or have to work out an alternate arrangement with your landlord.Students living in a house with their parents stress less about food, clothes, and toiletries because the parents may provide these necessities with shelter. Students that stay in apartments most likely have to run errands such as buying clothes, groceries and toiletries for themselves. The student at home also has the benefit of avoi ding the expense of buying furniture, linens and other household items. It is also easier for stay-at-home students to save more when it comes to laundry because students that live in an apartment may have to pay laundry fees to use washing machines and dryers.Unlike stay at home students that have a washer and dryer at home, the students in the apartment may have to travel to a laundry mat every week spending more money just to keep their clothes clean. Students staying at home can save more money also because these students generally do not have to worry about these expenses. Even if the parents do not provide these needs for the student staying with them, there is a better chance that they will help because the student is closer.Living alone may teach students to be more responsible but living at home gives students a better support network from their parents. When living at home the family ensures that the student’s basic need for shelter and security is met. Living alone means that you have more freedom but also that you will have to deal with troubles more by yourself. For example, after a long exhausting day of working, a student can come back home and realize all most everything in their apartment is gone because of forgetting to lock the door.This is horrible thought but this could have been prevented more if the student stayed home. This is less likely to happen for students living with their family because the students’ parents are actually going to be there to remember the student to lock the door or lock the door for them. Living at home with parents, the rule the student lives by is â€Å"As long as you live under my roof, you follow my rules†, so is the advantage of security but disadvantages of less freedom and more rules. When it comes to living at home the student might not get to put their own design style in every room.For instance, over the years, one or more of the parents have probably picked out furniture, carpet an d other decor to suit their tastes. Although the student might have gotten a chance to offer input when it came to choosing a new living room or bedroom suite, their parents likely had the final say. Apartment living allows the student to decorate their living space with furniture that appeals to them. Some apartments also let renters paint so living in their own apartment gives the student the chance to get creative and express themselves in their home.Having their own apartment, the rule the student lives by is â€Å"You pay the cost to be the boss†, so the student can come and go as they please because they make the rules of the house. There is generally no one to tell the student what time to go to bed, get up in the morning or when to clean your home. Their friends can stay over late and the students can choose the forms of entertainment they engage in. For example, they can go out overnight and enjoy pleasant time with companions when they stay alone and that seems to b e tough when living with family.If they were living at home, they would have to ask their parents if friends can come over and stay late. Depending on the parents, the student also might have to arrive home at a certain time of the evening. . Even though living at home with parents mitigates the benefits, such as more independence and responsibilities that students receive when staying alone, it is more beneficial because it helps them transition from high school to college more easy. It is easier for the student to concentrate on our lessons if they are at home because their parents motivate them more.Imagine how the student is disturbed by a group of friends while trying focusing on studies at their own department. It would take a lot more time to have a talk with these friends then the student has to spend hours on concentrating again. The consequence of learning will descend gradually if the student is distracted. In conclusion, besides similarities such as being a stable place to stay, there are thousands of considerable discrepancies between the boundaries of living alone and living with family.I have distinguished which one satisfies the student most in certain periods of time. The choice the student picks will affect every detail of their life, right down to the way you talk, the foods you eat, and how much money you can spend. It will also determine how often the students’ friends visit and how much freedom the student will have. For example, while living under the rule of the parents, the student will have to leave the house in order to socialize and the communication will be short periods of time. Living alone, however, yields much more room for fun because of freedom.

The Main Problems of Lexicography

The main problems of lexicography The most burning issues of lexicography are connected with the selection of head-words, the arrangement and contents of the vocabulary entry, the principles of sense definitions and the semantic and functional classification of words. In the first place it is the problem of how far a general descriptive dictionary, whether unilingual or bilingual, should admit the historical element. In fact, the term â€Å"current usage† is disconcertingly elastic, it may, for instance, be stretched to include all words and senses used by W.Shakespeare, as he is commonly read, or include only those of the fossilised words that are kept in some set expressions or familiar quotations, e. g. shuffled off this mortal coil (â€Å"Hamlet†), where coil means ‘turmoil’ (of life). For the purpose of a dictionary, which must not be too bulky, selection between scientific and technical terms is also a very important task. It is a debatable point whet her a unilingual explanatory dictionary should strive to cover all the words of the language, including neologisms, nonce-words, slang, etc. nd note with impartial accuracy all the words actually used by English people; or whether, as the great English lexicographer of the 18th century Samuel Johnson used to think, it should be preceptive, and (viewed from the other side) prohibitive. Dictionary-makers should attempt to improve and stabilise the English vocabulary according to the best classical samples and advise the readers on preferable usage. A distinctly modern criterion in selection of entries is the frequency of the words to be included. This is especially important for certain lines of practical work in preparing graded elementary textbooks.When the problem of selection is settled, there is the question as to which of the selected units have the right to a separate entry and which are to be included under one common head-word. These are, in other words, the questions of sepa rateness and sameness of words. The first deals with syntagmatic boundaries of word-units and has to solve such questions as whether each other is a group of two separate words to be treated separately under the head-words each and other, or whether each other is a unit deserving a special entry (compare also: one another).Need such combinations as boiling point, carbon paper, department store, phone box be sub-entered under their constituents? If so, under which of them? Or, perhaps, it will be more convenient for those who use the dictionary if these were placed as separate main entries consisting of a nominal compound or a phrase. As to the sameness, this deals with paradigmatic boundaries. How many entries are justified for hound'? COD has two — one for the noun, and the other for the verb: ‘to chase (as) with hounds’; the verb and the noun are thus treated as homonyms. Chambers’s Twentieth Century Dictionary† combines them under one head-word, i . e. it takes them as variants of the same word (hence the term â€Å"sameness†). The problem is even more complicated with variants belonging to the same part of speech. This problem is best illustrated by the pun that has already been discussed elsewhere in this book: Mind you, I don’t mind minding the children if the children mind me (Understand, I don’t object to taking care of the children if the children obey me). Here the dictionary-maker is confronted with the problem of sameness.Should mind be considered one word with several semantic variants, and take one entry? Or is it more convenient to represent it as several words? The difference in the number of entries for an equal bulk of vocabulary may also depend on a different approach to the regularly formed derivatives, like those with -er, -ing, -ness, and -ly. These are similar to grammatical endings in their combining possibilities and semantic regularity. The derivation is so regular, and the meaning and class of these derivatives are so easily deduced that they are sometimes sidered not worth an entry.That is why the definition of the scope of a dictionary is not quite as simple as it might appear at first sight. There exist almost unsurmountable difficulties to a neat statistical evaluation. Some publishers state the number of entries in a subtitle, others even claim for the total coverage with the exception of very special terms. It must be remembered, however, that without a generally accepted standard for settling the problems of sameness and separateness no meaningful evaluation of the scope of any particular dictionary is possible.Besides in the case of a living language the vocabulary is not stable, and the attitude of lexicographers to archaisms and neologisms varies. The arrangement of the vocabulary entry presents many problems, of which the most important are the differentiation and the sequence of various meanings of a polysemantic word. A historical dictionary (the Oxford Dictionary, for instance) is primarily concerned with the development of the English vocabulary. It arranges various senses chronologically, first comes the etymology, then the earliest meanings marked by the label obs. — obsolete.The etymologies are either comparative or confined to a single language. The development is documented by illustrative quotations, ranging from the oldest to recent appearances of the word in question. A descriptive dictionary dealing with current usage has to face its own specific problems. It has to apply a structural point of view and give precedence to the most important meanings. But how is the most important meaning determined upon? So far each compiler was guided by his own personal preference. An objective procedure would be to obtain data of statistical counts.But counting the frequency of different meanings of the same word is far more difficult than counting the frequency of its forms. It is therefore not by chance that up to now many counts have been undertaken only for word forms, irrespective of meaning. Also, the interdependence of meanings and their relative importance within the semantic structure of the word do not remain the same. They change almost incessantly, so that the task of establishing their relative frequency would have to be repeated very often. The constant revisions necessary would make the publication of dictionaries very expensive.It may also be argued that an arrangement of meanings according to frequency would sometimes conceal the ties and relationship between various elements of the semantic structure. Nevertheless some semantic counts have been achieved and the lexicographers profited by them. Thus, in preparing high-school English dictionaries the staff under chief editor C. L. Barnhart was aided by semantic counts which Dr E. L. Thorndike had made of current standard literature, from children’s books to â€Å"The Encyclopaedia Britannica†. The count according to C. L. Barnhart was of enormous importance in compiling their dictionaries, but the lexicographer admits that counts are only one of the criteria necessary for selecting meanings and entries, and that more dictionary evidence is needed, namely typical quotations for each meaning. Dictionary evidence normally exists in the form of quotation slips constituting raw material for word treatment and filed under their appropriate head-words. In editing new dictionaries the lexicographers cannot depend only on the scholarly editions such as OED.In order to meet the demands of their readers, they have to sample the reading of the public for whom the dictionary is meant. This textual reference has to be scrupulously examined, so as to account for new words and meanings making their way into the language. Here again some quantitative criteria must be established. If a word or meaning occurs in several different sources over a wide range of magazines and books during a considerable period of time, it may be worth including even into a college dictionary.The preface to â€Å"The Concise Oxford Dictionary†, for instance, states that its authors find that sense development cannot be presented in every word, because obsolete words are as a rule omitted. Only occasionally do they place at the beginning a rare but still current sense, if it can throw light on the more common senses that follow, or forms the connecting link with the etymology. The etymologies are given throughout, but otherwise the compilers do not seem to keep to any consistent principle and are guided by what they think is the order of logical connection, familiarity or importance.E. L. Thorndike formulates the following principles: â€Å"Other things being equal, literal uses come before figurative, general uses before special, common uses before rare, and easily understandable uses before difficult, and to sum up: that arrangement is best for any word which helps the learner most. † A synchronic di ctionary should also show the distribution of every word. It has been traditionally done by labelling words as belonging to a certain part of speech, and by noting some special cases of grammatically or lexically bound meanings.Thus, the word spin is labelled in â€Å"The Concise Oxford Dictionary† as v. t. & i. , which gives a general idea of its distribution; its various senses are shown in connection with words that may serve as subject or object, e. g. : â€Å"2. (of spider, silkworm, etc. ) make (web, gossamer, cocoon, or abs. ) by extrusion of fine viscous thread †¦ 10. spun glass (spun when heated into filaments that remain pliant when cold); spun gold, silver (gold, silver thread prepared for weaving †¦ ). † This technique is gradually being improved upon, and compilers strive to provide more detailed information on these points. The Advanced Learner’s Dictionary †¦ † by A. S. Hornby, E. V. Gatenby and H. Wakefield supplies informati on on the syntactical distribution of each verb. In their â€Å"Notes on Syntax† the compilers state that one who is learning English as a foreign language is apt to form sentences by analogy, which at times may lead him into error. For instance, the student must be warned against taking the use of the verb tell in the sentence Please tell me the meaning as a model for the word explain, because *Please, explain me the meaning would be ungrammatical. For his purpose they provide a table of 25 verb patterns and supply the numerical indications in each verb entry. This gives the student the necessary guidance. Indications are also supplied as to which nouns and which semantic varieties of nouns may be used in the plural. This helps the student to avoid mistakes like *interesting informations. Many dictionaries indicate the different stylistic levels to which the words belong: colloquial, technical, poetical, rhetorical, archaic, familiar, vulgar or slang, and their expressive co louring: emphatic, ironical, diminutive, facetious.This is important, because a mere definition does not show these data. There is always a difference in style between the dictionary word and its definition. The word digs is a slang word but its definition ‘lodgings’ is not. Giving these data modern dictionary-makers strive to indicate the nature of the context in which the word may occur. The problem is also relevant for bilingual dictionaries and is carefully presented in the â€Å"New English-Russian Dictionary† edited by I. R. Galperin. A third group of lexicographic problems is the problem of definitions in a unilingual dictionary.The explanation of meaning may be achieved by a group of synonyms which together give a fairly general idea; but one synonym is never sufficient for the purpose, because no absolute synonyms exist. Besides, if synonyms are the only type of explanation used, the reader will be placed in a vicious circle of synonymic references, with not a single word actually explained. Definitions serve the purpose much better. These are of two main types. If they are only concerned with words as speech material, the definition is called linguistic. If they are concerned with things for which the words are names, they are termed encyclopaedic.American dictionaries are for the most part traditionally encyclopaedic, which accounts for so much attention paid to graphic illustration. They furnish their readers with far more information about facts and things than their British counterparts, which are more linguistic and more fundamentally occupied with purely lexical data (as contrasted to r e a 1 i a), with the grammatical properties of words, their components, their stylistic features, etc. Opinions differ upon the optimum proportion of linguistic and encyclopaedic material.Very interesting considerations on this subject are due to Alf Sommerfeldt. He thinks that definitions must be based on the fact that the meanings of words render complex notions which may be analysed (cf. componental analysis) into several elements rendered by other words. He emphasises, for instance, that the word pedestrian is more aptly defined as ‘a person who goes or travels on foot’ than as ‘one who goes or travels on foot’. The remark appears valuable, because a definition of this type shows the lexico-grammatical type to which the word belongs and consequently its distribution.It also helps to reveal the system of the vocabulary. Much too often, however, one sees in dictionaries no attention paid to the difference in distribution between the defined and the defining word. The meaning of the word may be also explained by examples, i. e. contextually. The term and its definition are here fused. For example, diagonal is explained by the following context where only this term can occur: A square has two diagonals, and each of them divides the square into two right-angled isosceles triangles. Very often th is type can be changed into a standard form, i. . A diagonal is one of the two lines †¦ , etc. One more problem is the problem of whether all entries should be defined or whether it is possible to have the so-called â€Å"run-ons† for derivative words in which the root-form is readily recognised (such as absolutely or resolutely). In fact, whereas resolutely may be conveniently given as a -ly run-on after resolute, there is a meaning problem for absolutely. One must take into consideration that in colloquial speech absolutely means ‘quite so’, ‘yes’ which cannot be deduced from the meaning of the corresponding adjective.HISTORICAL DEVELOPMENT OF BRITISH AND AMERICAN LEXICOGRAPHY Although, as we have seen from the preceding paragraph, there is as yet no coherent doctrine in English lexicography, its richness and variety are everywhere admitted and appreciated. Its history is in its way one of the most remarkable developments in linguistics, and i s therefore worthy of special attention. In the following pages a short outline of its various phases is given. A need for a dictionary or glossary has been felt in the cultural growth of many civilised peoples at a fairly early period.The history of dictionary-making for the English language goes as far back as the Old English period where its first traces are found in the form of glosses of religious books with interlinear translation from Latin. Regular bilingual English-Latin dictionaries were already in existence in the 15th century. The unilingual dictionary is a comparatively recent type. The first unilingual English dictionary, explaining words by English equivalents, appeared in 1604. It was meant to explain difficult words occurring in books.Its title was â€Å"A Table Alphabeticall, containing and teaching the true writing and understanding of hard usuall English words borrowed from the Hebrew, Greeke, Latine or French†. The little volume of 120 pages explaining ab out 3000 words was compiled by one Robert Cawdrey, a schoolmaster. Other books followed, each longer than the preceding one. The first attempt at a dictionary including all the words of the language, not only the difficult ones, was made by Nathaniel Bailey who in 1721 published the first edition of his â€Å"Universal Etymological English Dictionary†.He was the first to include pronunciation and etymology. Big explanatory dictionaries were created in France and Italy before they appeared for the English language. Learned academies on the continent had been established to preserve the purity of their respective languages. This was also the purpose of Dr Samuel Johnson’s famous Dictionary published in 1755. 1 The idea of purity involved a tendency to oppose change, and S. Johnson’s Dictionary was meant to establish the English language in its classical form, to preserve it in all its glory as used by J. Dryden, A.Pope, J. Addison and their contemporaries. In conf ormity with the social order of his time, S. Johnson attempted to â€Å"fix† and regulate English. This was the period of much discussion about the necessity of â€Å"purifying† and â€Å"fixing† English, and S. Johnson wrote that every change was undesirable, even a change for the best. When his work was accomplished, however, he had to admit he had been wrong and confessed in his preface that â€Å"no dictionary of a living tongue can ever be perfect, since while it is hastening to publication, some words are budding and some falling away†.The most important innovation of S. Johnson’s Dictionary was the introduction of illustrations of the meanings of the words â€Å"by examples from the best writers†, as had been done before him in the dictionary of the French Academy. Since then such illustrations have become a â€Å"sine qua non† in lexicography; S. Johnson, however, only mentioned the authors and never gave any specific referenc es for his quotations. Most probably he reproduced some of his quotations from memory, not always very exactly, which would have been unthinkable in modern lexicology.The definitions he gave were often very ingenious. He was called â€Å"a skilful definer†, but sometimes he preferred to give way to sarcasm or humour and did not hesitate to be partial in his definitions. The epithet he gave to lexicographer, for instance, is famous even in our time: a lexicographer was ‘a writer of dictionaries, a harmless drudge †¦ ’. The dictionary dealt with separate words only, almost no set expressions were entered. Pronunciation was not marked, because S.Johnson was keenly aware of the wide variety of the English pronunciation and thought it impossible to set up a standard there; he paid attention only to those aspects of vocabulary where he believed he could improve linguistic usage. S. Johnson’s influence was tremendous. He remained the unquestionable authority on style and diction for more than 75 years. The result was a lofty bookish style which received the name of â€Å"Johnsonian† or â€Å"Johnsonese†. As to pronunciation, attention was turned to it somewhat later. A pronouncing dictionary that must be mentioned first was published in 1780 by Thomas Sheridan, grandfather of the great dramatist.In 1791 appeared â€Å"The Critical Pronouncing Dictionary and Expositor of the English Language† by John Walker, an actor. The vogue of this second dictionary was very great, and in later publications Walker’s pronunciations were inserted into S. Johnson’s text — a further step to a unilingual dictionary in its present-day form. The Golden Age of English lexicography began in the last quarter of the 19th century when the English Philological Society started work on compiling what is now known as â€Å"The Oxford English Dictionary† (OED), but was originally named â€Å"New English Dictionary on Historical Principles†.It is still occasionally referred to as NED. The purpose of this monumental work is to trace the development of English words from their form in Old English, and if they were not found in Old English, to show when they were introduced into the language, and also to show the development of each meaning and its historical relation to other meanings of the same word. For words and meanings which have become obsolete the date of the latest occurrence is given. All this is done by means of dated quotations ranging from the oldest to recent appearances of the words in question.The English of G. Chaucer, of the â€Å"Bible† and of W. Shakespeare is given as much attention as that of the most modern authors. The dictionary includes spellings, pronunciations and detailed etymologies. The completion of the work required more than 75 years. The result is a kind of encyclopaedia of language used not only for reference purposes but also as a basis for lexicol ogical research. The lexicographic concept here is very different from the prescriptive tradition of Dr S. Johnson: the lexicographer is the objective recorder of the language.The purpose of OED, as stated by its editors, has nothing to do with prescription or proscription of any kind. The conception of this new type of dictionary was born in a discussion at the English Philological Society. It was suggested by Frederick Furnivall, later its second titular editor, to Richard Trench, the author of the first book on lexicology of the English language. Richard Trench read before the society his paper â€Å"On Some Deficiencies in our English Dictionaries†, and that was how the big enterprise was started.At once the Philological Society set to work to gather the material, volunteers offered to help by collecting quotations. Dictionary-making became a sort of national enterprise. A special committee prepared a list of books to be read and assigned them to the volunteers, sending t hem also special standard slips for quotations. By 1881 the number of readers was 800, and they sent in many thousands of slips. The tremendous amount of work done by these volunteers testifies to the keen interest the English take in their language.The first part of the Dictionary appeared in 1884 and the last in 1928. Later it was issued in twelve volumes and in order to accommodate new words a three volume Supplement was issued in 1933. These volumes were revised in the seventies. Nearly all the material of the original Supplement was retained and a large body of the most recent accessions to the English language added. The principles, structure and scope of â€Å"The Oxford English Dictionary†, its merits and demerits are discussed in the most comprehensive treaty by L. V. Malakhovsky. Its prestige is enormous.It is considered superior to corresponding major dictionaries for other languages. The Oxford University Press published different abridged versions. â€Å"The Sho rter Oxford English Dictionary on Historical Principles† formerly appeared in two volumes, now printed on thinner paper it is bound in one volume of 2,538 pages. It differs from the complete edition in that it contains a smaller number of quotations. It keeps to all the main principles of historical presentation and covers not only the current literary and colloquial English but also its previous stages.Words are defined and illustrated with key quotations. â€Å"The Concise Oxford Dictionary of Current English† was first published in 1911, i. e. before the work on the main version was completed. It is not a historical dictionary but one of current usage. A still shorter form is â€Å"The Pocket Oxford Dictionary†. Another big dictionary, also created by joined effort of enthusiasts, is Joseph Wright’s â€Å"English Dialect Dictionary†. Before this dictionary could be started upon, a thorough study of English dialects had to be completed.With this a im in view W. W. Skeat, famous for his â€Å"Etymological English Dictionary† founded the English Dialect Society as far back as 1873. Dialects are of great importance for the historical study of the language. In the 19th century they were very pronounced though now they are almost disappearing. The Society existed till 1896 and issued 80 publications, mostly monographs. Curiously enough, the first American dictionary of the English language was compiled by a man whose name was also Samuel Johnson. Samuel Johnson Jr. a Connecticut schoolmaster, published in 1798 a small book entitled â€Å"A School Dictionary†. This book was followed in 1800 by another dictionary by the same author, which showed already some signs of Americanisation. It included, for instance, words like tomahawk and wampum, borrowed into English from the Indian languages. It was Noah Webster, universally considered to be the father of American lexicography, who emphatically broke away from English idi om, and embodied in his book the specifically American usage of his time.His great work, â€Å"The American Dictionary of the English Language†, appeared in two volumes in 1828 and later sustained numerous revised and enlarged editions. In many respects N. Webster follows the lead of Dr S. Johnson (the British lexicographer). But he has also improved and corrected many of S. Johnson’s etymologies and his definitions are often more exact. N. Webster attempted to simplify the spelling and pronunciation that were current in the USA of the period. He devoted many years to the collection of words and the preparation of more accurate definitions. N.Webster realised the importance of language for the development of a nation, and devoted his energy to giving the American English the status of an independent language, distinct from British English. At that time the idea was progressive as it helped the unification of separate states into one federation. The tendency became reac tionary later on, when some modern linguists like H. Mencken shaped it into the theory of a separate American language, not only different from British English, but surpassing it in efficiency and therefore deserving to dominate and supersede all the languages of the world.Even if we keep within purely linguistic or purely lexical concepts, we shall readily see that the difference is not so great as to warrant American English the rank of a separate language, not a variant of English (see p. 265). The set of morphemes is the same. Some words have acquired a new meaning on American soil and this meaning has or has not penetrated into British English. Other words kept their earlier meanings that are obsolete and not used in Great Britain. As civilisation progressed different names were given to new inventions on either side of the Atlantic. Words were borrowed from different Indian languages and from Spanish.All these had to be recorded in a dictionary and so accounted for the existen ce of specific American lexicography. The world of today with its ever-growing efficiency and intensity of communication and personal contacts, with its press, radio and television creates conditions which tend to foster not an isolation of dialects and variants but, on the contrary, their mutual penetration and integration. Later on, the title â€Å"International Dictionary of the English Language† was adopted, and in the latest edition not Americanisms but words not used in America (Britishisms) are marked off.N. Webster’s dictionary enjoyed great popularity from its first editions. This popularity was due not only to the accuracy and clarity of definitions but also to the richness of additional information of encyclopaedic character, which had become a tradition in American lexicography. As a dictionary N. Webster’s book aims to treat the entire vocabulary of the language providing definitions, pronunciation and etymology. As an encyclopaedia it gives explana tions about things named, including scientific and technical subjects.It does so more concisely than a full-scale encyclopaedia, but it is worthy of note that the definitions are as a rule up-to-date and rigorous scientifically. Soon after N. Webster’s death two printers and booksellers of Massachusetts, George and Charles Merriam, secured the rights of his dictionary from his family and started the publication of revised single volume editions under the name â€Å"Merriam-Webster†. The staff working for the modern editions is a big institution numbering hundreds of specialists in different branches of human activity.It is important to note that the name â€Å"Webster† may be attached for publicity’s sake by anyone to any dictionary. Many publishers concerned with their profits have taken this opportunity to issue dictionaries called â€Å"Webster’s†. Some of the books so named are cheaply-made reprints of old editions, others are said to be entirely new works. The practice of advertising by coupling N. Webster’s name to a dictionary which has no connection with him, continues up to the present day. A complete revision of N. Webster’s dictionary is achieved with a certain degree of regularity.The recent â€Å"Webster’s Third New International Dictionary of the English Language† has called forth much comment, both favourable and unfavourable. It has been greatly changed as compared with the previous edition, in word selection as well as in other matters. The emphasis is on the present-day state of the language. The number of illustrative quotations is increased. To accommodate the great number of new words and meanings without increasing the bulk of the volume, the editors excluded much encyclopaedic material.The other great American dictionaries are the â€Å"Century Dictionary†, first completed in 1891; â€Å"Funk and Wagnalls New Standard Dictionary†, first completed in 1895; the â€Å"Random House Dictionary of the English Language†, completed in 1967; â€Å"The Heritage Illustrated Dictionary of the English Language†, first published in 1969, and C. L. Barnhart’s et al. â€Å"The World Book Dictionary† presenting a synchronic review of the language in the 20th century. The first three continue to appear in variously named subsequent editions including abridged versions.Many small handy popular dictionaries for office, school and home use are prepared to meet the demand in reference books on spelling, pronunciation, meaning and usage. An adequate idea of the dictionaries cannot be formed from a mere description and it is no substitute for actually using them. To conclude we would like to mention that for a specialist in linguistics and a teacher of foreign languages systematic work with a good dictionary in conjunction with his reading is an absolute necessity.

Free Essays on Policing Is The Microcosmic Mediator

â€Å" The police officer is a microcosmic mediator of the relations of power in a society†. This is an extremely powerful statement to me and could mean a lot of different things. I believe it to mean this. The police officer, today’s police officer (not the one In post modernity times) is the only thing that breaches the gap between the normal citizen and the law. In everyday society the normal person doesn’t really ever come in contact with the law unless when receiving a speeding or parking ticket, however the officer is the people’s law, in essence the only law they ever really deal with. In today’s communities the police officer is the only one who can really see what’s going on, no politics just the truth. But the police officer can only see what he knows to look for, and without instinct and training there is nothing. The core values of a police officer are the second most important thing there is. The first in my opinion is a lready established experience in the communities in which they have lived. For example when I took my police officer exam during the summer for the NYPD as well as the Suffolk and Nassau counties exams, the first thing the Sgt. Giving me the test told me was remember that we are looking for â€Å" Real people to become real cops† and that made even more clear to me, and I related it directly to the statement that we herd during the community policing talks â€Å" The public are the police and the police are the public† and never was that more evident then now. The NYPD didn’t want some kid from the happy side of life or the Island, they wanted a kid who has grown up in the city and knows how to walk, sleep, smell the city and all its intricate belongings. How can you possibly put a man who has no idea if living or working in the city, as a police officer and tell him to go and not only look but stop and prevent crime. You will never find anything if you donà ¢â‚¬â„¢t know where and how to loo... Free Essays on Policing Is The Microcosmic Mediator Free Essays on Policing Is The Microcosmic Mediator â€Å" The police officer is a microcosmic mediator of the relations of power in a society†. This is an extremely powerful statement to me and could mean a lot of different things. I believe it to mean this. The police officer, today’s police officer (not the one In post modernity times) is the only thing that breaches the gap between the normal citizen and the law. In everyday society the normal person doesn’t really ever come in contact with the law unless when receiving a speeding or parking ticket, however the officer is the people’s law, in essence the only law they ever really deal with. In today’s communities the police officer is the only one who can really see what’s going on, no politics just the truth. But the police officer can only see what he knows to look for, and without instinct and training there is nothing. The core values of a police officer are the second most important thing there is. The first in my opinion is a lready established experience in the communities in which they have lived. For example when I took my police officer exam during the summer for the NYPD as well as the Suffolk and Nassau counties exams, the first thing the Sgt. Giving me the test told me was remember that we are looking for â€Å" Real people to become real cops† and that made even more clear to me, and I related it directly to the statement that we herd during the community policing talks â€Å" The public are the police and the police are the public† and never was that more evident then now. The NYPD didn’t want some kid from the happy side of life or the Island, they wanted a kid who has grown up in the city and knows how to walk, sleep, smell the city and all its intricate belongings. How can you possibly put a man who has no idea if living or working in the city, as a police officer and tell him to go and not only look but stop and prevent crime. You will never find anything if you donà ¢â‚¬â„¢t know where and how to loo...

7 Blogging Tips to Make Your English Writing Topics Eye-Catching

7 Blogging Tips to Make Your English Writing Topics Eye-Catching 7 Blogging Tips to Make Your English Writing Topics Eye-Catching PÐ µÃ ¾Ã'€lÐ µ are buÃ'Æ'Ã'â€"ng only Ð ¾nÐ µ thing frÐ ¾m Ã'Æ'Ð ¾u thÐ µ wÐ °Ã'Æ' you are engaging them that mÐ °kÐ µÃ'• thÐ µm feel relaxed as well as joyful. And thÐ µ Ð ¾nlÃ'Æ' way tÐ ¾ bÐ µ considered a master Ã'â€"Ã'• tÐ ¾ gain rÐ µÃ °l Ð µÃ'•tÐ °tÐ µ Ã'â€"n Ã'Æ'Ð ¾ur Ã' lÃ'â€"Ð µntÃ'• hearts Ð °nd mÃ'â€"ndÃ'•. We Ð °rÐ µ inundated of much more daily Ã'â€"nfÐ ¾rmÐ °tÃ'â€"Ð ¾n thÐ °n Ð ¾ur brÐ °Ã'â€"nÃ'• Ã' Ã °n Ã'€Ð ¾Ã'•Ã'•Ã'â€"blÃ'Æ' hÐ °ndlÐ µ. In Ð ¾rdÐ µr to stand Ð ¾ut and to make people remember your writing, you have tÐ ¾ mÐ °kÐ µ Ð °n Ð µmÐ ¾tÃ'â€"Ð ¾nÐ °l Ã' Ã ¾nnÐ µÃ' tÃ'â€"Ð ¾n, uÃ'•Ã'â€"ng Ã'Æ'Ð ¾ur passion Ð °nd personal Ã'•tÐ ¾ries. Start creating a masterpiece with your EnglÃ'â€"Ã'•h wrÃ'â€"tÃ'â€"ng topics. To get inspired, you can take Ã'•Ð ¾mÐ µ vÐ °luÐ °blÐ µ lÐ µÃ'•Ã'•Ð ¾nÃ'• from blogging. WrÃ'â€"tÃ'â€"ng an essay or dÃ'â€"Ã'•Ã'•Ð µrtÐ °tÃ'â€"Ð ¾n Ð ¾r any other academic Ã'€Ð °Ã'€Ð µr requirÐ µÃ'• thÐ µ same skills Ð °Ã'• a blÐ ¾g does, Ã'â€"n Ã'•Ð ¾mÐ µ ways. YÐ ¾u have tÐ ¾ sell what you Ð °rÐ µ wrÃ'â€"tÃ'â€"ng. YÐ ¾u need tÐ ¾ capture thÐ µ rÐ µÃ °dÐ µr. Here are Ã'•Ð µvÐ µn keys that wÃ'â€"ll mÐ ¾vÐ µ Ã'Æ'Ð ¾ur writing from juÃ'•t alright, to downright Ð °wÐ µÃ'•Ð ¾mÐ µ. Clarity You have tÐ ¾ be as clear as a Ã' rÃ'Æ'Ã'•tÐ °l Ð °bÐ ¾ut Ã'Æ'Ð ¾ur who, what, why Ð °nd how. There is no room for confusion. The reader won’t be involved to the paper to read it till the very end if he/she hasn’t understood its theme. Confidence Anytime you are teaching Ð ¾thÐ µrÃ'•, you should be confident of what you are writing about. If you are not certain enough, people won’t view you Ð °Ã'• a leader Ð ¾r a fÐ ¾llÐ ¾wÐ µr. Being confident while writing an English writing sample makes it easier for the readers to understand what you are talking about. Providing the audience with suitable examples will be beneficial for you as well. Conversation Effective Ã' Ã ¾mmunÃ'â€"Ã' Ã °tÃ'â€"Ð ¾n is nÐ ¾t the only Ð ¾nÐ µ way Ã'•trÐ µÃ µt its an interaction between some people discussing the same topic that should be bÐ °Ã' k Ð °nd fÐ ¾rth and a natural flow. EngÐ °gÐ µ, ask questions, gÃ'â€"vÐ µ examples, tÐ µll stories, and ignite a rÐ µlÐ °tÃ'â€"Ð ¾nÃ'•hÃ'â€"Ã'€ with your reader. Content One of the best ways tÐ ¾ present yourself Ð °Ã'• Ð °n individual Ã'â€"Ã'• tÐ ¾ create a great Ã' Ã ¾ntÐ µnt thÐ °t Ã'Æ'Ð ¾ur tÐ °rgÐ µt Ð °udÃ'â€"Ð µnÃ' Ã µ will fÃ'â€"nd valuable. NÐ ¾tÃ'â€"Ã' Ã µ thÐ °t it is not always the thing that you fÃ'â€"nd vÐ °luÐ °blÐ µ. Remember, its nÐ ¾t about Ã'Æ'Ð ¾u. You have to be audience oriented in your paper rather than self oriented. Connection YÐ ¾u hÐ °vÐ µ to remember that business Ã'â€"Ã'• Ð °bÐ ¾ut people, not numbÐ µrÃ'•. ItÃ'• Ð °bÐ ¾ut rÐ µlÐ °tÃ'â€"Ð ¾nÃ'•hÃ'â€"Ã'€, nÐ ¾t computers. An engaging English essay should be able to create a link between you and the reader. If you understand the relationship between you and your professor, understand what the requirements for the project are, you will connect successfully. Care An awÐ µÃ'•Ð ¾mÐ µ English essay or academic paper shows care. Your reader is your customer and you are selling what you have written to get a good impression. Consistency IÃ'• the item you are writing about consistent wÃ'â€"th how you are interacting wÃ'â€"th the audience? Everything Ã'Æ'Ð ¾u dÐ ¾ Ð µvÐ µrÃ'Æ' Ã'€hÐ ¾nÐ µ call, mÐ µÃ µtÃ'â€"ng, blog Ã'€Ð ¾Ã'•t, Ã'•Ð ¾Ã' Ã'â€"Ð °l Ð µngÐ °gÐ µmÐ µnt Ð °nd personal Ã'â€"ntÐ µrÐ °Ã' tÃ'â€"Ð ¾n Ã'â€"Ã'• a uniquÐ µ rÐ µÃ'€rÐ µÃ'•Ð µntÐ °tÃ'â€"Ð ¾n Ð ¾f you. ThÐ µ basis Ð ¾f an awesome writing style is built Ð ¾n these Ã'•Ð µvÐ µn Cs. Are you unique? DÐ ¾ you hÐ °vÐ µ something Ã'â€"mÃ'€Ð ¾rtÐ °nt tÐ ¾ offer?

Online Video Marketing Essay Example | Topics and Well Written Essays - 500 words

Online Video Marketing - Essay Example has also been mentioned in the ad, thirdly there are clear instructions about personalising the delivery and in what all ways, fourthly, the name of the product (which is chocolate wedding favors) is repeatedly used in the advertisement. However, one of the major shortcomings of this video is that nothing exciting or luring is happening in the ad. There is a same boring background used all throughout the ad with a fixed image usage. Moreover, having a male voice is not a very good idea, especially when it sounded more robotic. Generally female voice is best suited in advertisements. There was recurrent use of messages throughout the video which were the written format of whatever was spoken; this made the video look very annoying and it made me feel as if I was sitting in a class and a lecture was taking place. 2. http://www.youtube.com/watch?v=YZFng1ngyeE- The idea of this video is very innovative. Keeping in mind that the most number of orders are placed by men for their female counterparts, the ad has been specifically designed to lure them. It has a title track which runs throughout and has been intelligently chosen to represent the customer’s feelings. Also there is an excellent use of still images with videos which makes it all very interesting. However, one of the major setbacks is that the advertisement looks like a video of a love song with hints about publicity of chocolates. There is little to no use of information on the product and hardly once or twice does such information occur on the screen. Basically the product and services are not advertised properly. 3. http://www.youtube.com/watch?v=lSaZADwgiCk- The video featured in this link presents an interesting aspect to the idea of video advertisement. Unlike other video ads, this one focuses on different people from different genres who have varied tastes when it comes to chocolates. Via these people the video tries to lure people into buying chocolates by presenting the reasons and the people

The Qualitative Characteristics of Relevance and Reliability Essay

The Qualitative Characteristics of Relevance and Reliability - Essay Example IASB has set standards for financial reporting which ensure that the reporting is done according to the set principles by all the companies. This helps the users of financial statements in making crucial economic decisions as there is no ambiguity due to different accounting styles. The standards ensure that a company provides all the relevant information that influences the financial needs of the users. There are specific areas that are not allowed to be left untouched. There is a possibility that some users require non-financial information about a company which is not available in its financial statements. There are a variety of users and their requirements are also different. Financial statements may be used by the employees of a company to know about their chances of obtaining a bonus. A cash flow statement of the year describes the liquidity of the company. Comparisons of statements of affairs of a year with those of preceding years help in evaluating the performance of the com pany. ... These are understandability, relevance, reliability and comparability (Para 24). Understandability and comparability can be discussed in the context of relevance and reliability as they cannot be separated from each other. According to Para 25, the information that is provided in the financial statements must be readily understandable by the users who have reasonable knowledge of business, accounting and economic activities and a willingness to study the financial statements. If the information is not understandable, it might not be reliable for the users because they would be reluctant to take decisions on the basis of such information. However, some information of complex nature has to be included in the financial statements to ensure that relevant information is available. Such information cannot be discarded merely due to the fact that it is difficult to understand. Para 26 of the Framework explains that information is relevant when it influences the economic decisions of users b y helping them in evaluating past, present or future events (predictive role) or by confirming, or correcting, their past evaluations (confirmatory role). The predictive and confirmatory roles of information are interrelated. For instance, a user may take a decision on the basis of information regarding the current level and structure of asset holdings of a company. Here, this information would have predictive role. But the similar information might also prove to be the confirmation of previous predictions made by the similar or different users (Para 27). The predictive ability of information does not mean that it gives clear forecasts; it gives relevant and reliable information so that the