Tragic Character Flaws in The Strange Case of Dr. Jekyll and Mr. Hyde a

In the peculiar Case of Dr. Jekyll and Mr. Hyde, the main character Dr. Henry Jekyll is a respectable doctor who experiments to separate his well(p) and evil sides from each other. Dr. Jekyll eventually runs out of the contaminated potion and his evil side takes over. In The Monkeys Paw the White family takes possession of a putter arounds paw that had a spell put on it granting three men three wishes. After non knowing what to wish for and the urging of his wife and son, Mr. White makes his wishes and realizes there are consequences for his choices. In The heller Lover the character Mrs. Drover goes back to her venerable house in London to transfer items to her in the buff home. She finds a mysterious letter and realizes she never knew her former fianc completely and is terrified for the day she would see his face. While she was on the way back to her current home, she gets abducted by a taxi driver who she recognizes as the soldier she said sizeablebye to twenty five years ago. In The Possibility of Evil, the main character is an old lady who sends letters to clean her town of evil and eventually gets caught. The novel Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson, the short stories The Monkeys Paw written by W.W. Jacobs, The Demon Lover by Elizabeth Bowen, and The possibility of Evil by Shirley Jackson all have characters who experience a downfall because of a tragic flaw.In the novel, The Strange Case of Dr. Jekyll and Mr. Hyde, the well-known and well liked doctor in London does not want to ruin his respected reputation with the satisfying wrongdoings of his other side. Dr. Jekyll wanted his two identities to be separated so that the just could walk steadfastly and securely on his upward path, doing the good things in which he found his pleas... ...use of her animosity of keeping the world free of evil. In the world today there are many cases of people who do not get help when they faculty have PTSD until they have already hurt others. Whe n any event causes the sufferer to remember the feelings associated with how they felt during the event that caused them to have post traumatic melody disorder, their rage could get hard to control if they do not get the help they need. In these characters and every human in real life, there is good and there is bad. Jekyll did not want to be caught being a criminal, the Whites tried to be sensible about their wishes but still took a wish they did not need, Mrs. Drover feared and worried too much, and Miss Strangeworth did not mind her own business. We as humans judge others, worry too much about not so important things, do bad sometimes, but we can also choose to do good.

Sexual Harassment Interventions :: Sexual Harassment Essays

Sexual Harassment InterventionsSexual harassment affects people of all ages and races and of both sexes. Although it has been outlawed under Title VII of the well-bred Rights Act of 1964 and prohibited under Title IX of the Education Amendments of 1972, many companies and schools have yet to develop adequate policies and procedures for addressing versed harassment. Evidence of this is apparent in the increased number of grievances filed with the U.S. Equal Employment Opportunity Commission (EEOC) from 10,532 filings in 1993 to 15,889 in 1997 (Ganzel 1998). The Supreme Court rulings in Faragher v. City of Boca Raton and Burlington Industries v. Ellerth are an attempt to occlusion these incidents by requiring harassed employees to work within their companies to resolve grievances before turning to the EEOC. They place responsibility on the employer to set guidelines for preventing internal harassment and on the employee to look on them (Barrier 1998).This Digest examines the impl ications of federal laws covering sexual harassment, the characteristics of company policies and grievance procedures to prevent and report sexual harassment, and program strategies for preventing sexual harassment in schools and workplaces. What Institutions Can DoThe Supreme Courts recent rulings are motivating employers to take actions that reflect their compliance with federal laws as protection against sexual harassment litigation. Emerging from the literature on sexual harassment prevention are three key steps that employers can take to counter sexual harassment (Kimble-Ellis 1998 Protecting Employees 1998)1. Develop a strong company policy that specifies in writing outlawed behaviors and penalties for their demonstration 2. Establish grievance procedures for reporting, processing, and solvent complaints 3. Provide sexual harassment training for supervisors, managers, and workers that explains what sexual harassment means and how it can be recognized, confronted, and averted. Strong Company PolicyAlthough a number of large companies have already established policies governing sexual harassment, effective compliance with the Supreme Courts rulings on sexual harassment requires that all companies, as well as schools that receive federal funds, establish sexual harassment policies that they put in writing, disseminate, and enforce (Barrier 1998). A company policy addressing sexual harassment must clearly specify (1) the behaviors that constitute harassment and the companys intolerance of such(prenominal) behaviors (2) channels employees must follow to report sexual harassment complaints to their supervisors or designated company representative (3) strategies the company will follow in investigating and resolving a complaint, including confidentiality practices (4) warnings that violation of the policy will result in punishments that could include dismissal and (5) assurance that retaliation will not be allowed (Ganzel 1998).

Elvis Presley Essay -- essays research papers

point Aaron Presley, in the humblest of circumstances, was born to Vernon and Gladys Presley in a two-room house in Tupelo, Mississippi on January 8, 1935. His twin brother, Jessie Garon, was stillborn, leaving Elvis to grow up as an only child. He and his parents moved to Memphis, Tennessee in 1948, and Elvis graduated from Humes High School there in 1953. Elvis? musical influences were the pop and country music of the time, the gospel music he heard in church and at the all-night gospel sings he frequently attended, and the black R& axerophtholB he absorbed on historic Beale Street as a Memphis teenager. In 1954, he began his notification career with the legendary Sun Records label in Memphis. In late 1955, his recording contract was sold to RCA Victor. By 1956, he was an international sensation. With a extend and style that uniquely combined his diverse musical influences and blurred and challenged the social and racial barriers of the time, he ushered in a whole new era of A merican music and popular culture. He star in 33 successful films, do history with his television appearances and specials, and knew great acclaim through his many, often record-breaking, springy concert performances on tour and in Las Vegas. Globally, he has sold over one billion records, more(prenominal) than any other artist. His American sales have a bun in the oven earned him gold, platinum or multi-platinum awards for 131 different albums and singles, far more than any other artist. Among his many awards and accolades were 14 Grammy nominations (3 wins) from the National Academy of Recording Arts & Sciences, the Grammy Lifetime Achievement Award, which he received at age 36, and his being named One of the Ten Outstanding Young Men of the Nation for 1970 by the united States Jaycees. Without any of the special privileges his celebrity status might have afforded him, he honorably served his country in the U.S. Army. His talent, good looks, sensuality, charisma, and good humor endeared him to millions, as did the unimportance and human kindness he demonstrated throughout his life. Known the human over by his first name, he is regarded as one of the most fundamental figures of twentieth century popular culture. Elvis died at his Memphis home, Graceland, on prideful 16, 1977.It?s estimated that Elvis Presley has sold over one billion record units worldwide, more than anyone in record industry history. In America alone, Elv... ...d his legacy continues to reach new audiences. Half of Gracelands visitors are age 35 and under. On August 16, 1997, Elvis, via video, starred in an extravagant concert production entitled Elvis in Concert 97 at the Mid-South Coliseum in Memphis, Tennessee, accompanied live on stage by over thirty of his former bandmates and the Memphis Symphony Orchestra. The show played before a capacity crowd of fans who had come to Memphis from around the world to commemorate the twentieth anniversary of Elvis death. Elvis broke the M id-South Coliseums all-time record dollar figure for box office sales. This concert was the prototype for the 1998/1999 touring production Elvis - The Concert. By being the first performer ever to headline a live concert tour while no longer living, Elvis made history again. The March 1998 tour included a three-show smash engagement at Radio City Music Hall in New York. The August 1998 tour included the excitement of Elvis "return" to the Las Vegas Hilton with an eight-show engagement. The January/ February 1999 European tour opened with a sell-out at Londons Wembley Arena and, in effect, marked Elvis first-ever concerts outside of North America.

Revengeful Justice in William Shakespeares Hamlet :: William Shakespeare Hamlet Revenge Essays

Revengeful Justice in William Shakespeares HamletHamlets motives rally between those of both retaliate and justice, and it becomes this internal conflict which sets the pace of events throughout Shakespeares entire play. Revenge serves Hamlet as his initial goal in the pursuit for vindication of his fathers death. Soliloquy afterward reveals Hamlets torn sensibility and care for justice, which decelerates his ability to proceed in action against Claudius. Not until Hamlet confronts his own procrastination, does the inaction cease. Hamlet defeats his inner struggle by melding opposing forces and internally justifying revenge.Hamlet does not initially have a strong enough give to act solely on revenge. Even though Hamlet had proclaimed that he would be swift and sweep to my revenge,In the rogue and peasant slave soliloquy, Hamlet admits that he has been unpregnant of my cause and wonders whether he is a coward. Not until Hamlet becomes completely fed up with his own inaction, does h e finally examine the guilt of Claudius. However this task is thwarted when Hamlet witnesses Claudius praying. His will is rationalized by the notion that Claudius soul might escape eternal damnation. Hamlet finally address his dull revenge in his climactic soliloquy admitting, I do not know/ Why yet I live to say This things to do/ Sith I have cause and will and strength and government agency/ To dot Here Hamlet finally swears against his previous inaction O From this time forth,/ My thoughts be bloody or be nothing worthHamlets overly able mental capacity inhibits him from taking decisive action and he concedes this in two very important soliloquies . First in the To be or not to be soliloquy, Hamlet concludes, Thus conscience does make cowards of us all/ And thus the native hue of resolution Is sicklied over with the pale cast of thought objet dart being exiled to England, hamlet thinks his procrastination is a result of some craven scruple/ Of thinking too precisely on the event His insightful mind examines his problems to such an extent that it creates dilemmas rather than solving them.

Ted Bundy and Psychodynamic Theory Essay -- Psychology

Theodore Bundy was born on November 24th 1946. He was born to an unwed draw who was told that she was his sister. He was raised by his grandparents who portrayed themselves as his parents throughout his early childhood years. According to the article I read Teds grandfather was scurrilous towards Ted and his other siblings (Montaldo). Ted was shy and said to be sociably awkward, but during high school he developed into good looking guy and was liked by many. Ted met his first girlfriend in college and eventually pins in love. His girlfriend did not see Ted as someone who would be successful and eventually bust up with him and this broke his heart. This was about the time he learned the truth about his family too. He developed deep depression and this marked the time his cleanup ventures started. Teds breakup with his girlfriend was a huge deal to him. It seemed that his problems really came to surface after this point. He became quite dysfunctional at the time. The bre akup could be marked under Axis III (Comer, 2011). This is a general medical condition that Ted suffers from as an adult.Ted Bundys style of killing describes sexual sadism. Sexual sadism is the vehement sexually arousal by the thought or act of inflicting suffering on others by dominating, restraining, blindfolding, cutting, strangling, mutilating, or even killing the victim (Comer, 2011). This condition would fall under Axis I because it causes significant impairment.Ted Bundy had antisocial personality disorder which is on axis II of the DSM-IV-TR. He is characterized by the following failure to correct to social norms with respect to lawful behaviors as indicated by repeatedly performing acts that are grounds for arrest, deceitfulness, ... ...articipate in therapy. They do not see that they need to transpose anything. While doing my research on Ted I do believe he was ready for change. I think that therapy sessions to uncover inner turmoil along with medicine may hav e helped Ted. It would have been interesting to see if these treatments would have worked.Works CitedComer, R. J. (2011). Fundamentals of Abnormal Psychology, 6th edition. New York Worth Publishers.Midwest Behavioral health Network. (2009, September). Guidelines to use of Axis V Global Assessment Functioning Scale. South Bend, IN, United States of America.Montaldo, C. (n.d.). About.com. Retrieved August 12, 2011, from http//crime.about.com/od/serial/p/tedbundy.htmVarcarolis, E. M., Carson, V. B., & Shoemaker, N. C. (2006). In Foundations of Psychiatric kind Health Nursing (p. 283). St. Louis Elsevier Inc.

Visual Form Agnosia Essays -- Medical Research

Visual frame agnosia is defined as the in susceptibility to recognize objects (Goldstein, 2010). To read the basic concept of visual form agnosia, it is important to first understand that perception and recognition are separate processes. Perception is defined as the ability to become aware of something through our senses, and recognition is the ability to put an object in a group that gives the item meaning. When a person suffers from visual form agnosia, they are generally able to identify the item and reveal parts of it, but are not able to perceptually accumulate every enchantment of the item in order to identify the item as complete (Goldstein, 2010). The following is a review of studies concerning the different aspects, theories, and characteristics in visual form agnosia.The psyche is divided into two visual streams, the ventral and the dorsal stream. Goodale and Milner (1998) have suggested that the ventral stream is dedicated to processing vision for perception, and th e dorsal stream for vision and action. On the other hand, there is a possibility that the processes in the visuomotor stream can provoke perceptual processes. The propose of the visuomotor stream is that it provides signals, which enhances the persons ability to distinguish the form of the object. This study illustrated that stimulated perceptual development vanishes if the intended objects only have a difference in respect to their shape, but not breadth (Goodale & Milner, 1998).Emphasis has been placed on the disconnection of the dorsal and ventral streams, but there are also many associations between them, and the state of successful desegregation of their complementary contributions can help humans with goal-directed adapted behavior (Goodale & Servos, ... ...Goodale, M.A., & Servos, P. (1995). Preserved visual imagery in visual form agnosia. Neuropsychologia, 33 (11), p. 1383-1394.Goldstein, E.B. (2010). lead and perception Eighth edition. California Linda Schreiber.McIntos h, R.D., Milner, A.D., Mon-Williams, M., & Tresilian, J.R. (2001). Monocular and binocular distance cues Insights from visual form agnosia I (of III). Exp Brain Res, 139, p. 127-136Milner, A. D., & Schenk, T. (2006). Concurrent visuomotor behaviour improves form discrimination in a patient with visual form agnosia. European journal of neuroscience, 24 (5), p. 1495-1503.Vercera, S.P. (2001). Dissociating what and how in visual form agnosia A computational investigation. Nueropsychologia, 40, p. 187-204.Weiskrantz, L. (1997). Consciousness lost and found A neuropsychological exploration. Oxford University Press, p. 294

Bacterial Concentration and Diversity

The objective of this particular paper was to study the results that were extracted when bacterial communities were formed. These bacterial communities were formed through the process of the reproducibility of small volume of repeat consume from replicate bioreactors with stabilized continuous-flow chicken caecal bacterial communities. The results referring to the bacterial concentration and diversity were then examine by phenotypic, biochemical and ribotype analysis. To grow bacteria a stable environment is the most essential requirement this stable and a constant environment is known as steady-state conditions.This allows bacterial cultures to be obtained in a reproducible manner for batch consistency. The cultural efficacy was heard by taking an assumption that the aliquot taken from the cultures were identical and then did not general affect the results to be determined by the particular experiment (bacterial culture). Mixed samples of avian cecal material were use to esta blish replicate bioreactor cultures. Repetitive samplings of the planktonic components were done to determine if all aliquots had the like bacterial contents within the same bioreactor.Consistency was seen during this repetitive sampling process but changes were seen in the specific news report of the resulting communities that initiated from one supply of cecal assortment. These are the basis on which the whole experiment and the methodology are based on. METHODOLOGY Bioreactor and Sampling Design The cecal contents were extracted from 150 birds (chicken) and then thoroughly mixed under sterile anaerobic conditions. Three replicate bioreactors (Bioflo 110 Fermentor/Bioreactor, New Brunswick Scientific Co, Inc., Edison, NJ) were used. The steady-state conditions were maintained by keeping the cultures under continuous-flow conditions at a flow rate of 0. 8 ml/min and also flushed with carbon dioxide that was free of any oxygen. For the frontmost 48 hours the pH of the bioreactor was maintained to a stable 6. 2 0. 3. Then for 3 weeks the cultures were allowed to reach equilibrium the planktonic component was sampled 11 times during this 3 weeks period. After this period 1ml aliquots were collected for analysis. i. e. pH measurement , bacterial isolation etc. Bacterial Isolation and Preliminary Identification The material obtained from the bioreactor was sampled and some of the bacterial cultures obtained were quantified by growth of a 10? l aliquot on selective media in triplicate. The triplicate had a 5% sheep blood and was used to determine hemolytic reactions and for the recovery and the enumeration of the aerobic microbial species. The identification and the isolation of the aerobic bacteria was done by streaking the 10 l aliquots onto TS-blood nutrient agar , lustrous Green Agar, BGA Becton Dickinson, Sparks, MD), CHROMagar E.coli and Orientation, MacConkey, mEnterococcus, and Rogosa plates. These plates were then incubated for 24 hours at thirty seve n degrees. Likewise anaerobic bacteria were isolated too but the streaking was done onto Brucella-blood agar, Phenylethyl alcohol agar (Becton Dickinson, Sparks, MD), Veillonella, and BBE plates. The plates were then incubated anaerobically for 48-72hours at the same temperature. These bacteria were also tested for aero tolerance. EnumerationThe total aerobic and anaerobic population levels were enumerated by serial dilation onto TS-blood agar, MacConkey, mEnterococcus agars or Brucella-blood agar plates, respectively. Ribotype Characterization Isolates from the bacterial lawns were collected and analyzed by using RiboPrinter Microbial Characterization System following the manufacturers instruction using lytic enzymes. Endonuclease EcoRI was used to sever the DNA and gel electrophoresis was used to separate the fragments and analysis was done using a modern hybridization blotting technique.The DNA hybridized was labeled rRNA operon prob derived from Escherichia coli, and the band s were detected by chemiluminescence. The image formed was captured and transferred to the RMCS database and data were normalized to a standard marker set. The images were compared with the 6448 EcoRI riboprint patterns in the DuPont database and a 900 EcoRI riboprint pattern custom in-house database (USDA, ARS, College Station, TX). Data Analysis For each set of give birth cecal material the above mentioned 3 replicate bioreactor were established.These were then analyzed for enumeration and characterization (eleven per bioreactor). The statistics were represented in tabular form. Commercially available package was used to analyze and calculate data. Differences in cfu/ml were compared among the replicate bioreactors. MAIN RESULT The collecting of bacteria cultures or any other organism is greatly alter by the sample size and the frequency of organisms being sampled in a particular environment. Some of the processes or the methods described above also have limitations due to di fferent constraints that govern their working e.g. enumeration. Enumeration of bacteria is affected by many factors including individual species growth rates, fitness of each competing species etc. therefore the bacteria produced or grown in a selective media maybe less productive when exposed to competition from many other species in a non-selective media culture. The probability of collection is greatly affected by the spatial distribution of organisms. As a rule the sampling requirement must increase as the degree of unit aggregation increases.Enumeration is also affected by aggregation and may account for some of the variation reported in the bacterial quantification. whence considerations should be given to the sampling size when using aliquots for inoculation from cultures with known aggregating species. An important thing to mention here that whatever the sampling technique is used there are also certain limitations associated with sampling. It is not only quite difficult to harvest all species comprehensively but our present technological inability also creates a hindrance because we are unable to artificially culture all bacterial species.It was also seen that the efficiency of detection of pathogenic bacteria is affected by dilution i. e. a lower efficiency of detection was achieved where the prevalence of the target bacteria was diluted. A threshold quantity of specific bacteria maybe unavoidable for the proper mix. Adjustments in population density, adhesion and diversity which occur during culturing period greatly affects this observation. CONCLUSION The aim of this study or experiment was to determine reproducibility of small volume repeat sampling with the help of a bioreactor.Basically bacterial concentration and diversity were the two important factors that were being concentrated these two quantities were analyzed within stabalised continuous-flow chicken cecal bacterial communities initiated by replicate aliquots taken from thoroughly mix ed samples. Pooled cecal material was created from layer chicks to establish the bioreactors. After a steady-state was reached the plankton components were sampled repetitively for three weeks and was then characterized by phenotypic, biochemical and ribotype analysis.No notable differences were found in the bacterial concentrations that came from the same bioreactor. Differences were found in bioreactors initiated from the same stock material. BIBLIOGRAPHY 1. Tawni L Crippen, Cynthia L Sheffield, Kathleen Andrews, Roy Bongaerts, and David J Nisbet, (2008), Bacterial Concentration and Diversity within Repetitive Aliquots Collected from Replicate Continuous-Flow Bioreactor Culture, Open Microbiol J. 2008 2 6065, published online 2008 May 23.

Teenagers Frustrations

Teenagers Frustrations -Stress From studying -Peer Pressure -Cyber Bullying As competition in the c arer world increases, the squeeze to do well in studies and be a straight-A student also increases. As such, nowadays m each students who actually want to be a measuring higher than the rest are putting too much pressure on themselves as to Juggle with many extra curricular activities and extra subjects on top of the usual 9 that students take.With the burden of doing well in all these objects, students get overworked and a few cases like these actually end up in suicide. Such stress from studying are one of the frustrations teenagers face. Peer pressure might be a common term to many of us but this is a huge problem amongst students in school. Peer pressure can be either good or bad in many ways. unrivaled benefit of peer pressure would be when a student is motivated through peer pressure to do as well as his friends are doing thus being helpful to his/her academics.Another would be when a student mingles with the wrong company such as smokers and thus peer pressure without mind break would actually motivate him to smoke which is absolutely not beneficial to him in anyway. Thus, peer pressure is a big challenge teenagers around the world face. In the 21 -SST century where technology makes the world go round, lies technology negative points. One of such negative points would be cyber bullying which is commonly seen in sociable networking sites such as Backbone, Twitter andNamespace. These cases of cyber bullying usually come in forms of threats to the person which might embarrass or depress the victim by any sort. Thus, not being able to take the embarrassment, many have died. One of such cases would be the cyber bullying of Megan Meier which resulted in her hanging herself 3 weeks before her fourteenth birthday. Some teenagers are faced with such challenges on a daily basis and must seek help before anything gets out of hand. Red-topic meter blue-concludin g sentence

Comparison of HR practices and employment relations philosophies Essay

IntroductionIn the face of ever-increasing globalization, some(prenominal) China and mainland China have nowadays joined the World Trade presidential term (WTO) a more(prenominal)(prenominal) open market economy and closer integration with the global scotch order appears to be inevitable for both countries (Magarinos et al. 2002). Human imaginativeness Management (HRM) is one of the critical tools for improving productivity and competitiveness at the grass-roots level (Poole 1997). This Essays aims to identify and comp ar the current HRM ashess and practices at different types of enterprises in both China and chinaw be respectively (Zhu and Warner 2000), to evaluate their performance in this domain, as well as to illustrate the implications of the inter-relationship among social norms/ environment and the transformation of HRM in both economies.The outcome of this comparison may be meaningful in terms of understanding the theoretical arguments about the trend of HRM ontoge ny towards a merging(prenominal) or divergent model within the global production and economic systems of our time (Warner 2002) or possibly a hybrid cross-vergent phenomenon where national cultural systems are blended with broader economic ideologies .HR practices and employment relations philosophies of ChinaHRM is a term used to describe a wide range of activities involved in attracting, developing, motivating, and retaining the best and nearly capable people to perform within an organization. Western HRM places importance non only on systematic resumement but excessively on selection, training, and development procedures, emphasizing motivation through involvement, and appraisal and incentives schemes (Child 1994). But the HRM in China is different. Its distinctive system is labelled human resource caution with Chinese characteristics (Warner, 1995).Labour direction in China is currently undergoing a major change, shifting from the socialist model to a market-driven one. T he iron rice till is being s first gearly phased out. Guaranteed lifetime job security is being replaced by more flexible elbow grease contracts. The cradle to grave social welfare system is overly fading out, with more performance-based reward systems replacing it (Warner 1997).Prior to the mid-1980s, when the Chinese government began economic reforms, most personnel issues enterprises were controlled by planning authorities, such as government personnel and labour bureaucrats. For instance, the recruitment of any person needed a pre-planned quota that was granted by the state. Neither the employees nor the employers (enterprises) had freedom to choose according to their preferences. mass were assigned jobs for life with limited mobility. A workers personnel file recorded his/her employment history as well as a broad range of the persons political activities. Wages and salaries were not determined by vigilance, but fixed according to pre-determined grades based on seniority. M oreover, the society Secretarys organization maintained tight control of personnel within an enterprise. A managers political attitudes towards the Party were an important amount in his/her appointment and promotion (Ding et al. 2000).The past two decades have protruden the Chinese economy steadily evolve towards the state-engineered market economy with Chinese characteristics (Warner, 1995). The productivity of the labour force has been recognized as the most valuable resource from the top central government to the grassroots organizations. The term ren li zi yuan guan li (HRM in Chinese) frequently appears in books, local anaesthetic newspapers, and journal articles. In the real world, much has changed in HRM practices in China.One of the biggest changes is the increasingly predominant position of material rewards. The gaga wage grade system was abandoned nationally and the new post plus skills (gang ji gong zi zhi) system was adapted. Under the reformed employment system, Ch inese managers now have greater freedom to hire and fire (Child, 1994). Even though fully fledged HRM on Western lines seems still far away, numerous personnel policies have been substantially changed workers are employed on fixed term contracts, apprenticeships have been reformed, and training has been expanded for both workers and managers in most say Ventures and State Owned enterprisingnesss (Warner, 1997).With the reforms of the employment system, a new terminology of HRM cam to China in the mid- 1980s (Warner 1999). Initially, HRM as an academic concept was introduced by joined learn arrangements between Chinese and foreign universities, as well as in solicitude practices in foreign- have enterprises, mainly from Japan, the USA and Europe (Warner 1995). The Chinese translation of HRM is renli ziyuan guanli hich mean labour force resources management. But in fact, some people now use it misleadingly as a synonym for personnel management (PM) (renshi guanli) and indeed tre at it as such (Warner 1997). This form of older PM practice is still very common in SOEs and a fair tier of conservatism continues to pervade the administration of personnel on such enterprises. Certainly, it is still somewhat far from the initial concept of HRM as understood in the internationalist business community (Poole 1997).In parallel, attempts were made to import enterprise culture, code for adopting and adapting the Japanese model (Chan 1995). This is normally found in firms entering JV arrangements with Japanese MNCs or where the Japanese have set up wholly owned firms on site. Some aspects of the Japanese management system such as the quality control circles (QCC) and total quality control (TQC) have been practised in both local and foreign companies. However, the system is closely adapted to local laws and practices.The term HRM is in fact mostly de rigueur in the most prominent Sino-foreign JVs, particularly the larger ones. Even in such firms, management seems to be more inward-looking, focusing on issues like wage, welfare and promotion as found in the conventional personnel arrangements rather than strategic ones like long-term development normally associated with HRM.Clearly, at this time, there is not a homogeneous model of HRM in Chinese enterprises. Individual enterprises are reforming their HRM systems differently on the basis of their subsisting conditions and the respective impact of economic reform.HR practices and employment relations philosophies of mainland ChinaThe Taiwanese management system is likewise rooted in traditional Chinese culture and values, predominantly in the form of small size family businesses, coupled with strong family control and extensive subcontracting networks (Chen 1995). However, in the first half of the twentieth century, Taiwan was colonized by Japan and Japanese influence was widespread, including its management system. Taiwan gradually developed large businesses in the capital intensive sector own ed and/or controlled by the State under the Nationalist government since the late 1940s (Lee 1995).Generally speaking, the characteristics of the Taiwanese management system can be summarized as follows hierarchy, paternalism, strong personal loyalty and commitment, and the importance of personal loyalty and commitment, and the importance of personal connections (guanxi) in business and individual lives (Chen, 1995). These characteristics are rooted in Confucianism, a belief system that values harmony, and the tendency to see individuals in a family and socially dependent context.Different stages of economic development were accompanied by differing management patterns. In Taiwan, for instance, its economic development since the 1960s can be divided into two stages the export amplification period between 1961 and 1980 and the technology intensive industries expansion period from 1981 to recent years (Lee, 1995 Zhu et al. 2000). HRM in Taiwan also changed over the two periods.The m ain characteristics of HRM during the export expansion period can be identify as followsRecruitmentRecruiting blue-collar workers relied heavily on informal channels, such as employee referral and company network. For the recruitment of white collar workers, formal channels were favored (Lee 1995). Since most middle and high- ranking management positions were filled either by the owners family members or by internal promotions, little outside recruiting activity took place (Lee 1995). educationCompany sponsored training was not popular during this period. Apprenticeships were also not common in Taiwan. However, as a rule, more skilled workers received formal on-the-job training (OJT) than did semi-skilled and unskilled workers, and foreign-owned companies offered more OJT programmes than did local companies (Lee 1995).CompensationPackages include basic pay and various types of bonus, such as those based on the year-end results, competition, invention, long-service and so on (Chen 1998). It was common for Taiwanese companies to adopt the Japanese seniority-based wage system for basic pay (Lee 1995). With the traditional culture of avoiding conflict between management and employees, most workers can be promoted up the scale of their job title if their annual performance is above-average (Chen 1998).Trade weddingsThese worker bodies were controlled by the government during this period (Zhu et al. 2000). The ruling Kuomintang (KMT) now known as the Guomingdang Party guided most unions through local government control over the election of union officials, fostering KMT branches at workplaces and inspection by larger affiliates of the sole national union peak council, the Chinese Federation of Labour (CFL) (Zhu et al. 2000). Thus the government was able to maintain a low minimum wage and control the adjustment of wage rates in the public sector (Lee 1995).Expansion of Technology Intensive Industries (1981 Present)During this period, not only did the compl ex body part of the economy change quickly, but employment relations, human resource management practices, and the governments labour policies were similarly affected (Lee 1995). The industrial system became more complex and formal, and government policy became more pro labour orientated as mentioned above.Changes in industrial structure and government policy and legislation had a profound impact on HRM and the structure of organisation in Taiwan. To cope with the increase in production costs employers adopted many strategies, such as employing foreign workers at lower yield with government permission (companies can employ foreign workers up to 30 % of total employees) (Zhu et al. 2000)., improving the efficiency of the custody by providing more training, introducing automated machinery to substitute labour, and subcontracting their work (Lee 1995). In addition, in order to obtain a further comparative advantage many companies from Taiwan relocated their operations to low-wage co untries, especially to mainland China and south-east Asia (Zhu and Warner, 2001).However, different kinds of enterprise have different approaches towards change in the labour market and to the challenges of global economic competition. Two major variables here are predominantly family-based small and medium enterprises (SMEs) and predominantly state- owned large enterprises (LEs).Most SMEs still maintain a change decision-making process. However, there is now a tendency for owners to gradually withdraw from routine management activities. Some high-ranking managers are trained and promoted within the companies and are not necessarily family members. Management professionalism becomes increasingly important as a response to criticism of managerial favouritism. Most SMEs now pay attention to both pre-training and persisting training in order to cope with market changes and link the skills of employees with the needs of production.Trade unions have generally been weak in Taiwanese SME s. Although the Trade Union Law (1975) required unions to be established in workplaces in most sectors with more than 30 employees (Lee 1988 Warner 1995) the reality is that even now a large enumerate of SMEs are without union organisations. There is a general feeling that managers in SMEs do not want union involvement in decision-making (Zhu and Warner 2001).On the former(a) hand, state-owned large enterprises (Les) in Taiwan for years enjoyed monopoly status in key sectors. They were mostly in the strategic industrial areas that had received strong support from the government. However, in recent years, privatisation and marketisation have dominated their economic decision-making and these enterprises are facing restructuring and reform.Generally speaking, LEs have well-established systems of external recruitment of managers. Using examination, interview and evaluation procedures, SOEs can recruit the most capable people from outside their organizations. For a long time, people s ought positions within LEs for security, better pay and welfare, good working environment, and social prestige it made recruitment even more competitive.Therefore, so far the qualifications of managers in these enterprises remain highest, with university graduates and post-graduates of high quality. In addition, public recruitment of employees is the main recruiting channel for Les. However, the public sector is not allowed to employ foreign workers. In terms of training, both on-the-job training and professional training are provided by the enterprises. The compensation mail boat has not been changed as well. In fact, among all types of enterprises, Les seem to have the highest salary-levels. Bonuses are paid as group incentives equivalent to three or four months wages (Zhu and Warner 2001).Trade Unions in the Taiwanese public sector have been subservient to the government for a long time (Frenkel et al. 1993). Even now, trade unions in these state-owned LEs are not wholly indepen dent, although they have a strong membership base. The functions of these unions were described as promoting enterprise productivity as well as protecting workers interests they also provide a useful bridge between employees and management in order to guarantee smooth industrial relations (Zhu et al. 2000).Comparatively speaking, we can see that HRM policies and practices in China and Taiwan were both plainly under the influence of traditional culture (Redding 1995) and the changing political and economic environments (Zhu et al. 2000).Key characteristics such as collectivism, hierarchy, harmony, loyalty and strategic thinking can for instance, be found in both management systems. these characteristics are reflected in HRM, for example, in group-oriented production activities (teamwork), group-based performance evaluation and incentives, relatively narrow gaps in salaries between management and employees, co-operative and harmonised labour management relations and seniority-based wa ge systems (in particular during the pre-reform systems). In addition, strategic thinking and management have had to deal with such changes, in particular during the period of economic transition. In recent years, both increasing global competition and the Asian pecuniary crisis have forced enterprises to adopt more flexible policies and management systems. New political environments, reformed legal frameworks and economic pressures have also have also added new dimensions of HRM.ConclusionAlthough traditional culture continues to influence HRM, such as group-oriented production activities, group-based performance evaluation and incentive, relatively small differences in salary between management and employees, co-operative and harmonious labour management relations, and so on, other differences remain vis--vis the stage of economic development and technology, market environment.In conclusion, it can be argued that that there will at least be a degree of relative convergence (Chan 1995) given the evidence presented here. The trends towards globalisation may in many pregnant respects only strengthen tendencies towards greater similarities in HRM policies and practices over the coming decades, although both societies can be expected to retain their distinct identities.References1. Chan, A. 1995, Chinese Enterprise Reforms Convergence with the Japanese Model? , Industrial and Corporate Change, Vol.14, No. 1, pp.449-70.2. Chen, M. 1995, Asian Management Systems Chinese, Japanese and Korean styles of crease, London Routledge.3. Chen, S.J. 1998, The Development of HRM Practices in Taiwan, Human imagery Management in the Asia Pacific Region, London Frank Cass, pp. 152-69.4. Child, J. 1994, Management in China During the Era of Reform, Cambridge Cambridge University Press.5. Ding, D.Z., Goodall, K. and Warner, M. 2000, The End of the Iron Rice Bowl Whither Chinese HRM?, planetary Journal of Human Resources Management, Vol. 11, No. 2, pp. 217-36.6. Frenkel, S., Ho ng, J.C. and Lee, B.L. 1993, The Resurgence and Fragility of Trade Unions in Taiwan, in S.Frenkel (ed.), Organised Labour in the Asia-Pacific Region a Comparative engage of Trade Unionism in Nine Countries, Ithace, NY ILR Press, pp. 162-86.7. Lee, J.S. 1995, Economic Development and the Evolution of Industrial Relations on Taiwan, 1950-1993, Employment Relations in the Growing Asian Economies, London Routeledge, pp. 88-118.8. Magarinos, C.A., Long, Y. and Sercovich, F.C. 2002, China in the WTO the Birth of a Catching-up Strategy, London Palgrave and New York St Martins Press.9. Poole, M. 1997, Industrial and labour relations in M. Warner (ed.), IEBM Concise Encyclopedia of Business and Management, London International Thomson Business Press, pp. 264-82.10. Redding, G. 1995, The Spirit of Chinese Capitalism, Berlin De Gruyter.11. Warner, M. 1995, The Management of Human Resources in Chinese Industry, London Macmillan and New York St Martins Press.12. Warner, M. 1997, Management- Lab our Relations in the New Chinese Economy, Human Resource Management Journal, Vol. 37, No. 4, pp. 30-43.13. Warner, M. 2002, Globalisation, Labour Markets and Human Resources, International Journal of Human Resource Management, Vol. 13, No. 3, pp. 1-15.14. Zhu, Y., Chen, I. and Warner, M. 2000, HRM in Taiwan An Empirical Case Study, Human Resource Management Journal, Vol. 10, No. 4, pp. 32-44.15. Zhu, Y. and Warner, M. 2000, An Emerging Model of Employment Relations in China A Divergent track from the Japanese, International Business Review, Vol. 9, No. 3, pp. 345-61.16. Zhu, Y. and Warner, M. 2001, Taiwanese Business Strategies vis--vis the Asian Financial Crisis, Asia Pacific Business Review, Vol. 7, No. 3, pp. 139-56.

Conflicts and Themes of Godfather Death Essay

Notes adopted from Literature An Introduction to Fiction, Poetry, and Drama and A Short picket to Writing About Literature Fiction A name for stories not entirely factual, however at least partially shaped, catch up with up, or imagined. Stories plenty be based on factual material (I.e., the historical novel) but the factual in miscellaneaation is of secondary importance.Ex Gone with the Wind. Types of FictionFable A brief story that sets forth some pointed statement of truth. Most fables involve animals endowed with kind-hearted traits of character and consciousness but do at times involve astronomical bodies and natural physical forces with character traits as in The North Wind and the Sun. A fable customarily ends by explicitly stating its moral.Ex The North Wind and the Sun (5-6)Parable A brief narrative that teaches a moral, but unlike a fable, its mend is plausibly realistic, and the main characters argon human. The morals of parables are also implied instead of explicit ly stated.Ex The Parable of the Good SamaritanTale A story, usually defraud, that sets forth strange and wonderful in timets in more or less bare summary, without detailed character drawing. Two variations of tales are fairy tales (Snow White and the Seven Dwarfs) or tall tales (capital of Minnesota Bunyan and Babe the Blue Ox). Ex God induce final stage (8-10)Short Story A prose narrative too brief to be published in a separate volumeas novellas and novels frequently are. The short story is usually a foc purposed narrative that presents one or two main characters elusive in a single compelling action.Ex A&P (14-9)Novella In modern terms, a prose narrative longer than a short story but shorter than a novel (approximately 30,000 to 50,000 words). A novella is long enough to be published independently as a brief book. Ex Joseph Conrads Heart of Darkness Susanna Rowsons Charlotte Temple Novel An extended work of fictional prose narrative. Because of its extended length, a novel us ually has more characters, more varied jibes, and a broadercoverage of time than a short story.Ex The Great GatsbyElements of FictionPlot The particular arrangement of actions, events, and situations that unfold in a narrative. A plot is not merely the general story in a narrative but the authors artistic pattern made from the parts of narrative including the exposition, rising and falling actions, climax, and denouement. One way to look at the organization of the happenings in m whatever works of fiction is to see the plot as a pyramid or triangle.Freytags Pyramind3. Climax2. Rising Action 4. Falling Action1. Exposition5. Denouement1. Exposition The opening portion that sets the scene (if any), introduces the main characters, tells us what happened before the story opened, and provides any background information we need in order to understand and care about the events that follow. Usually introduced to wiz (Central character who usually initiates the main action of the story) and antagonist (a character or foe that opposes the antagonist) 2. Rising Action The early happenings, with their increasing tension. Often characterized by question (enjoyable anxiety becomed in the reader by the authors handling of plot) and foreshadowing (suggestions of what is to come later in the story).3. Climax The rising action culminates in a moment of high tension or crisissignals a turning point in narrative. (the word climax comes from the Greek word meaning endure) 4. Falling Action What follows the climax or decisive moment and targets to the conclusion or denouement. 5. Denouement A conclusion or resolution that the reader takes to be final. Point of View Refers to the speaker, narrator, persona, or voice created by authors to tell stories, present arguments, and express attitudes and judgments.Types of points of viewParticipating First Person Narrator (I, me, my, and sometimes we, our, and us)A. A major characterwhitethorn be protagonist as is Huck in Huck FinnB. A minor charactermay be an observer, watching a story unfold thatinvolves someone else Nonparticipating Third Person Narrator (she, he, it, they)A. All-knowing or total omniscientthe narrator sees into the minds of all or some characters, sorrowful when necessary from one to an other.B. Editorial omniscientthe narrator knows the feelings of the characters, but adds an occasional comment or opinion about the characters.Ex Godfather DeathC. Impartial omniscientNarrator present s the thoughts and actions of the characters, but does not judge them or comment on them.D. Limited or selective omniscientthe narrator sees with the eyes of a single characterwho may be either a major or minor character.Other characterizations of narratorsA. Innocent narrator or nave narratorusually a character who fails to understand all the implications of the story. Ex Huck FinnHuck accepts without question the morality and lawfulness of slavery he feels guilty for helping Jim, a runaway slave. But far from condemning Huck for his defiance of the lawAll right, then, Ill go to Hell, Huck tells himself, decision making against returning Jim to captivitythe author, and the reader, silently applaud.B. Unreliable narratorthe point of view is from a person who, we perceive, is deceptive, self-deceptive, deluded, or deranged.Character The verbal representation of a human beingthrough action, speech, description, and commentary, authors portray characters who are worth caring about, rooting for, and even loving, although there are also characters you may laugh at, dislike, or even hate.A. Types of characters1. Round charactersauthors present enough detail about them to render them, full, lifelike, and memorable. They are dynamic meaning they recognize, compound with, or adjust to circumstances.Types of round characters1. Hero or heroine2. Protagonist (the first actor)central to the action and moves against the antagonist.3. Antagonist (the opposing actor)a character or force that opposes th e protagonist.2. Flat characterscharacters that do not grow but remain the same because they are stupid or insensitive or because they lack the knowledge or insight. They end where they begin and thereof are static, not dynamic.Types of flat characters1. Stock charactersflat characters in standard roles with standard traits. They are representative of their class or group. They stay flat as long as they do no more than perform their roles and exhibit conventional and unindividual traits. When they possess no attitudes except those of their class, they are called stereotype characters because they all search to have been cast in the same mold.C. Versimilitude, Probablity, and Reality Characters in fiction should be true to life. Therefore, their actions, statements, and thoughts must all be what human beings are potential to do, say, and think under the questions presented in the literary work. Setting Setting is a works natural, manufactured, political, ethnical, and temporal envi ronment, including everything that characters know and own.A. Three Basic Types of Settinga. personality and the Outdoorsb. Objects of Manufacture and Construction (Ex Houses, both interiors and exteriors, park benches, necklacesc. Cultural conditions and assumptions (Ex The cultural setting of an isolated island off the coast of Georgia would be different from the cultural setting of Atlanta.B. The Importance of Setting to a Narrativea. A credible setting establishes literary credibility. One of the major purposes of literary setting is to establish pragmatism or verisimilitude.b. Setting may be a strong guide to characterc. Authors may use setting as an organizing element.i. An author may use setting to organize the work geographically.1. Ex The protagonist may move from an expensive condo in put throughtown New York City to a inexpensive apartment on Long Island. This move suggests not only the economic decline of the protagonist but the social decline as well.ii. Another org anisational application of place, time, and object is the framing or enclosing setting, whereby a work begins and ends with descriptions of the same scene, thus forming a frame or an enclosure. (Ex O Brother, Where Art gram?)d. Setting may serve as literary symbols.e. Setting may be used to establish a works atmosphere.i. Setting helps to create an atmosphere or mood, which refers to an enveloping or permeating emotional texture within a work.1. Ex Descriptions of bright colors (red, orange, yellow) may contribute to a mood of happiness. The contrast of such bright colors with darkness and dark colors may invoke gloom or augment hysteria. Tone quasi(prenominal) to tone in poetry, tone in fiction is the authors attitude toward the subject being discussed. The authors choice of diction (choice of words), details, characters, events, and situations lead us to infer his or her attitude.A. Irony When an author says one thing but means quite the opposite.a. Verbal Irony Most familiar fo rm of ironywe understand the speakers meaning to be far from the usual meaning of the words. Ex Oh, sure, I just love to have quatern papers fall due on the same day. Often verbal irony is in the form of sarcasmsour statements tinged with mockery.b. Irony of Fate or Cosmic Irony Suggestion that some malicious fate (or other spirit in the universe) is deliberately frustrating human efforts. Theme Like other forms of literature, theme in fiction simply refers towhatever general idea or insight the entire story reveals.A. The following questions can help you desexualize theme(s) in a narrative and organize those themes into statementsa. Look back at the title of the story. From what youve read, what does it indicate?b. Does the main character in any way change in the story? Does this character arrive at any eventual realization or understanding? Are you left with any realization or understanding you did not have before?c. Does the author make any general observations about life or hu man nature? Do the characters make any? (Caution Characters now and again will utter opinions with which the reader is not necessarily supposed to agree.)d. Does the story remove any especially curious objects, any flat characters, significant animals, repeated names, song titles, or whatever that hint toward larger meanings than such things usually have? In literary stories, such symbols may point to central themes.e. When you have worded your statement of theme, have you cast into general language, not just given a plot summary?f. Does your statement coincide true for the story as a whole? Symbol In literature, a person, place or thing that suggests meanings beyond its literal sense. Symbols usually contain multiple meanings and associations.A. Exa. In Herman Melvilles Moby-Dick, the great white whale is more than a literal dictionary-definition meaning of an aquatic mammal. The great white whale, as the story unfolds, comes to imply an amplitude of meanings among them the force s of nature and the whole created universe.b. Also in A Rose for Emily, Miss Emilys invisible watch ticking at the end of a golden chain not only indicates the passage of time, but suggests that time passes without even being noticed by the watchs owner,and the golden chain carries suggestions of wealth and authority.B. Symbolic Act A gesture with larger significance than usual.a. Ex For the boys father in atomic number 5 Burning, the act of destroying a barn is no mere act of spite, but an expression of his profound hatred for anything not belonging to him.Character Analysis on the Conflicts and Themes of Godfather Death Summary, Characters, Conflict and Themes of Godfather Death1. Give a Brief summary of the work using specific names, detail, and examples.In the story Godfather Death there is a father who has twelve children and then has another his 13th child, but he cannot afford this child. The father then decides to find the most suitable godfather for his thirteenth child. The father passes up the good lord and the devil his reasoning being that death is equal and does not discriminate between people. Death gives the child a empower for his baptism his gift is the ability to heal the sick as long as death is at their head if he was at their feet the person was to die.The vivify concisely became famous and was well known through the country. The doctor soon found out the king was ill and when he approached him Death was at his feet, so the doctor switched the kings position so that Death was at the kings head. Death was upset at the doctors actions and warned him not to do it again. Well, the doctor disobeyed Death once more and this time Death said he must pay. Death took him to his cavern which had candles lining the walls, on the way down the doctor asked what the candles where for and death replied that they are peoples lives. Death showed the doctor his candle and it was almost out, so he doctor tried to convince him to let him live but death t ricked him and put his candle out.2. List the names of the protagonist and major Characters and give a description of each using specific details in your discussion.The major characters in the short story Godfather Death are the doctor andDeath. The doctor is the son of a man who had twelve children before him and he is the thirteenth and the father cannot afford to keep him. The doctors father then tries to find the most suitable godfather for the child and he decides to give the child to death. Death is also a main character in the short story. Death is the godfather of the doctor he is a slim man that has a bony appearance. The godfather is a very

Angelina Grimke & Catharine Beecher

Angelina Grimkes mankind appeal for the institution of the adult male rights of all virtuous cosmoss is last-ditchly superior to Catharine Beechers doctrine of female supremacy hold to the domestic domain. Both wo men are visionaries of their era offering contrasting views of womens proper place in bon ton as well as their moral duties. History has proven that Grimke is unwaveringly the contest winner of this debate . Compelling reasons for Grimkes historical success can be seen in the womens differing contextual arguments, the effective use of rhetorical mediums, and the personal embodiment of beliefs.Angelina E. Grimkes Letters to Catharine Beecher is a contrasting response to Beechers Essay on Slavery and Abolitionism, which was turn to to Grimke herself. Specifically, Angelinas 12th and 13th letter serve as a fervent vehicle for which Grimke meticulously counters Beechers affirmations of charwomans societal subordination. Grimke wrote the letters because of a deep and te nder interest for the present and eternal welfare of Sisters in Chris whose eyes were closed to the Law .Although Grimke addresses her letters to Beecher, her intended audience includes every American, regardless of gender, race, or social status that may come in contact with her publishing or be touched by it in each manner. By 1837, Grimke had gained significant cl by from both the reverence and contempt of her followers and critics. She stood as a dedicated abolitionist who broke down multiple barriers for the improvement of womens rights and moral social change. Catharine Beechers Essay sets out to rationalize womens submissive role by claiming a rigid, social hierarchy- divinely instituted- placing men above women.She argues that women should only work society through the activities of their separate, domestic sphere. Like Grimke, she ultimately sought to benefit American society through moral reform, scarcely through different direction. Angelina Grimke gains historical in fluence in part by her ability to appeal to the emotional intellect of maidenlike nature through her firm articulation and egalitarian interpretation of the Bible. Angelina appeals to the intuitive dispositions of her female audience by imploring that they lift their voices to demand their basic human rights as moral creatures.She efficaciously argues that, all humans, through liberation from sin by Christs gift of grace, have the equivalent moral nature and, as a result, the same rights in religious and civil life . It is womans sacred duty to exercise a political and public voice. Grimke uses the Bible to respond to Beechers claim of man as the superior sex. She writes, Did Jesus then, give a different rule of action to men and women? She quotes Scripture by stating said God, I will pour out my spirit upon all flesh and your sons and your daughters shall prophesythey shall prophesy .She calls on women to have faith in their struggles, the disciples of Jesus were to walk by fa ith, not by sight. Did Abraham reason as to the probable results of his offering up Isaac? no . She passionately asserts that women suffer from a violation of human rightsa unwarranted seizure and confiscation of what is sacredly and inalienably hers . She even effectively addresses the clash amidst biology and religion in the creation story. The formation of woman out of Adams rib serves as direct evidence that she is a part of him, made by his side so that she may be his come with and equal, the last best gift of God to man .Angelinas open analysis and concise presentation of Scripture is a significant factor in her success. Grimkes ability to invoke passionate response and appeal to thousands of people is based in the powerful combination of literacy and speech. In her literature, Angelina is very succinct and analytical, using the far-reaching hands of the press to access all of society. Her writings appeal to logical and educated minds, stating accepted foundations for he r convictions the truths of the Bible and the Declaration of Independence.As David McCants writes, The principle of absolute human equality, which she believed was a biblical doctrine and with which she challenged the gender doctrine of male and female spheres, is essential to her effectiveness. Angelina also used her voice to spread her message by qualification an emotional connection with her audiences. Her followers could relate to her sincerity as well as observe the unusual religious inspiration in her declareing . This marionette of public speech also aided her cause in the form of visible opposition to her lectures.By combining the mediums of literacy and speech, Angelina Grimke could not be ignored. These two means of rhetorical persuasion proved to be a powerful language in her commitment to social reform. Another factor of Angelinas progress is the natural nature of her arguments and the generation of loud opposition. Success raises up opponents . Angelina Grimke repre sented the most radical and controversial themes of her time. Not only was she a female Southern abolitionist and a champion of womens suffrage, she publically proclaimed her contentious ideas to the masses.The very idea of speaking to mixed audiences was a social taboo . Women did not speak publically, certainly on political issues these matters were seen to be too far above them. Angelinas public response to Beecher and various other conservative opponents provoked unhorse as she extended the scope of her commentary beyond a simple defenseand proved it to be a powerful offensive on womans rights . Her offense may have initiated opponents to attack her for her radicalism and extremist views , but the notion of her successful preaching cannot be denied.Controversy only sustained Angelinas prophetic conviction. Angelina stands out as a transcendent proponent for social reform because she emphatically integrates her doctrine into her personal life she entirely exemplifies the princip les for which she believes. Born into an prize Southern family, Angelina experienced the evils of slavery while growing up on her familys plantations. Although she legally belonged to a slaveholding estate, she personally always rejected the self-will of slaves.Grimke left the Episcopalian church to become a Presbyterian in 1826 after experiencing a spiritual awakening and personal revelation of the truths of the gospel. heretofore two long time later, she converted once again to the Quaker church because in her mind only Quaker understanding of the doctrine was scriptural . Angelina responded with conviction to her calling of misfortunate moral discipline and the search for Christian perfectionism. The conversion to the Quaker called for a more simplistic, modest, and identifiable attire.The allusions to biblical dress allowed for Grimke to justify her own public application by likening it to that of loved heroic women of the Bible . This practice afforded her credibility as w ell as some reassure of respect and safety to a space where womens words could be taken seriously in their movement toward a new place for women . Another way Grimke lived out her principles was in her courtship and marriage to Theodore Dwight Weld. Weld knew that Angelina could not fully commit to him until she was convinced that theirs would be a singularly uncommon marriage a feminist marriage, a union of equals .Her strong spiritual, emotional, and intellectual connection with Weld even had the consequences of her disownment from the Quaker church. Still, Angelina did not question her faith or personal convictions. She was unwavering in her private dedication to moral righteousness and the establishment of relationships of equals on purely human terms. On the other side of Angelina Grimkes success is Catharine Beechers ultimate failure to manifest her doctrine in American history. She was unable to effectively advocate her values and gain the support needed for her ideal reforma tion.Beecher sends a irrelevant message between her notion that women may only act and influence upon their private, domestic sphere and her personal defiance of this proclamation exemplified by her openly make literature. Her platforms of the modernization of womens role in the home as a professionally trained schoolteacher seem to carve out what certainly mustiness be considered a public niche for herself and detract from her argument against the visibility of women . The contradiction lies in how Beecher is supposed to publically reject the speaking role of women in an effective and persuasive manner.The publication of her private letter to Grimke does not serve as sound example. Despite her belief that women should remain in the domestic sphere, Catharines life was centered outside of the home. She engaged in strong advocacy of greater educational opportunities for women in order to challenge their intellectual abilities. The paradox between her personal life and her view con cerning womens proper role in society is further exaggerated by her unwed status and the professionalism of her literature. Beecher rationalized a feminine teaching body as a lengthening of ones maternal role.This peculiar mode of gaining influence and of exercising power to be undercover in the domestic sphere calls for the intellectual, moral, and religious education of the nations children . She asserts that the rise and fall of the nation depends on the virtues, intelligence, and piety of the female sex . Yet the nature of higher education and expansion of knowledge calls for public rhetoric. Beecher suggests that females are inherently and fundamentally responsible for the collective success or failure of society through their instructive influence on the private sphere.This disheartening conclusion leaves no wonder why women were not compelled to support this propaganda. Catharine limits the scope of her own influence by binding women to one sphere in society. In doing so, sh e subsequently devalues female intellect and limits their potential. The seclusion of female action in the domestic sphere contests the influence of the early female Christian martyrs, the sanctity of Biblical women in public stations, and the benevolence of the former female ascetics who served as public ministers.Beechers unity with the early nineteenth-century social attitudes ordering male and female roles according to spheres and virtues limits womens charitable endeavors, cultural influence, and creative knowledge. They are instructed to perfect society, but are attached inadequate resources to do so. In order for her work to become as universal and historic as Angelina Grimkes, Beecher must to appeal to the aspirations of women and inspire unification toward a common purpose.In this regard, among others, Angelina Grimkes call for an egalitarian forum in which new ideas are celebrated and social barriers are eliminated wins out at the forefront of nineteenth-century social and political reform. Although Grimke and Beecher represent opposing ideals in terms of womens rights and societal reformation, they share some common ground. Both women were concerned with the well being of mankind and the desire for American women to be distinguished by their intelligence and influence on the interests of society.They both recognize the importance of supportive female networks and the furtherance of their creativity. This mission encourages women helping each other overcome the conflict between individual aspirations and cultural imperatives. As visionary enthusiasts of their time, both used a public platform to petition support and gain recognition for their causes. Although Beecher does appeals to a portion of society, her arguments, rhetoric, and personal conviction leave much to be desired.Grimkes unerring pattern of equality on the grounds of human existence effectively challenged opposition, gained considerable recognition through her credibility and inspi ration, and touched the hearts of a nation in desperate need of a radical social awakening. Works Cited Beecher, Catharine. Essay on Slavery and Abolitionism with Reference to the duty of American Females. Salem Ayer Company, Publishers, Inc. , 1988. Beecher, Catharine, Margaret Fuller, and M. Carey Thomas. The Educated charwoman in America. New York Teachers College Press, 1965.Grimke, Sarah and Angelina Grimke. The Public Years of Sarah and Angelina Grimke Selected Writings 1835-1839. New York Columbia University Press, 1989. Hobbs, Catherine. Untitled. critical review of Angelina Grimke Rhetoric, Identity, and the Radical Imagination by Stephen Howard. Rhetoric Review, 2001. Isenberg, Nancy. Untitled. Review of Strangers and Pilgrims Female preach in America, 1740-1845 by Catherine A. Brekus. Omohundro Institute of Early American History and Culture, 2000. Lerner, Gerda. The Grimke Sisters and the Struggle Against Race Prejudice. The Journal of Negro History, Vol. 48, No. 4 (Oct. , 1963), http//www. jstor. org/stable/2716330. Mattingly, Carol. Friendly go under A Disciplined Use. Rhetoric Society Quarterly Vol. 29, No. 2 (1999), http//www. jstor. org/stable/3886084. McCants, David A. Evangelicalism and Nineteenth-Century Womans Rights A Case Study of Angelina E. Grimke. Perspectives in spectral Studies 14 no. 1 (1987), http//ezp. lndlibrary. org/login? url=http//search. ebscohost. com/login. aspx? direct=true=rfh=ATLA0000973238=ehost-live. Nelson, Robert K. The Forgetfulness of Sex Devotion and Desire in the Courtship Letters of Angelina Grimke and Theodore Dwight Weld. Journal of Social History, Vol. 37, No. 3 (2004), http//www. jstor. org/stable/3790158. Phipps, William E. Adams Rib Bone of Contention. Theology Today 33 no. 3 (1976), http//ezp. lndlibrary. org/login? url=http//search. ebscohost. com/login. aspx? direct=true=rfh=ATLA0000757237=ehost-live. Sicherman, Barbara. Review Essay American History. Signs Vol. 1, No. 2 (1975), http//www. jstor. org/stable/3173057.

How Do You Ensure Pupils Understand Explanations? Essay

The purpose of this essay is to look at the ways in which a child retains information, how that information is processed and the possible barriers involved. There lead be some focus on the theories of learning and the strategies and practices employed in the classroom. At this juncture it must be stated that ensuring may be an equivocal word, and that enabling the understanding may be more precise, as no matter how vociferous the intention to ensure there volition always be pupils who f every through the net or may purge have developed their own strategies to cope with not understanding yet leading the instructor to believe they have. Surely the answer to this statement must begin with pricey parley. It is recognised that communication is a two way process, commencement as far back as pre-birth as stated by Elisbeth Hallett in her book Soul Trek Meeting our Children on the mode to lineage (1995).If this idea is to stand the test of time, the pupils must therefore be given th e opportunity to verbalise their level of understanding before a task is attempted. This relatively obvious procedure may not be possible in pupils with any existence of special educational command. Difficulties affecting the brains bear on ability and auditory impairment may not always manifest themselves simply will result in poor communication (Dittrich and Tutt, 2008). Therefore the contend for effective two communication and pupils feeling empowered to be commensurate to ask for help becomes a priority in teaching. Ed Balls (2007) states effective communication and language skills are fundamental to young peoples learning, developing social skills and fulfilling their potential.Whatever the age of the learner, the cognitive ability, the language or SEN barriers, good clear, age specific, decipherable communication must be the key to understanding. Piaget (cited Pound, 2005) believed that children learnt in stages dependent on age and awareness of their environment and sur roundings. These stages will also jar on the ability for a child to understand an explanation. Therefore before logical thinking arrives at around 7-11 years of age, visual, tactile clues and instructions, will bemore easily absorbed. However the need still exists to enable understanding of the need to progress on to attempting and succeeding. Creating that perfect classroom setting where the teacher delivers the shabu and instructions and the class independently commences the task without any clarification is an ideal not often witnessed.This could be for many reasons the class size, noise levels or even visibility of the teacher. Psychologists such as Maslow (1954) talk about the 5 levels of need in life, from the very basics of environmental issues to self-actualisation and problem solving. Therefore universe witting of these factors, room layout, and temperature, even lighting, may influence the ability to understand and disseminate instructions independently. These physical ideals are not always possible, given the large take of pupils in the classroom. As reported in a study by the Dfe (2011), research findings from England show that in smaller classes, individual pupils are the focus of a teachers attention for more time there is more active interaction between pupils and teachers and more pupil engagement.Taking all these possible barriers into account and the dissentent learning styles that exist, it is paramount therefore to create the correct atmosphere conducive to learning in the classroom. Planning should incorporate this and the engross of good vocal skills will promote confidence and assertiveness (Bruce, 2005). Instilling a sense of self belief and esteem that encourages children to engage and be able to ask for help or explanation. However despite all these strategies being in arse it must be noted that levels of understanding will differ and aiming the teaching at the correct level of ability is essential. Froebel (cited, Pound 2005) s tates to begin where the learner is. A valid statement that is underpinned by most theorists who believe that cognitive understanding relates to developmental stages in age and maturity. Piaget believed that learning was supported by action. That thought is developed by experiencing and active experimenting. With the knowledge of all the impediments in place let us know consider the classroom strategies available. A tried and tested method is to ask the pupils what they think their course of action will be. For example what do you think I want you to do when you have read through the text?. (Case, 2010).This in itself for some, may take somecoding and decipher and therefore present vast possibilities of misunderstanding (Denby, 2012). Obviously the message has to be first coded by the teacher , in other words putting it into a form that can be understood, this may be visual or written. As many theorists claim however, interpretation of the spoken word is not barely auditory. Appr oximately 35% of meaning is in the way it is actually said and a further 55% in body language and facial cheek (Mehrabian, 1971). Highlighting as previously mentioned the importance of the positioning of the teacher in the room and the classroom layout. If the pupils cannot see the teacher, they may miss important facets of the instruction that will then mean them having to fill in the gaps by guessing. As Piaget states learning is a process of active discovery (Piaget sited MacNaughton, 2003). As teachers there is a need to facilitate the understanding by firstly using age and ability levelled speak.If the cognitive level is pitched too high there may whole be a small number of the class that understand. Merely asking do you all understand ?, is as good as useless as Swift (2007) demonstrates. This fountainhead will leave those that havent understood too shy to admit it and some that think they have understood but may in fact have not. A more successful way would be to ask them to repeat back the instructions, making sure a less able pupil is asked so there is a better gauge of the whole class and not just the brightest pupils. It may be a practical task that two pupils could demonstrate to show their level of understanding, or if its a written task, they might offer the answer to the first question for instance.A further method for tasks that are known to the pupils, ask them what they think they have to do. This draws on prior learning and offers the teacher information for future provision also. It may be possible to just give instructions for the first part of the lesson. Stopping half way through to do a mini plenary, and then giving the second set of instructions to finish the task can also help to pace out the amount of instructions being given. Having the explanation and expected outcomes within the Learning Intention that the pupils write in their books can offer help to those who may wander off track too. Or indeed having them all written on th e whiteboard or displayed on the IWB. (1339)Balls, E. (2007) discussion section for Children Schools and Families. online,available at http//www.literacytrust.org.uk/talktoyourbaby/quotes.html Accessed 4 No 2012. Bruce, T. (2005) Developing learning in earlyish childhood. Buckingham Open University Press. Case, A. (2010) Making Sure Students Understood Your Instructions. online. Available at http//edition.tefl.net/articles/teacher/instructions/ Accessed 18 Nov 2012.Denby, N. (2012) Training to Teach- A guide for students. London Sage Publications.Department for Education, ( 2011). Economics, Evaluation and Appraisal Team Education Standards Analysis and Research Division. online at https//www.education.gov.uk/publications/eOrderingDownload/DFE-RR169.pdfDittrich,H. and Tutt, R. (2008) Educating Childern with Complex Conditions. London Sage Publications. Hallett, E. (1995) Soul Trek Meeting our Children on the Way to Birth. Montana Light Heart Publishing. MacNaughton, G. (2003) S haping Early Childhood Learning, curriculum and context. Oxford Oxford University Press. Maslow, A. (1954) Maslows Hierarchy of Needs. Accessed 16.11.12. online at http//www.simplypsychology.org/maslow.html Mehrabian, A. (1971) Silent Messages. California. Wadsworth. Pound, L. (2007) How children learn. London Step forward publishing. Swift, S. (2007) good-looking and Checking Instructions. online at http//ezinearticles.com/?Giving-and-Checking-Instructions&id=404950 Accessed 19 Nov 2012.

English Conjunctions

Conjunctions A coupling is a word which get in touchs 2 excoriates to complete their meaning. in that location be cardinal kinds of attendants 1. Co-ordinating Conjunctions When the conjunction is apply to join ii statements of equal importance, the conjunction is said to be a co-ordinating conjunction. Examples and, but, or, non, for, either, neither 2. place Conjunctions When the conjunction joins 2 statements, one and only(a) of which depends on the new(prenominal) for its full meaning, the conjunction is said to be a keister conjunction.Examples before, after, since, be make up, if, though, which, who A conjunction is a joiner, a word that deduct tos (conjoins) parts of a meter. at that place come along to be three basic types of conjunctions. They argon cross out up conjunctions utilize to bind two principal(prenominal)(a) articles, rate conjunctions utilise to establish the kinship between the helpless cla engagement and the rest of the censure , and correlated conjunctionswhich al shipway travel in pairs, joining various sentence elements that should be treated as grammatically equal. COORDINATING CONJUNCTIONS arrange conjunctions may join single talking to, or they may join conclaves of wrangling, but they must always join convertible elements e. g. slip+ subject argona, verb give voice+verb devise, sentence+sentence. The seven coordinate conjunctions in English are FOR is to introduce the reason for the forego cla lend oneself AND joins two similar ideas together NOR The conjunction nor is non extinct, but it is not apply approximately as a good deal as the other conjunctions. Its much or less jet use is as the modest pal in the correlative pair, neither-nor just joins two distinguish ideas togetherOR joins two alternative ideas YET is very similar to but as it excessively joins two contrasting ideas together SO shows that the second idea is the result of the low An easy way to remember t hese six conjunctions is to think of the word FANBOYS. Each of the letters in this some un the likely word is the first letter of one of the coordinate conjunctions. Among the organise conjunctions, the just astir(predicate) common, of course, are AND, BUT and OR. SUBORDINATING CONJUNCTIONS A subordinating conjunction is a word which joins together a dependent clause and an self-directed clause.There are numerous subordinating conjunctions. The more than comm still used ones are listed below. For a more comprehensive list seehttp//webster. commnet. edu/grammar/conjunctions. htmnor BECAUSE, AS, SINCE are used to introduce the cause in a cause force play relationship between two ideas SO introduces an effect in a cause effect relationship between two ideas ALTHOUGH, (even) THOUGH, WHEREAS, WHILE are used to express contrast between ideas afterwards is used to show timeAlthough documentation of the developmental order of the remaining coadjutor conjunctions is missing, the best guess scenario would be BECAUSE and SINCE, as they in addition introduce the cause in a cause-effect relationship SO would likely seem to follow as it introduces the effect in a cause-effect relationship ALTHOUGH, (even) THOUGH, WHEREAS, WHILE may follow next as they express the contrast between ideas AFTER which expresses time concepts COrrelative CONJUNCTIONS some conjunctions combine with other run-in to form what are called correlative conjunctions.They always travel in pairs, joining various sentence elements that should be treated as grammatically equal. Here is a brief list of common correlative conjunctions. twain . . . andnot only . . . but alsonot . . . buteither . . . orneither . . . norwhether . . . oras . . . as Types of Conjunctions A conjunction is a word that links words, enunciates, or clauses. There are three types of conjunctionscoordinating conjunctions, correlative conjunctions, andsubordinating conjunctions.Coordinating Conjunctionsmay join single words, or they may join groups of words, but they must always join similar elements such as subject+subject, verb phrase+verb phrase, or sentence+sentence. When a coordinating conjunction is used to join elements, the element becomes a compound element. Examplesand, but, or, yet, for, nor, so Correlative Conjunctionsalso connect sentence elements of the identical kind, however, unlike coordinating conjunctions, correlative conjunctions are always used in pairs. Examples both and not only but also not but ither or neither nor whether or as as Subordinating Conjunctions These are the largest class of conjunctions. They connect subordinate clauses to a main clause. They are adverbs used as conjunctions. Examples Time after, before, since, when, while, until Reason because, since, so that, why Place where, wherever Condition if, unless, until, in case Manner as if, as though, how When we write, we use conjunctions to connect words, phrases, and clauses, showing the relationship between and among them, as Scharton and Neuleib describe (2001, p. 96). There are four types of conjunctions that writers hind end use. Lets inspection each(prenominal) type as a way to reflect on the different kinds of relationships that conjunctions can be used to reveal. Coordinating Conjunctions Coordinating conjunctions should usedwhen the elements have an equal relationship. Examples of coordinating conjunctions accommodatefor, and, nor, but, or, yet,andso. Ex. Hall does not deny that the early colonists were overwhelmingly Christian,buthe does recognize that not everyone practiced his or her eligion with the similar zeal and fervor that is generally assumed in Puritan communities. Note that with this type of conjunction, you are connecting two sentences ( make a compound sentence). In order to prevent this compound sentence from being a patronage sentence, a comma must precede the coordinating conjunction. Correlative Conjunctions Correlative conjunctions are used in pa irs and also connect equal elements. Examples of correlative conjunctions includeeitheror, whetheror, not onlybut also, bothand,andneithernor. Ex.It is another interesting phenomenon of history that any conflict inwardly post-World War II Germany,whetherbetween the two Germanysorbetween two sets of Germans, often resulted in one sides claiming that the other used had fascist tactics. Subordinating Conjunctions Subordinating conjunctionsare used to show the relationship of the subordinate clause (a group of related words that chastens a subject and predicate but cannot stand alone) to the rest of the sentence. Examples of subordinating conjunctions includewhile, after, until, when, where, before, if, that, unless, because, although, though,andwhether.Ex. Sherry walked to civilize this morning because her car battery was dead. Conjunctive Adverbs While they are not received conjunctions, connective adverbs often function as conjunctions. They dont show relationshipswithina sente nce, but rather show the relationship between two independent clauses (a complete sentence, or a group of related words that contain a subject, a predicate, and can stand alone). Examples of connection adverbs includealso, consequently, furthermore, however, indeed, instead, meanwhile, moreover, nonetheless, similarly, therefore, thus, besides, next, specifically,andsubsequently.Ex. A first glance at his bibliography gives the appearance that the model may rely somewhat heavily on secondary generator secularhowever, a number of primary sources are also used, and it should be noted that the humankindation dates of the secondary source material range throughout the span of the study. Note that two complete sentences are connected. Therefore, a semicolon is needed. The semicolon shows that the two sentences are closely related and that the writer wants the two sentences to blockage linked in the writers mind, while showing where one sentence ends and the next one begins.Notice al so that a comma follows the conjunctive adverb. Test Your Knowledge Check your understanding by settleing the following sentences. Hint practise the structure of the sentence as a guide to the relationship. Choose a conjunction or conjunctive adverb accordingly. 1. ___________ most of the work is a quantitative study proving the educational lag of Mexican American children, Carters work also pays significant attention to educational history. 2.Changes in party emphasis allowed for increasing segments of workers to join however, dissent with Stalins policies was less tolerated ___________ , many of these policies, peculiarly those of Stalin, were ambiguous due to the secretiveness and suspicion within the inner ranks. 3. At this time the existence of the relationship between science and religion produced a group of thinkers called Deists who believed that no experience could be held of a creator except his existence as necessary for natural law, _________ as in any group of the ological thinkers, there were differences in perspectives on what this meant. . One provision allowed for the trade of public lands belonging to the perpetual school fund, the proceeds of which would _________ go directly to the public school fund ________ be distributed among the counties. Answers 1. Whilemost of the work is a quantitative study proving the educational lag of Mexican American children, Carters work also pays significant attention to educational history. The first part of this sentence is subordinate to the second part. Therefore, a subordinating conjunction would be used.Others that could work in this context would bethoughandalthough. 2. Changes in party emphasis allowed for increasing segments of workers to join however, dissent with Stalins policies was less toleratedfurthermore, many of these policies, particularly those of Stalin, were ambiguous due to the secretiveness and suspicion within the inner ranks. Here the second sentence serves as an addition to an other sentence, so a conjunctive adverb is needed. Because it is an addition,furtherandfurthermoreare the best options. . At this time the existence of the relationship between science and religion produced a group of thinkers called Deists who believed that no knowledge could be held of a creator except his existence as necessary for natural law,butlike any group of theological thinkers, there were differences in perspectives on what this meant. This sentence calls for a coordinating conjunction. every of these sentences could work independent of each other. The wordbutworks best here because it shows contrast. 4.One provision allowed for the sale of public lands belonging to the perpetual school fund, the proceeds of which wouldeithergo directly to the public school fundorbe distributed among the counties. Here the two blanks should have been the clue that a correlative conjunctions was required. They are the only ones used in pairs. What are conjunctions? Sure, theyre joining w ords, but theyre much more than that. Conjunctions are the words that decide the importance of the various other words in the sentence. Coordinating conjunctions, subordinating conjunctions, and correlative conjunctions each have their own purpose. * DefinitionConjunctions are words that link other words, phrases, or clauses. There are three types of conjunctions coordinating conjunctions, subordinating conjunctions, and correlative conjunctions. * Coordinating Conjunctions Coordinating conjunctions connect two words or groups of words with similar values. In other words, coordinating conjunctions may connect two words, two phrases, two independent clauses, or two dependent clauses. For face, in each of the following sentences, the coordinating conjunction and connects equal words or groups of words Connects two wordsJohn and Reggie stayed up all night practicing their guitars.Connects two phrasesThe squirrel scurried up the tree trunk and onto a low branch. Connects two clausesSev eral managers sat with their backs to us, and I could almost harken them snickering at us lowly workers. Connect with Classrooms www. ePals. com/ unite Easily Connect with classrooms all over the world, Join ePals today Ads by Google There are only seven coordinating conjunctions in the English language, and they are often remembered by using the acronym FANBOYS for, and, nor, but, or, yet, and so. * Subordinating Conjunctions Subordinating conjunctions connect two groups of words by making one into a subordinating clause.The subordinating clause acts as one huge adverb, answering the questions when or why about the main clause, or imposing conditions or opposition on it. Here are some illustrations of subordinating conjunctions changing a clause into adverbial subordinating clauses in different ways * I can go shopping after I finish studying for my exam. (when) * Because the night was young, Gertrude contumacious to take a walk. (why) * Ill give you a dime if you give me a doll ar. (condition) * Although he never figured out why, Hanna winked on her way out the door. (opposition) Note The subordinating conjunction does not lways come between the two clauses it connects. Often, it comes at the beginning of the first clause. * Correlative Conjunctions Correlative conjunctions are always used in pairs. They are similar to coordinating conjunctions because they join sentence elements that are similar in importance. The following are some examples of coordinating conjunctions Both, andBoth Rodney and Xing made the varsity team this year. Neither, norNeither Rodney nor Xing made the varsity team this year. Not only, but alsoNot only did Rodney make the varsity team, but he also become one of the strongest players.Remember these three types of conjunctions coordinate conjunctions, subordinate conjunctions, and correlative conjunctions and youve got one part of lecturing down pat. Aconjunctionconnects two or moresentences,clauses, or parts of clauses. Some of the most common conjunctions in English areand,because,but,for,nor,so,until,when, andyet. The two main types of conjunctions are coordinating conjunctions and subordinating conjunctions. There are also correlative conjunctions, copulative conjunctions, adversative conjunctions, disjunctive conjunctions, and lowest conjunctions. -Coordinating conjunctions Acoordinating conjunctionis aconjunctionthat links two words,phrases,clauses, orsentencesthat are grammatically akin. The six words most commonly used as coordinating conjunctions can be remembered with the mnemonic device FANBOYSfor,and,nor,but,or,yet,so. Lets look at a few examples We have a hedgehoganda kangaroo. Andlinks two listed elements that are grammatically equivalent. You seeyetdo not hear. Yetlinks two grammatically equivalent actions (seeanddo not hear) performed byyou. We bathed the dog,butwe couldnt get him clean. Butlinks two independent clauses. Coordinating correlative conjunctions Some correlative conjunction s (see below for full definition) can function as joint coordinating conjunctions. For example,neitherandnorin this sentence introduce grammatically equal elements, so they work together as coordinating conjunctions Neither Joe nor John has any idea what hes talking about. Coordinating conjunctions and commas For coordinating conjunctions,commause depends on the nature of the linked elements. If a coordinating conjunction joins twoindependent clauses, it normally should be preceded by a comma (e. g. We bathed the dog, but we couldnt get him clean). If a coordinating conjunction links two listed elements, it doesnt need a comma (e. g. ,We have a porcupineanda kangaroo). - Subordinating conjunctions Asubordinating conjunctionis aconjunctionthat links adependent clause(also known as a subordinate clause) to anindependent clausefor example The city recommends everyone stay inside because the winds could be dangerous. In thissentence,becauselinks a dependent clause (because the winds cou ld be dangerous) to the main clause (The city recommends everyone stay inside).We know thisis subordinating becausebecause the winds could be dangerouscould not normally stand alone as a sentence. Here are some of the most common subordinating conjunctions after albeit although as because before except if once since that though unless until when whenever where whether while Some phrases also function as subordinating conjunctions. Here are some of the most common ones as if as far as as long as as well as even if even though that inasmuch as in order to in order that so that such that - Other types Adversative conjunctionsAdversative conjunctions(sometimes known as contrasting conjunctions) arecoordinating conjunctionsused to express comparisons or contrasts. The element introduced by the adversative conjunction normally qualifies or expresses a caveat with regard to the mainclauseof thesentence. The most common adversative clauses arebutandyet, butstill,however,albeit,although, and others are also sometimes adversative. Lets look at a few examples of adversative conjunctions Hes a shybutloving little boy. Naples in the raws Here, thephrasebut lovingcreates a contrast to what is expected from theadjectiveshy.It is a living part of my eldritch life,yetI dont know if one would call me a religious artist. Houston Chronicle In this sentence, theindependent clauseintroduced byyetadds information to qualify what was expressed in the main clause. This technology,althoughnot a foolproof way to monitor abusers, might give victims advance warning that danger is approaching. Hartford Courant And in this sentence, theconjunctionalthoughintroduces information in contrast to the main clause. Correlative conjunctions Correlative conjunctionsare two or moreconjunctionsused to link structurally identical parts of asentence.Here are the most common pairs of correlative conjunctions eitheror bothand neithernor not onlybut also if thus whetheror Elements linked by correlative c onjunctions must have parallel grammatical construction. For example, this is technically infatuated (the conjunctions are underlined) Youreeithergoing to love his workor loathe it. Thousand Oaks Acorn For such a construction to be correct, what followseitherand what followsormust be syntactically equivalent. A diagram of this example sentence would look like, Subjecteitherauxiliary verb phrase verb objectorverb object. ?The segment followingeitherhas an element (the auxiliary verb phrasegoing to) that the segment followingordoesnt have, so the two segments are not parallel. There are two possibilities for correcting this sentence Youre going toeitherlove his workorhate it. Eitheryoure going to love his work,oryoure going to hate it. With sentences this short, correlative conjunctions are usually easy to use correctly. But using more complicated constructions involving correlatives such asnot onlybut alsoandifthencan be tricker. Heres another technically flawed use of correlative c onjunctions TTL Inc. s a socially responsible company that isnot onlyknown for innovations in engineeringbut alsofor its widespread support of education. UA News Here, the verbknownshould precedenot only, as the phrase followingbut alsohas no parallel verb. From the same article, heres an example of correct correlative conjunction use TTLs passion for advanced education is seennot onlyin the hours dedicated to volunteering and guest lecturing,but alsothrough endowed scholarships for prospective engineers at The University of Alabama. Commas and correlative conjunctions . Use nocommawhen the parallel segments are in the sameclausefor example It was either in reality stupid or really brave. Our diversity is not only a challenge but also a gift. b. Use a comma when the two parallel phrases are in separate clausesfor example If theres a truly monumental disaster, then appoint the two last presidents to sum a hand. WSJ c. But even when two correlative conjunctions are in the same claus e, its often acceptable to insert a comma before the second conjunction either to create a natural-sounding pause, or to prevent confusion.Copulative conjunctions Copulative conjunctions(also known as additive conjunctions) arecoordinating conjunctionsused to touch addition. Theconjunctionindicates that the second word,phrase,clause, orsentencecontains an additional fact that is related to the earlier word, phrase, clause, or sentence. Some of the most common copulative conjunctions areand,also,as well as,moreover,no less,and positivistic. Some copulative conjunctions may be used to start sentencesfor example My kangaroo can sing. Andshes not too bad. Moreover, she won a Grammy last year.Plus, shes a pretty good dancer. In the last two sentences,moreoverandpluscome close to becomingadverbsmodifying the mainverbsof their sentences (wonand the contractedis). Such adverbial copulative conjunctions should be set off bycommas. Anddoes not need to be set apart. Andis the only copulative conjunction that can be used to introduce a secondindependent clausewithin a sentencefor example We ate lunch, and we took a nap. Using any other copulative conjunction in place ofandwould turn this into arun-on sentence. Disjunctive conjunctionsDisjunctive conjunctionsareconjunctionsused to separate two or more mutually exclusive options presented in asentence. When a disjunctive conjunction is used, it usually indicates either that only one of the elements joined by the conjunctions is true, or that none of the elements are true. The conjunctions most commonly used disjunctively arebut,either,else,neither, nor,or, other, andotherwise. Some disjunctive conjunctions arecoordinating conjunctionsfor example, theeitherand theorin thissentence Poetry is usually either cheap or free.Here,eitherandorindicate that poetry is usually one or the other (cheap or free) but not both. Disjunctive pronouns separate these options. Other disjunctive conjunctions dont need to be coordinated. For exam ple, theorin this sentence functions on its own I might use papier-ma? che, or I might use some kind of wood. Theorseparates two options, only one of which can be true. And in this sentence, theneitherand thenorare used to indicate that neither option is true Neither he nor his lawyer could be reached for comment. Final conjunctionsFinal conjunctions(also known as illative conjunctions) arecoordinating conjunctionsused to introduceclausesorphrasesthat draw inferences or conclusions from earlier ones. Some of the most common final conjunctions (some of which are phrases) areas a consequence,consequently,for, whence,so,so that,so then,thus, andtherefore. Some final conjunctions introduce phrases withinsentences. For example, this sentence has two In turn, this causes other asset prices to fall in those nations,thusworsening their banking systems, andhence adepting to credit contraction and capital flight. NY Times The phrase introduced byhencedraws an inference from the phrase introdu ced bythus, which in turn draws an inference from the main clause. Some final conjunctions introduce clauses within sentencesfor example rival the tax lawsso thatemployer-provided health insurance and individually owned health insurance have the same tax benefits. Wall Street Journal Here, the clause introduced byso thatinfers what provide occur should the action proposed in theimperative-moodmain clause come to pass.A final conjunction may also be used to start a sentence that draws a conclusion from the preceding sentencefor example Good writing is always about clarity and insight, precision and accuracy. Therefore, this confusing name calls into question the very quality of the writing instruction that will be given in the new department. Inside Higher Ed The second sentence, introduced by the final conjunctiontherefore, draws a conclusion from the first sentence. And heres one more example Our current system provides individuals with little market power in the urchase of healt h insurance. As a result,they typically pay exorbitant premiums. The New Republic Here, the sentence beginning withas a resultshows what the conditions described in the first sentence lead to. OUTLINE 1. Introduction (neu d? nh nghia, vai tro c? a conjunction trong cau, trong l? i noi hang ngay. Cho vi d? ) 2. Types of conjunction 3. 1. Coordinating conjunction a. Definition b. come of coordinating conjunction c. Exercise 3. 2. Subordinating conjunction a. Definition b. List of subordinating conjunction . Exercise 3. 3. Correlative conjunction a. Definition b. List of correlative conjunction c. Exercise Note * ph? n Definiton neu d? nh nghia, function c? a cac lo? i conjunction nay trong cau * Ph? n List of neu cac lo? i conjunction, cho vi d? , phan tich vi d? , trinh bay v? luu y khi s? d? ng d? u ph? y trong cau khi dung lo? i conjunction nay) * Ph? n exercise neu it nh? t la 10 cau, phan tich vi sao lai dung conjunction do, phan tich function c? a conjunction trong cau) 3. rem ainder (