Comparing Where Are you going, Where Have You Been and Hills Like White

Authors of great stories often use good technical writing skills. The purpose of this essay is to compare and contrast two short stories: Where Are you going, Where Have You Been by Joyce Carol Oates and Hills Like White Elephants by Earnest Hemingway. The comparison and contrast will be done based on their use of plot, point of view and character development. The short story where are you going, where have you been is about a teenage girl who is, vain, self-doubting and affixed in the present. She does not know anything about the past or doubts it and has no plan of the future. She argues with her mother and she thinks she is jealous of her. The start of the plot is not very dramatic rather it is more like an introduction. We get a good description of the story’s Protagonist, Connie at the beginning of the story and through out. She is familiar, the typical American teenager, who dream, fantasize and have difficulty differentiating the real world from fairytale. Kozikowsky compares the story to the popular recent Disney tale â€Å"Cinderella† (1999). In â€Å"Where are you going, where have you been?† the setting of the story is not revealed at the beginning. The reader slowly learns about Connie’s family and her living condition throughout the story. In â€Å"Hills Like Elephants† by Ernest Hemingway, there is no dramatic situation at the beginning of the story either, rather He starts by giving us a detailed description of the setting. The reader gets a clear mental image of where the story will take place. The Author begins the story by introducing the scene since it will have a great significance in understanding the many symbolisms he will be using later. Some experts say that â€Å"Although there is a situation, there is no plot† ( Henningf... ... short story. Works cited Henningfeld, Diane Andrews. "Hills Like White Elephants." Short Stories for Students. Detroit: Gale, 2002. Literature Resource Center. Gale Kozikowski, Stan. "The Wishes and Dreams Our Hearts Make in Oates's 'Where Are You Going, Where Have You Been?'." Journal of the Short Story in English. 33 (Autumn 1999): 89-103. Rpt. in Short Story Criticism. Ed. Joseph Palmisano. Vol. 70. Detroit: Gale, 2004. 89-103. Literature Resource Center. Gale. Renner, Stanley. "Moving to the girl's side of 'Hills Like White Elephants.'." The Hemingway Review. 15.1 (Fall 1995): p27. Literature Resource Center. Gale. Weeks, Lewis E., Jr. "Hemingway Hills: Symbolism in 'Hills like White Elephants'." Studies in Short Fiction. 17.1 (Winter 1980): 75-77. Rpt. in Literature Resource Center. Detroit: Gale, 75-77. Literature Resource Center. Gale.

Ethical Theories Essay

Ethical egoism or egotism (also known as egoism) is the normative ethical arrangement that ethical agents have to do what is in their personal self-interest. It is different from psychological egoism, which declares that persons simply perform in their self-interest. Psychological egoism or egotism is the outlook that individuals are always aggravated by self-interest; even in what appears to be actions of altruism. It states that, when individuals decide to assist others, they do so eventually because of the private benefits that they themselves anticipate to get hold of, directly or indirectly, from acting so. It is indeed a non-normative vision, as it only makes arguments about how things are and not how they should be; it is conversely, linked to numerous other normative shapes of egoism, for instance ethical egoism and rational egoism. (Lundy, 2009). A quarrel for psychological egoism advises is that individuals just do what makes them sense fine, thus making all actions self-centered, for instance, you may help a turtle across a road because if you did not you would be upset about its well-being crossing the road. So in turn to sense good physically, you assist the turtle. The issue with this is it sounds like it is defining a generous person, one that gains contentment from serving others, a selfish person most probable would not have been dreadfully worried for the turtle in the first instance. Furthermore, if we glance to the deeper stimulus of the turtle helper’s actions, as the psychological egoists are likely to do and inquire why the individual derives pleasure from serving others in general and the turtle particularly, you will most probable run into the wrapping up that the individual cares about what comes about to others. This line of quarrel is actually a perplexity of the object of aspiration and auxiliary results of the consummation of that need; if once you get wedded you are enormously satisfied, that does not inevitably suggest that you got wedded with the wish for that pleasure in mind, rather the contentment is a purpose of your desire for wedding and would not be otherwise. Ethical egoism is the normative assumption that the encouragement of one’s own good is in accordance with morals, in the strong side, it is held that it is for all time moral to encourage one’s own good and it is by no means moral not to encourage it. In the weak side, it is supposed that even though it is for all time moral to promote one’s own good, it is not inevitably never moral to not. Explicitly, there might be conditions in which the evasion of private interest may be a moral deed. Ethical egoism states that moral agents ought to do what is in their own self-interest. It differs from psychological egoism, which claims that people do only act in their self-interest. The principle of psychological egoism is non-ethical, supported by the idea that the reason that drives us is the hunt of our own wellbeing, to the barring of anybody else’s, it is just how we are, entirely self centered. Freud (1923) defined ego as â€Å"the mind-ful rationalizing segment of the mind. †, so each action reasoned out has deeds to serve the self. On the contrary, ethical egoists suppose that the moral significance lies in glancing out for yourself and when provoked this way, each action, even serving others, takes you further down the road to attaining your own finest interests. The difference would appear to lie in the entire selfishness of psychological egoism as opposite to the helping of other’s wellbeing while focusing on one’s own, this appears equally beneficial and enhanced for society. It is uncertain whether each theory can be held as a factual ethical philosophy, if the classification of self-centeredness is applied, meaning that we always repudiate to judge others in favor of our own satisfaction, aggravated by our needs only, then facts of misleading notion has shown this to be incorrect. Self-interest portrays an individual who is engrossed in what he perceives to be what serves up his interests best, if applied to ethical egoism, there is proof to knock over this as well, it would require to be a general concept to have the power to stand as a moral assumption and it is not. The proof of altruistic instincts and integrity of concern for others is more general and stronger than either of these two above mentioned theories. It is more probable that we all own elements of self-interest and self-conservation, but are intrinsically willing to help and get by with others in society; nevertheless, it is in our best concerns to do so. (The internet encyclopedia of philosophy, n. d. ). Frequently attacks of self-interest are leveled alongside anyone performing in their own advantage as if no one should be concerned for themselves; I suggest that there is a distinction between self-centeredness and self-interest, self-centeredness is performing in your benefit with no regard and sometimes hurting other individuals. On the contrary, self-interest assists society flourish, self-interest is performing in your benefit but with reflection of others needs. Self-interest for a person, corporation or state is crucial for endurance. Reference Lundy, A. (2009). Psychological and Ethical Egoism. June 30th, 2009. Retrieved from: http://www. socyberty. com/Philosophy/Psychological-and-Ethical-Egoism. 508525 The internet encyclopedia of philosophy. (n. d. ). Egoism. June 30th, 2009. Retrieved from: http://www. iep. utm. edu/e/egoism. htm Vita, L. E. (2007). On Selfishness and Self-Interest. June 30th, 2009. Retrieved from: http://ethanleevita. blogspot. com/2007/12/on-selfishness-and-self-interest. html

Netiquette: Meanings, Definitions, and Interpretations

Netiquette has several different meanings, definitions, and interpretations between people. It can either have the literal definition or it can be someone's concept of what they think it means, to me whether the person uses their definition or the literal one Is what makes them have the â€Å"Netiquette† factor on their side. As an example to my previous statements everyone has a different spectrum of what they believe Is netiquette or not, and what they use as netiquette. To me you never want to lead off an essay with â€Å"First off', it's too casual and sounds horrible.You want to draw the reader In and get them Involved, Its stuff you learn In reading and writing 101. The most Important netiquette rules are things such as, use spell check and grammar check, don't talk or type In â€Å"slang†, don't type In all â€Å"CAPS†, being fluent In your words knowing the meaning of what you type, and of course common sense. If you are trying to do a formal paper of so me sort please use common sense when It comes to everything from punctuation to spelling and not using shortcuts, such as typing in â€Å"text† etc.As far as least important netiquette rules, I don't think you can have a least important one. All in all if you want to have an impact on your audience and draw those in you can use netiquette to accomplish this. As far as â€Å"golden rules† go I believe all the netiquette rules I have mentioned above are good golden rules. People should definitely use netiquette rules when preparing papers for college or for a Job where you need to have an impact on your readers. Netiquette is a good skill to have and is valuable anywhere and with anything you do.

about dreams essays

about dreams essays The subconscious is usually the right side of the brain or the opposite side of the persons writing hand. Within the subconscious lie different types of things such as suppressed emotions, creativity, and basic human instinct (Ullman and Zimmerman 1979). The conscious part of the mind works when people are awake and is the part of the mind that handles things that people can understand. No one truly knows why a person can't interact with the subconscious while awake, however studies show that dreams are a way in which people can better comprehend its behavior. The condition of the body during dreaming is interesting because the brain shuts off all sensory receptors thus, canceling all somatic impulses (Ullman and Zimmerman 1979). This puts the body in an almost paraplegic state. The brain however continues to control all autonomic functions such as blood flow, heart pulsation, and lung inflation. During the sleep, homeostasis will fluctuate because sleep occurs on four stages (Davidm ann, 1998). The individual goes from awake to stage 1, then to 2, 3, and finally 4, the deepest stage of sleep. After spending about twenty minutes in stage 4, they return to stage 1 and progress back to stage 4. The individual will continue to make these cycles throughout their sleep. Most individuals will experience about 4 to 5 cycles a night (Davidmann, 1998). This is why humans are more apt to wake up at specific times in the night and not sporadically (most people do not notice this however). During stage 1 the individual will experience what has been named REM (Rapid Eye Movement), I will make further elaboration on REM momentarily. For now I would like to point out that during REM the body will show more signs of consciousness by spontaneous muscle contractions, flagellate excretion, and oculomoter coordination (eye movement). The body will experience these tensions and reactions because this is the active time of sleep in the average human (Dav ...

Responsibility in Society and Education

Responsibility in Society and Education Taking responsibility is often discussed as a challenging process because of the associated limits and frames in behaviors and feelings of blame or duty. In addition, responsibility is usually associated with the personal maturity of an individual who can act conscientiously and focus on consequences of his or her actions (Perring, 2014, p. 18).Advertising We will write a custom research paper sample on Responsibility in Society and Education specifically for you for only $16.05 $11/page Learn More From this point, the idea of responsibility is discussed in different situations when a person is expected to demonstrate a certain response to events, processes, and behaviors. The implicit idea behind the notion of ‘responsibility’ is that this response should be moral and accountable (King Carruthers, 2012, p. 201). The purpose of this paper is to examine the aspects of the definition of ‘responsibility’, to discuss the recent debates on the concept of ‘responsibility’ in the scholarly literature, and to analyze the idea of responsibility with references to the known cases of responsible actions and with the focus on the students’ responsibility in the context of education. Definition of the Problem In spite of the fact that the idea of responsibility is explained to persons since their childhood, and they learn to be responsible while studying and behaving, the notion is still discussed as complex for understanding. It is rather difficult to overestimate the role of responsibility demonstrated by persons in the society because this concept is also closely related to the notions of morality, ethics, and duty (Khoury, 2012, p. 188). From this perspective, people are inclined to view responsibility as an important aspect of their life, and the understanding of this idea is developed through the education and social interactions. The problem is in the fact that researchers and educators impose d ifferent meanings on the idea of responsibility as a moral, philosophical, and social concept. According to Isaacs (2014), responsibility can be divided into personal and social, and the man’s actions differ depending on the type of responsibility that a person can assume (p. 41). In addition, there are disparities between taking responsibility for something and acting responsibly (Toumayan, 2014, p. 270). Therefore, the detailed examination of the concept of responsibility is required. The Meaning of ‘Responsibility’ Although people can claim that they understand what the concept of ‘responsibility’ means, researchers distinguish a variety of approaches from which this idea can be viewed. Williams (2013) defines responsibility as a state of accepting the control over the certain actions or processes within the community, and this definition is related to the social responsibility (p. 352).Advertising Looking for research paper on social scie nces? Let's see if we can help you! Get your first paper with 15% OFF Learn More Ciurria (2014) is inclined to define responsibility with the focus on the moral aspects, and in this case, responsibility is a duty of a person for certain actions, behaviors, and processes (p. 546). Isaacs (2014) also defines responsibility from the perspective of the ethical paradigm, and she states that responsibility is â€Å"the praiseworthiness or blameworthiness of moral agents† (p. 41). Chandler (2013) views responsibility as the social or personal concept associated with the moral assessment conducted in order to understand who can be blamed or appreciated for the certain actions (p. 176). Another perspective is the discussion of responsibility from the point of taking responsibility for performing some actions and accepting responsibility for certain consequences (Dempsey, 2015, p. 320). Thus, researchers define and explain responsibility as the state of being accountabl e for words, actions, behaviors, and their consequences that can affect not only the personal life but also the other people. For the purpose of the research, the idea of responsibility should be not only defined but also explained with the focus on the recent debates in the literature. Literature Review Applying the theoretical background to the idea of responsibility, researchers refer to the theory of moral responsibility formulated by P. F. Strawson. In her work, Ciurria (2014) rephrases Strawson’s vision of moral responsibility as the people’s â€Å"tendency to express the reactive attitudes of gratitude, resentment, disapprobation †¦ toward others in light of their intentional actions† (p. 545). From this perspective, responsibility is considered in those cases where a person acts against the widely accepted moral norms or other types of rules. According to this theory, while acting in the society, a person should be ready to the assessment of his or her responsibility or responsible actions by the public. These assessments are discussed as â€Å"reactive attitudes†, and the whole idea of responsibility becomes viewed as the â€Å"social competence† that determines how effectively a person can interact within the society (Ciurria, 2014, p. 551). Another important theory to explain the principles of responsibility is formulated by Emmanuel Levinas, who focused on the responsibility to protect. According to Toumayan (2014), who explained Levinas’ ideas, the responsibility to protect is observed in those cases where leaders decide on the further steps for the benefit of people (p. 270). Thus, both theories explain the responsibility toward others.Advertising We will write a custom research paper sample on Responsibility in Society and Education specifically for you for only $16.05 $11/page Learn More Responsibility toward the public is often referred to as the political responsibility because the public imposes certain obligations on political leaders to be responsible for nations and their development (King Carruthers, 2012). In this context, focusing on the responsibility toward the masses and predicting consequences at the global arena, Chandler (2013) speaks about the people’s †embeddedness in emergent chains of causality† in the context of acting responsibly (p. 176). However, Chandler (2013) also notes that, imposing the full responsibility for certain activities and processes observed in countries and globally on political leaders, people try to avoid taking their personal responsibility for their life and the life of their families (p. 177). The history demonstrates that the responsibility toward the society as the performance of activities for the benefits of masses is adopted only by a few individuals, and the full understanding of the concept of social responsibility is observed in relation to communities and organizations within wh ich people interact (Waghid, 2014, p. 5; Wartell, 2013, p. 167). According to Dempsey (2015), in this case, people act responsibly when they follow moral norms and rules set in the concrete settings or organization (p. 319). Nevertheless, discussing the responsibility toward other people, researchers also pay attention to the idea of the personal responsibility. The problem of the personal responsibility as the idea of accepting one’s duty for performing certain activities and making right choices is discussed by researchers from the perspective of making responsible choices that are appropriate for a person and from the perspective of accepting someone’s authority to assess the person’s responsibility (Isaacs, 2014, p. 41; Khoury, 2012, p. 188). Williams (2013) notes that people can discuss only some persons having the accountability to blame them â€Å"for certain forms of vice or misconduct†, and in this case, it is necessary to speak about the problem of standing and authority (p. 351).Advertising Looking for research paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Referring to students, Lewis, Romi, and Roache (2012) state that young people usually accept the authority of educators to blame them for being irresponsible, but they often do not accept the judgments of their peers (p. 871). Thus, the literature demonstrates that the personal responsibility makes people analyze all the outcomes of their actions, but people are often not ready to be blamed for irresponsible actions in spite of providing the evaluations for others. Examples of Responsibility and Responsible Actions While focusing on the real-life examples of demonstrating responsibility in relations with relatives and friends, in personal behaviors, as well as in the educational and professional spheres, researchers propose the evidence of acting responsibly in relation to children, parents, relatives, friends, and colleagues. In a family, the vivid example of responsibility is the parents’ attitude to their children when parents think about the benefits of their behavior for the child. The responsible behaviors include care and attention in this case. In the educational sphere, it is possible to speak about the responsibility of students for their results in learning and the responsibility of educators for the achievements of their students. In his work, Wartell (2013) argues that it is a different level of educators’ responsibility when they are responsible for performing their professional tasks and when they are responsible for students’ attitudes to the study and career choices (p. 166). In spite of the fact that families take the primary responsibility for developing people’s visions and intentions, educators also take the significant level of responsibility in order to provoke the students’ interests in certain activities and develop their own understanding of responsibility. Another example of responsibility can be observed in the workplace where people are paid for being responsible and motivated to achieve the high results. People who perform their duties in time and carefully are often discussed as responsible, but this example of responsibility does not illustrate the deep meaning of this concept. According to Dempsey (2015), the responsible action in the workplace is the avoidance of unethical behaviors and words contributing to developing the corporate culture (p. 321). From this point, the examples of responsibility vary depending on the people’s visions of this idea. Cases of Responsibility in the Historical and Social Contexts While concentrating on the real-life examples and cases of responsibility that are important to be discussed in order to contribute to the understanding of the concept, it is necessary to mention the responsibility of Prophet Muhammad, Nelson Mandela, Malcolm X, Albert Einstein, and Mother Teresa. In spite of the fact that these people held responsibility toward different categories of population, their words and actions were perceived as important for the society and advantageous for the public. In his work, Ushama (2015) analyzes words from the Muslim Scriptures focusing on the role of Prophet Muhammad as a person set by Allah to become responsible for educating others to cope with hardships and find the blessings in the faith (p. 54). If Prophet Muhammad is an example of the person responsible toward the public in terms of religion, Nelson Mandela is often viewed as a responsible person playing in the political environments. Mandela’s teachings on responsibility for the community contributed to creating the strong national force protecting the rights of the South African public. Waghid (2014) notes that according to Mandela â€Å"acting responsibly towards the other requires of a person to treat another person humanely in the sense of not violating the personhood of the other person† (p. 5). This principle provided the grounds for Mandela’s humanistic philosophy based on the idea of the responsibility of everyo ne toward others. Malcolm X is regarded as a political, social, and religious leader who also declared the idea of accountability convincing the masses to take responsibility for their personal racist actions and convincing the officials to accept responsibility for discrimination against the religious and racial grounds (Mbunga, 2013, p. 10). In the sphere of science, it is important to refer to the responsibility of Albert Einstein who drew the public’s attention to the role of people’s scientific actions and discoveries for the development and formulated the principles of the philosophy of science. In the social sphere, the leader is Mother Teresa, who accepted her duty for helping other people to become responsible for orphans, as well as poor and sick people who need the assistance in the society. According to King and Carruthers (2012), these personalities accepted their moral responsibility to other people and focused on assisting others to become more responsib le for their actions (p. 202). These discussed cases demonstrate how the responsible actions of each person can change the world around them. Analysis of the Concept of ‘Responsibility’ While referring to the literature review and the examination of the examples, as well as cases of responsibility that have the historic and social meaning, it is important to conduct the analysis of this concept in detail. It is important to determine the difference between taking responsibility and acting responsibly, discuss advantages and disadvantages related to the concept, and analyze this idea in relation to students’ behaviors. Taking Responsibility and Acting Responsibly It is important to state that examples and cases of responsibility, as well as the researchers’ claims, indicate that taking responsibility for something is not the same as acting responsibly and according to certain rules and expectations. While taking responsibility for behaving wrongly, a person cannot change anything (Isaacs, 2014, p. 45). On the contrary, acting responsibly, a person predicts consequences and can avoid failures. From this point, responsibility is primarily associated with acting responsibly, understanding positive and negative outcomes of actions or absence of actions. In this context, responsibility has a few similarities with blameworthiness and taking responsibility for the past actions without actual steps to change the situation (Khoury, 2012, p. 189). The problem is in the fact that, demonstrating blameworthiness and focusing on the responsibility of other people, individuals are inclined to ignore their personal responsibility for actions, as it was noted by Chandler (2013), who discussed the political responsibility (p. 177). In the context of education, students are inclined to impose responsibilities for their academic failures on teachers, and educators can impose the responsibility for problems on policymakers and developers of curricula. Adv antages and Disadvantages of Acting Responsibly One of the main reasons for adopting responsibility by only mature and conscientious persons is the fact that acting responsibly has both advantages and disadvantages. The advantage of responsibility is the understanding of all outcomes associated with the person’s behavior and actions (Ciurria, 2014, p. 547). The person knows that he or she did all possible in order to achieve the concrete results, and this person becomes ready to any consequences. However, the necessity of acting responsibly can be discussed as having disadvantages because of limiting people in their actions and providing certain moral frames. The feeling of responsibility makes people act not according to their desires but according to the goals and plans (Perring, 2014, p. 18). Still, the perceptions of advantages and disadvantages of responsibility are often different. Thus, responsible students can view the process of acting responsibly as an advantage bec ause they perceive the process of studying as building the fundament for the future career. On the other hand, irresponsible students can see the idea of responsibility as full of disadvantages because it prevents them from acting in a desired manner before performing actions for which they are responsible. The Value of Responsibility for Students Responsibility is usually associated with the personal maturity. In the case of students, the full understanding of responsibility is typical of those students who are obtaining their degrees and planning the career. The reason is that the choice of studying and acting responsibly is often based on the analysis of possible consequences of intended actions (Wartell, 2013, p. 167). The main motivation for students to study well and achieve higher results in this case is the orientation to the future and the understanding of the role of the study in the personal and professional development (Saxon, 2013, p. 14). The level of maturity and expe rience of the majority of undergraduate students allow them understanding that such negative consequences as the unemployment and the failure to realize their professional potential can be expected if their actions and the attitude to the study are not responsible enough (Wartell, 2013, p. 166). According to Lewis et al. (2012), teachers often pay much attention to developing the vision of responsibility in their students in order to help them adapt to the world where responsibility serves to provide certain moral norms and rules (p. 872). From this point, the value of responsibility for students is high because the development of the personal responsibility can influence the overall successfulness of a student in the study and career. Conclusion Although the idea of responsibility is actively developed in the modern society, there is still no single definition adopted for the concept because of the variety of aspects covered by this notion. However, responsibility plays the key rol e in discussing the nature of the personality because responsible actions are often discussed by researchers as morally appropriate behaviors. Moreover, the idea of responsibility is also discussed in the context of developing in persons the understanding of accountability and blame. Thus, the understanding of the role of responsibility is also important for students who should act taking into account the advice of educators and their goals for the future. References Chandler, D. (2013). Resilience ethics: Responsibility and the globally embedded subject. Ethics Global Politics, 6(3), 175-220. Ciurria, M. (2014). Moral responsibility: Justifying Strawson and the excuse of peculiarly unfortunate formative circumstances. Ethical Theory and Moral Practice, 17(3), 545-557. Dempsey, J. (2015). Moral responsibility, shared values, and corporate culture. Business Ethics Quarterly, 25(3), 319-340. Isaacs, T. (2014). Collective responsibility and collective obligation. Midwest Studies in Ph ilosophy, 38(1), 40-57. Khoury, A. (2012). Responsibility, tracing, and consequences. Canadian Journal of Philosophy, 42(4), 187-208. King, M., Carruthers, P. (2012). Moral responsibility and consciousness. Journal of Moral Philosophy, 9(2), 200-228. Lewis, R., Romi, S., Roache, J. (2012). Excluding students from classroom: Teacher techniques that promote student responsibility. Teaching and Teacher Education: An International Journal of Research and Studies, 28(6), 870-889. Mbunga, M. (2013). Malcolm X and Christianity: Engaging the criticisms and moving towards an African-Centered Christianity that can advance Pan-Africanism in the 21st century. Journal of Intercultural Disciplines, 13(1), 9-22. Perring, C. (2014). Methodology in ascribing moral responsibility. Philosophy, Psychiatry, Psychology, 21(1), 17-20. Saxon, P. (2013). Student responsibility and self-directed learning: An interview with Christine McPhail. Journal of Developmental Education, 36(3), 14-17. Toumayan, A. ( 2014). The responsibility for the other and the responsibility to protect. Philosophy Social Criticism, 40(3), 269-288. Ushama, T. (2015). Is Islam a religion of ease or hardship? An analysis of the Muslim scripture and patterns of Prophet Muhammad (Peace Be upon Him). Asian Social Science, 11(1), 51. Waghid, Y. (2014). Philosophical remarks on Nelson Mandelas education legacy. Educational Philosophy and Theory, 46(1), 4-7. Wartell, M. (2013). Historic changes, expanding responsibilities for higher education. Journal of College and Character, 14(2), 165-170. Williams, G. (2013). Sharing responsibility and holding responsible. Journal of Applied Philosophy, 30(4), 351-364.

Write How You Write, Not How You Speak

Write How You Write, Not How You Speak Write How You Write, Not How You Speak Write How You Write, Not How You Speak By Mark Nichol Recently, I wrote about word patronage, the often-unnecessary inclusion of self-referential expressions as â€Å"as you will† and â€Å"so to speak† in one’s writing. This post expands on that one to recommend that you inspect your writing for anything that smacks of spoken English. If you’ve ever seen a transcript of an extended discourse a written record of someone’s comments, rather than the prepared script for a speech you’ll understand how widely spoken and written English can diverge. Spontaneous speech, at least, is riddled with qualifications and equivocations. It’s easy enough to dispose of â€Å"um†s and â€Å"uh†s, â€Å"well†s and â€Å"you know†s when converting a transcript to an essay, but writers should purge their prose of other utterances, words, and phrases as well that add a lot to a word count but little to a description or an argument. (See this post, for instance, for a list of adjectival intensifiers and their adverbial forms to avoid.) In addition, omit hedging phrases such as â€Å"as I see it,† â€Å"from my point of view,† â€Å"in my opinion,† and â€Å"it seems to me.† Search and destroy such pompous filler as â€Å"be that as it may† or â€Å"other things being equal.† These are all understandable (though not necessarily forgivable) indulgences in spoken English, whether impromptu or rehearsed at best, they’re nearly meaningless phrases one tosses off while thinking of what to say next, and at worst, they clutter a speech, distracting and discouraging listeners. But readers expect your prose to be direct and dynamic, and there’s no place for such self-gratification in written form. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Good At, Good In, and Good WithLatin Plural EndingsOppose and Opposed To

Managing small and Medium Enterprises Year 3 Essay

Managing small and Medium Enterprises Year 3 - Essay Example ABC Toys is now penchant to expand business to four major Australian cities named Sydney (city of 4.6 million residents), Melbourne (city of 4 million residents), Perth (city of 1.7 million residents) and Adelaide (city of 1.2 million residents). The company knows that there are more than 2.9 million 65-years old and above citizens across Australia (CIA Fact Book, 2010), whereas the population of senior citizens is much higher if company includes citizens of 55-years and above. For instance, the individualistic cultural values in Australia have sidelined old citizens who are normally sent to old and elder care houses or community centres. Whereas, a large majority of those who live with their families do not receive sufficient attention due to busy working life of family members (BJ, 1993) ; (Parson, 1993) ; (McIntosh & Phillip, 2003). Therefore, there is immense potential in expanding business of senior citizens’ toys, instruments and games across Australia. Policy-makers have expressed the importance and benefits of market development, thereby forecasted first year sales (April 1, 2011 – March 31, 2012) from all operations will be between $0.3 million in Sydney, $0.3 million in Melbourne (April 1, 2012 – March 31, 2013), $0.2 million in Perth (April 1, 2013 – March 31, 2014) and $0.2 million in Adelaide (April 1, 2013 – March 31, 2014). The company has planned to inaugurate 3 outlets (one after another) in Sydney followed by opening of 3 outlets (one-by-one) in Melbourne besides distribution operations; while 2 outlets will be opened in Perth and Adelaide each. However, the success of first outlet is a prerequisite for opening new stores in these new markets. ABC Toys (hypothetical), which was inaugurated in 2006 masters in production and selling of toys, activity games and instruments for infants (6 months – 3 years), tweens (3 - 12 years), teens (12 – 16 years) and senior citizens (65