Thursday, October 31, 2019

The Iconic image of Mao hangs at the Tiananmen Square and Its Futher Essay

The Iconic image of Mao hangs at the Tiananmen Square and Its Futher Implications - Essay Example Further, the face of China today was an entirely different one before. The penetration of the imperialists deteriorated the economic situation of the country. Political disloyalty and fraud emerged as corruption began to have an effect when the British East India Company earned massive revenues by co-operating with China’s corrupt public officers. The Japanese people attempted to take control of the nation by its Twenty-One Demand that gained severe protests. Mao Tse-Tung or most popularly known as Mao Zedong was one of the young intellectuals who set off the pioneering work of establishing the first Marxism study cluster that aimed to integrate the theories and principles of Marx in the political system of China. In 1921, he co-founded the Chinese Communist Party (CCP), which, together with the Kuomintang (KMT), battled against the guerrilla leaders and warlords who ruled lots of Northern China. The [Student’s Last Name] 2 Chinese Communist Party (CCP) – under t he leadership of Mao Zedong – eventually took spearhead and control over the entire nation on a completely different path. A Short Biography of Mao Zedong and His Contributions to the Political Scheme of China Mao Zedong was the leading and primary Chinese communist chairman and leader of the 20th century and the chief forefather of the People's Republic of China (PRC) in 1949. He was born on December 26, 1893, and was raised in a peasant family in a small village of Shaoshan, Hunan province of China. He was a stubborn rebel of his father's unusually strict disciplinary authority. He was initially introduced to subjects like the Chinese history, literature and philosophy but was also opened up to the thoughts and philosophies of progressive Confucian activists namely K'yang Yu-Wei. Mao moved to Changsa - the capital of the province - where he shortly worked as a combatant of the Republican army that defeated the Qing Dynasty in 1911 revolutionary action. During his stay in Ch angsa, he studied various topics of the Western civilizations including Western Philosophy and was likewise immensely motivated by several liberal newspapers and journalistic printed materials including the New Youth, established by the radical lead Chen Duxiu. In 1918, after completing his studies from the Hunan Teachers College, he voyaged to Peking, now Beijing, and got hold of a job in the Peking University Library under the supervision of Li Dazhao - the chief librarian of the university. Li was highly involved with the study of Marxism and eventually, Mao joined the study group and together they delved into the political and social philosophy of Marxism and in the long run became a keen reader of Marxist writings. Mao printed and circulated articles picking holes with the outdated, old-style standards [Student’s Last Name] 3 of Confucianism. The circulation occurred during the "May Fourth Movement of 1919" where scholars, learners and thinkers were convened for the even tual transformation and innovation of China. Mao emphasized the substantial weight of physical power and mental determination in the fight against custom. In the year 1921, Mao co-founded the Chinese Communist Party (CCP). Albeit he was an avid reader of Marxist writings, he geographically tilted a bit from Marxism when he sensed that in an Asian civilization, communists had to give more focus on the rural areas or the countryside instead of giving so much attention to the urban towns. In actual fact,

Tuesday, October 29, 2019

Answering Poems Assignment Example | Topics and Well Written Essays - 500 words

Answering Poems - Assignment Example The oldest wood arises from a forest that has not faced exposure to deforestation for a long time hence chances that the wood has survived for a long time. It’s also important to note that the age of the wood significantly define the maturity and strength of the product. Interpretation of this in the world of humanity, incriminating evidence indicates that the depth of knowledge in an individual highly defines the identity of a person although this takes time to build. Frost enumerates the various significance of tree in the society. In his poem â€Å"A Young Birch" the value of tree widely play a significant role in defining life of man and other animals virtually depending on it (Tuten, et al,391). The tree has medicinal values to the society and although it takes time to nurture, it has inexhaustible application. Actions of people in the society highly influence the fate of the trees although some mutual relationship exists between both sides. The value of the trees relies on nature of care accorded to the tree and the length of time spared for nurturing to maturity. The beautiful serene environment and scene created by these trees is aesthetic. Uses of trees virtually find a place all over the daily life and various activities of man in as much as taking care of it may sound tedious and discouraging. Once taken care of and harvested, trees have unlimited use in the society. Critical analysis of the values of tree leaves no doubt that they remain complementary to each other. It remains a fact that wood finds use in any surrounding of man in terms of the items made from it. The bed, furniture, books and other essential products virtually come from wood and constitute the better part of human life. The poets express the unending value of trees which spread over the life of man for a long time. Just like the invaluable nature of knowledge in the life of an individual, survival of human being basically remain anchored on

Sunday, October 27, 2019

Commentary On Voltaires Candide

Commentary On Voltaires Candide Voltaires work, Candide, uses powerful satirical narrative to represent slavery in the eighteenth century, the supposed Age of Reason, and Candides epiphany, represented throughout the course of the extract. The passage follows the travels of Candide and his fellows to Buenos-Aires, in search of his beloved Cunà ©gonde. After five days of travelling, he arrives, with Cacambo, outside the town of Surinam, where they encounter a mutilated slave. The theme of slavery is represented most effectively through the descriptions given by the characters, rather than the physical description of the scene provided by the narrator. A slave or negrave is found on the ground. His physical position, cute;tendu par terre, reflects his social class and the degradation of slaves. The slaves garment, un caleccedil;on de toile bleue, is hardly weather-proof or durable, highlighting the poverty endured by slaves and the ruthless attitude of their masters. Voltaire withholds the name of the slave, emphasising the disregard for human life implied within society. Nà ¨gre is used to represent the entire slave population. This pejorative term further highlights societys attitude. However, it is important to note that Candide first calls him mon ami, indicating his open nature, perhaps a reflection of Voltaires opinion of slavery. Whilst the masters of slaves are very disrespectful of their slaves, the nà ¨gre calls his keeper maà ®tre, showing a profound respect. To add to masters grandeur, the slave recalls his position in society, qualifying it with the adjective fameux. In this paragraph, the depiction of slavery is brutal, with the tragedies of the workplace and punishment discussed with a banal acceptance. The language used when the slave describes how la meule nous attrape le doigt, on nous coupe la main; quand nous voulons nous enfuir, on nous coupe la jambe gives a feeling of breathlessness and the futility of his attempt to escape. This description of suffering draws accurately on legislation concerning delinquent slaves set out in in the 1685 Code Noir.The description also draws a parallel between the relationship between the slave and his master. Voltaires use of restrictive adverbials, such as ne†¦que demonstrate the physical effects of cruelty on the slave. The language used by the slave i s resigned, with a repetitive use of passive structures such as on nous. The slave then coldly states, cest à   ce prix que vous mangez du sucre en Europe. This simple statement highlights the corruption, not only in slavery, but in all levels of society. Leibnizs philosophy of Optimism is evident in the representation of slavery. The slaves resigned account shows an acceptance of life shared with those who follow the belief of Optimism. Leibniz claimed that both human and moral evils were part of a greater good.This is further emphasised by the qualification of slavery by the mother of the slave as un honneur. The slave adds an optimistic cependant; this sudden element of bathos reinforces Pangloss meilleur des mondes outlook on life. This optimistic view, personified through Pangloss, contrasts greatly with Candides opinions after witnessing the situation. The absurdity of Optimism, with reference to the slave-trade, is shown when Cacambo asks, Quest-ce que quoptimisme? Cacambo has not used an article before optimism, emphasising how little he cares for it. With reference to the novel as a whole, Optimism is only mentioned directly within this passage. As soon as it is mentioned, it is denounced. Further to the slaves account, he co mpares his situation with that of des chiens, des singes et des perroquets. The animals might possibly represent the different social classes within society. The passage emphasises how slavery was represented in monetary terms; the slave was sold by his mother for ten à ©cus patagons, the currency of Spain at the time. Moreover, throughout the slaves account of how he came to be in this position, it appears that slavery was represented differently in the West from the homelands of the slaves. The nà ¨gre recalls how his mother told him ils te feront vivre heureux, describing it as an honour to work for nos seigneurs, les blancs. It is interesting that the masters are classed as les Blancs. Voltaire divides society not only by social class, but also by race. It is clear that the people of Guinà ©e were disillusioned by the notion of slavery. The confusion is further emphasised by the religious theme central to the passage. The lexical field of religion emphasises the religious beliefs of the slaves, a central theme in their African culture. Evidently, the slave is religious, as he attends church tous les dimanches. However, Voltaire highlights, yet again, the corruption within society by making it clear to the reader that the slave had been converted. The Pasteur claims that they are tous enfants dAdam, blancs et noirs. This contradicts his earlier statement of the masters being les blancs. Like his clothes and culture, his religious identity has been stripped from him. Here, Voltaire is criticising the social system of the period. It is clear that the slaves are taught what they know not to be true, yet they accept it as it is the way of the world in which they live. Despite Voltaires thought-provoking depiction of slavery in the passage, it is interesting to look critically at Candides attitude to the situation. When he first encounters the slave on the road, he addresses him in a friendly manner, symbolising his naivety and lack of understanding. Voltaires portrayal of Candides naivety is referenced even in his name. Candide is taken from Latin and connotes whiteness, openness, naivety, innocence and, more negatively, inexperience and credulity. The passive language of the slave throughout his description of his horrific ordeal is a direct juxtaposition with the raw emotion portrayed through Candides reaction. The flaws in Panglosss optimism are clearly highlighted, especially during Candides discourse. W.H Barber suggest that the characters help Voltaire in his purpose of parodying the episodic adventure novel [making it possible for the reader] to view characters and narrative as it were externally, and consequently critically to become aware of the caricature and exaggeration, the deliberate implausibilities, the bathetic contrasts. Despite Candides denouncing of belief, he does little else to react to the situation. Candide merely begins to cry, leaving the slave where he found him. The reader criticises Candide for not helping to free the slave from his bind in society. Voltaire is provoking this response in the reader to make clear the effects of passivity. He also seems to regard the problem as so large and horrifying that [†¦] one can only weep and go on ones way, or presumably, continue to eat sugar with a guilty conscience. Throughout this passage, irony plays very little part. However, other narrative techniques are employed. Personal deixis is used when Candide is talking to the slave. He asks, que fais-tu là  , mon ami, dans là ©tat horrible oà ¹ je te vois?Here it is impossible for the reader to understand the situation and the horrible state that the slave is in without reading into the context of the question. The theme of culture can be thoroughly examined in this passage. Talking en hollandais, Candide emphasises his European background compared with the African culture of the slave. Division within society is clearly illustrated when the slave tells Candide that his mutilation is the price that he has paid to eat sugar en Europe. Voltaire demonstrates that the world is divided. Interestingly, the slave understands Candides Dutch, highlighting their cultural awareness, the importance of communication and the enforcement of other cultures upon slaves. The cultural toleration of the slaves is juxtaposed with the attitude of Western civilisation. African culture appears to be more family-oriented when compared with Candides upbringing. The slave refers to his mother, ma mere, showing his respect for the advice given to him by his family. Throughout this passage of Voltaires Candide, slavery is represented in a number of ways, most notably by the description provided by the slave himself. In addition, Candides attitude highlights the philosophy of Optimism that Voltaire aims to discuss throughout the entire book. It is said that the narrative of Candide is [..] a vehicle carefully designed to convey a philosophical discussion of topical concern both to the author and reader. In conclusion, Voltaire has employed a palette of narrative techniques to enrich this passage of the book. Word Count= 1,490 Bibliography MHRA format Barber, W.H., Studies in French Literature 5, Voltaire: Candide (London: W.H. Barber, 1960) Cronk ,Professor Nicholas, Voltaire and the Voices of Enlightenment, read by Simon Russell Beale, (BBC Radio 3, 2010) Mason,Haydn, European Masters  : Voltaire (London  : Hutchinson, 1975) Williams,David, Voltaire:Candide (London: Grant and Cutler Ltd, 1997) Voltaire, Candide, Presentation by Jean Goldzink, (Paris, Editions Flammarion, 2007)

Friday, October 25, 2019

Holbein vs Il Guercino :: Essays Papers

Holbein vs Il Guercino Most museum-goers would say that the artwork they are looking at is "impressive" or "interesting", but they would not usually be able to tell you why they think so. This is because, even though they hold that different pieces of work are equally beautiful, it is not often that the inexperienced eye would truly realize exactly what makes each work unique. Some of these factors include the period in which the work was done, the techniques used, and the overall emotion that the work displays. Even though these are not usually the first things that the average museum-goer thinks of, they are surely some of the most significant reasons for why art attracts so many different people with a variety of tastes and interests. Two excellent examples of how these aspects add to the magnificence of a painting while still retaining each work's uniqueness can be seen in comparing Sir Thomas More, by Hans Holbein the Younger, and Sampson Captured by the Philistines, by Guercino. These two paintings are both masterpieces in their own respects, displaying the exceptional talents of the artists and encompassing the nature of paintings during their time. Sir Thomas More, painted in 1527, is a portrait done by Hans Holbein the Younger. The portrait shows Sir More posing still, from the waist up, seated in front of green drapery, with one arm lightly resting on a type of wooden panel. This painting accurately encompasses the civil situation and spirit of the Renaissance in the North. Since religious art was traveling in a downward spiral due to the Protestant Reformation, artists were forced to look for other types of commissions. Because of the improving economy, middle-class citizens started making more money and began to commission portraits of themselves. Holbein was forced to leave his home to find work in England, where he first met Sir Thomas More and portrayed several other great humanists of the time. Holbein's painting of Sir More displays the intricate details, definite lines, rich colors, and illusionism that are associated with the Northern Renaissance. The details in this painting are countless. The individual strands of hair at Sir More's hairline, the wrinkles on his knuckles, the easily observable difference between the color of his irises and his pupils, and the "SS" chain around his neck are all details that may be easily overlooked if one was not thinking about it.

Thursday, October 24, 2019

Payroll Literature Review Essay

In textile industry, quality is closely related to employee performance . An essential feature of any successful factory is motivated employee. Therefore the performance of an employee towards his or her place of work and the extent to which an employer, owner or manager is able to motivate employees may have a direct effect on the quality of those products. One most important challenge facing managers is the creation of context within which employees feel motivated and will act in order to achieve the goals of the organization. Firms must put more care on and satisfy employees demand, commitment and inspiration in work and then push them to meet the target set by the firm. Excellent services to employees are resulted from satisfied supervisors, because the performance and behavior of supervisors interacting with employees would influence the feeling and behavior of the employee when they get the service. It is quite important for managers to efficiently define and manage the way that their employees do the service in order to make sure that their performance and behavior are good for service providing. Since the emerging of information technology and the introduction of computers, more work is effectively performed and successful results achieved. Right from government industries to nonprofit making organizations, the use of information technology has married with all types or rather patterns of activities in order to produce the desired results as an end product of the collaboration. In this day’s industries can effectively use information technology to work its daily activities without delays, failure or man made errors. The payroll system is a new system which uses the computer to work out calculations regarding employees’ performance whereas can compute the total target and hence produce the salary achieved by the employee. In this system, the employee, employee names are registered in the computer and each details of the employee is acquired and registered too. After which during the payment, the office production clerks off-pc and lines production clerks pc enter the salary of sewing lines by scanning the production and later the computer will automatically compute for total, target and bonus. The most advantageous part of this system is: it is quick in computation and presentation of information and because of this less time hence saves on time. Being accurate, it is not prone to human error. It is economical that is stationer like papers will be used sparingly in printing of daily attendance, and daily line production salary of employee for confirmation. The system will as well reduce boredom and tiresomeness to lines production clerks (pc) and office production clerks (off-pc) in the calculations and drawing of targets. The system will produce neat, clean and clear reports or records. This enables the system to be good and productive functions to the factory. Challenges encountered The data production processing has been of manual since the establishment of the Kenya Knit Garment (epz) Ltd. Manual processing entails production of using manual means that is without using a computer automated system. Calculation of employee salaries and daily work done is tiresome, error prone and might lead to boredom hence the work won’t be finished on intended time. This is very uneconomical. Lots of paper work is used leading to high costs incurred in return. The payroll production processing system in Kenya Knit Garment (epz) Ltd has faced many drawbacks. To add to that the large number of employees and turn up each day ,while others resigning monthly as made the load to be more than what it could take . Staff and employees are faced with more work to complete hence in many occasions failed to meet the expected deadline set by the factory. Employees go early to work for six days in a week and are forced to work extra hours including public holidays and Sundays thus the need to embrace change in garment manufacturing industry.

Wednesday, October 23, 2019

Can Technology Dehumanize Our Society Essay

Technology can dehumanize our society including our school/s. Its because in the advancement and modernization of things which to be manipulated by the people(gadgets etc. ), life has to be somehow be convenient and easier but we should also look on the side that technology can remove skills and qualities of people in dealing with things around them and they won’t find any alternatives or options if technology is always present. For instance, in school/s, particularly in a classroom setting, if all of the students have their own personal computers, they will rely and be much independent through visiting websites that could provide answers on their research given by their teacher, the negative result of this is that, yes, they surely easily access information by just clicking one at a time but the traditional way of finding and acquiring information from books(more accurate information than those of the websites) or any reading materials that could somehow develop their reading skills is already gone. Indolence and laziness may occur also. The negative result of technology is that people will just have to sit all day long and will have to be dependent on technology. As i’ve heard also, some people are just infront of their laptops having this†online schooling† and if you could accomplish the length of time needed, you’ll be having/ given a diploma . For me, of course it isn’t bad but the essence of formal schooling(attending school. being evaluated and monitored by a mentor is already gone). Despite of all the advancement of technology, we became a society of indolent people relying so much on it.

Tuesday, October 22, 2019

Free Essays on Twin Sisters

The Twin Sisters By: Venus is known as Earth’s sister planet because they are similar in mass, sizes density, and volume. But have you ever wondered how they are different. Venus is actually very different from Earth in many ways. Venus is closer to the sun than any other planet except Mercury. Venus’s distance from the sun is about 67.2 million miles, compared with about 93 million miles from the Earth. Venus orbits the sun in a circular motion. The Earth and all other planets orbit the sun in an oval shaped motion. Venus takes about 225 Earth days to go around the sun once compared to earth’s 365 days. Unlike Earth, Venus does not rotate in the same direction in which it travels around the sun. Rather, Venus rotates in the opposite direction and spins around once every 243 Earth days. Venus can be see going through changes in shape and size. These changes are called phases much like the moons. Earth does not go through phases such as those of Venus. Earth and Venus do have some similarities when it comes to the their surfaces features. Both planets have mountains, valleys, and canyons. Venus’s surface is still very different from Earth’s surface. For example, Venus has crowns, ring like structures that range from 95 to 360 miles in diameter. These crowns form when hot material inside the planet rises to the surface. Earth has huge bodies of water and land, compared to Venus’s extremely dry planet. Venus has do lakes, oceans, or any bodies of water because the temperatures are to hot. If it did have water it would boil and evaporate, thus still leaving not water on the dry planet. The atmospheric pressure of Venus is estimated at 1,323 pounds per square inch, which is about 90 times greater than the atmospheric pressure on Earth, which is about 14.7 pounds per square inch. Such difference in atmospheric pressure is due to the fact that Venus’s atmosphere is made up primarily of carbon dioxide... Free Essays on Twin Sisters Free Essays on Twin Sisters The Twin Sisters By: Venus is known as Earth’s sister planet because they are similar in mass, sizes density, and volume. But have you ever wondered how they are different. Venus is actually very different from Earth in many ways. Venus is closer to the sun than any other planet except Mercury. Venus’s distance from the sun is about 67.2 million miles, compared with about 93 million miles from the Earth. Venus orbits the sun in a circular motion. The Earth and all other planets orbit the sun in an oval shaped motion. Venus takes about 225 Earth days to go around the sun once compared to earth’s 365 days. Unlike Earth, Venus does not rotate in the same direction in which it travels around the sun. Rather, Venus rotates in the opposite direction and spins around once every 243 Earth days. Venus can be see going through changes in shape and size. These changes are called phases much like the moons. Earth does not go through phases such as those of Venus. Earth and Venus do have some similarities when it comes to the their surfaces features. Both planets have mountains, valleys, and canyons. Venus’s surface is still very different from Earth’s surface. For example, Venus has crowns, ring like structures that range from 95 to 360 miles in diameter. These crowns form when hot material inside the planet rises to the surface. Earth has huge bodies of water and land, compared to Venus’s extremely dry planet. Venus has do lakes, oceans, or any bodies of water because the temperatures are to hot. If it did have water it would boil and evaporate, thus still leaving not water on the dry planet. The atmospheric pressure of Venus is estimated at 1,323 pounds per square inch, which is about 90 times greater than the atmospheric pressure on Earth, which is about 14.7 pounds per square inch. Such difference in atmospheric pressure is due to the fact that Venus’s atmosphere is made up primarily of carbon dioxide...

Monday, October 21, 2019

Using the Spanish Noun Vez

Using the Spanish Noun Vez Vez (plural veces) is one of the most commonly used nouns of Spanish and can usually be precisely translated as occurrence, although in practice it is usually translated as time. Here are some examples of everyday usage: Mil veces te quiero, Alejandro. I love you a thousand times, Alejandro.Llegamos cuatro veces a la final. We made it four times to the final.Ser la à ºltima vez que me veas. It will be the last time you see me. Una vez is usually translated as once, although obviously it could also be translated literally as one time, and dos veces can be translated as twice or two times: Se toma una vez por dà ­a en un nivel de dosis decidido por el mà ©dico. It is taken once per day at a dosage level decided by the doctor. ¿Te has enamorado dos veces de la misma persona? Have you fallen in love with the same person twice?Sà ³lo se vive dos veces es la quinta entrega de la saga James Bond. You Only Live Twice is the fifth installment in the James Bond series. Veces can be used in making comparisons such as the following: Es una pila que dura hasta cuatro veces ms. Its a battery that lasts up to four times longer.La envidia es mil veces ms terrible que el hambre. Jealousy is a thousand times worse than hunger. Uses of Vez and Veces Vez and veces can be used in a variety of phrases. The following examples show some of the most common, although these arent the only translations possible: Alguna vez voy a ser libre. Sometime I am going to be free.El gato de Schrà ¶dinger sigue estando vivo y muerto a la vez pero en ramas diferentes del universo. Schrà ¶dingers cat was alive and dead at the same time but in different sections of the universe.A mi vez, no puedo comprender el tipo que dice que la casa es tarea de la mujer. For my part, I cant understand the type who says housework is a womans job. (Also used are phrases such as a tu vez, for your part, and a su vez, for his/her part.)Cada vez que te veo me gustas ms. Every time I see you I like you more.La actriz tolera cada vez menos la intrusià ³n en su vida. The actress is tolerating the intrusion in her life less and less.De vez en cuando es necesario perder la razà ³n. Once in a while it is necessary to be wrong.Estoy fantaseando en vez de estudiar. I am daydreaming instead of studying.A veces sueà ±o que ests conmigo. Sometimes I dream that you are with me.Los baratos muchas veces salen caros. Cheap things oft en sell for a high price.  ¿Por quà © el mar algunas veces se ve verde y otras veces azul? Why does the sea sometimes look green and other times blue?Habà ­a una vez una gata vivà ­a en una casita blanca. Once upon a time a cat lived in a little white house.Una vez ms Einstein tiene razà ³n. Once again, Einstein is right.La red otra vez fuera de là ­nea. The network went offline again.La felicidad se encuentra rara vez donde se busca. Happiness is rarely found where it is looked for.

Sunday, October 20, 2019

Epithets Add Character

Epithets Add Character Epithets Add Character Epithets Add Character By Mark Nichol Have you thought about the impact of using epithets in your writing? An epithet (from the Greek word epithetos, meaning â€Å"added†) is a word or phrase used in place of or in addition to a name to characterize the person, place, or thing. In fiction or nonfiction, it’s an effective device for evoking the subject’s qualities and for elegant variation. An epithet, also called a byname, is sometimes also referred to as sobriquet, though this word (and its variant soubriquet) is also a synonym for the more pedestrian nickname. You’re familiar with many epithets: Superheroes are frequent recipients of such designations: Superman is the Man of Steel, and Batman is the Caped Crusader or the Dark Knight. Such application of this device is only natural, considering that throughout history, mythical and legendary characters have acquired alternate appellations based on various aspects of their perceived personalities, such as Venus Genetrix (â€Å"Mother Venus†). Greek myths and tales are replete with epithets; Homer employed them liberally for poetic effect, as in referring to Agamemnon as â€Å"the son of Atreus† for† or calling the ocean â€Å"the wine-dark sea.† Musicians, too, are given epithets (or claim them for themselves): Michael Jackson was the King of Pop, Aretha Franklin was the Queen of Soul, the Beatles were the Fab Four, and Bruce Springsteen is still the Boss. Other artists have earned them, too, like William Shakespeare, the Bard of Avon, or just the Bard. Epithets describe politicians such as Ronald Reagan, the Great Communicator or the Teflon President, and his contemporary Margaret Thatcher, the Iron Lady. German leader Otto von Bismarck was called the Iron Chancellor, and a successor of his, Adolf Hitler, was styled Der Fà ¼hrer (â€Å"the Leader†), while his Italian counterpart, Benito Mussolini, was Il Duce (â€Å"the Duke†). Athletes have had epithets bestowed on them: Babe Ruth was the Great Bambino, or just the Bambino (Italian for â€Å"baby†), and the Sultan of Swat, while Brazilian football star Pele was the King of Soccer. As stated above, epithets can also be applied to places or things. Before Africa was thoroughly explored by Europeans and many of its countries came into their own in the twentieth century, it was long referred to as the Dark Continent. The New York Times is still known among journalists as the Gray Lady. Economics has been dubbed â€Å"the dismal science.† Note the mechanics of using epithets: When they appear by themselves, no emphasis is necessary other than, usually, initial capitalization of key words in the phrase. But enclose them in quotation marks when inserting them between first and last names (â€Å"Elvis ‘the King’ Presley†) or naming them as phrases (â€Å"Jealously is sometimes called ‘the green-eyed monster’†). Moderate use of epithets helps relieve the writer of having to exclusively use a person’s name or a pronoun, and it also allows for good-natured or not-so-good-natured humor: In the latter case, for example, the late artist Thomas Kinkade, widely criticized for the hubris of trademarking the personal epithet â€Å"the Painter of Light,† was referred to as â€Å"the Painter of Bud Light† after an arrest for driving under the influence of alcohol. In a more lighthearted vein, the character Horace Rumpole, from the television series Rumpole of the Bailey and its offshoots in other media, privately refers to his imperious wife as â€Å"She Who Must Be Obeyed†; this epithet is a tongue-in-cheek homage to the regal title character of the nineteenth-century lost-civilization novel She: A History of Adventure. Of course, writers can employ epithets in a more functional vein, as when they refer to any of the historical figures and pop-culture personalities mentioned above, but a subject need not be famous to earn an epithet: â€Å"Under his breath, Smith referred to Jones, who never returned what he borrowed, as ‘the Lord of the Light Fingers’ and ‘the Master of Mendicants.’† 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 Fiction Writing category, check our popular posts, or choose a related post below:Comma After i.e. and e.g.16 Misquoted QuotationsHow to Style Titles of Print and Online Publications

Saturday, October 19, 2019

Classic Airlines Benchmarking Essay Example | Topics and Well Written Essays - 500 words

Classic Airlines Benchmarking - Essay Example The analysis of the Toyota Motor Corporation’s management style and policies applied by it, could prove to be valuable in analyzing the case of Classic Airlines. Generic Benchmarking—The purpose of generic benchmarking is to identify potential solutions to the problem statements defined in Task A. You will do this by looking at how companies in other industries have dealt with similar issues. The Toyota Motor Sales Inc. (USA), headed by Jim Cookie – the national facilities operations manager, initiated concrete steps to revive its old management policies and adopted a new performance based facilities management approach which focused on the customer relationships so as to enable it to meet all needs and expectations of its customers. This new management approach, launched about 3 years back, ensured that the managers spent more time with the customers and was hugely successful, and translated into nearly $10 million in savings over the first five years of its launch. Toyota’s operations in North America comprise of a geographically diverse area, with several business units and branches spread across the length and breadth of the country and hence the company focused on their customer needs and expectations in order to attain optimum levels of customer satisfaction. â€Å"In a large corporation with multiple business units, marketing may be called on to assess consumer trends as an aid to corporate planning. At the business unit level, marketing may be asked to provide leadership in developing a new, integrated customer service program across all business units† (Kerin et al, 2006, ch.2, pp.7). a. Prior to initiating the new management plan, the company initiated measures to assess the needs and expectations of all its customers so as to have a better understanding of the composition of its customers and fulfill those needs and desires to

Friday, October 18, 2019

The Coca-Cola Company & Ethical Crises Essay Example | Topics and Well Written Essays - 1000 words

The Coca-Cola Company & Ethical Crises - Essay Example These ethical issues have made Coca Cola a difficult place to work in. for instance, between 2001 and 2004, the Coca Cola Company was accused of being abusive and intimidating in Colombia, following its response to the deaths of eight of its employees in 1989. Even though the link between the company and the eight deaths was not properly established, Coca Cola was left with a wounded reputation as it began to have a rough relationship with human rights activists and environmentalists. The aftermath of these developments has been Coca Cola taking on a more socially responsible mien. As such, Coca Cola has tremendously improved its working conditions and accorded marginalized communities financial support.  Ã‚     There have been many cases of legitimate allegations concerning Coca Cola lying to the public or consumers concerning the recipe that is used to make Coca Cola drink. In 1999, Belgium, there was a significant ethical dilemma following Coke’s conflict interest with a major contamination scare. Resultantly, Belgian officials made a recall on all Coca Cola Company products following outbreaks which had accosted Coca Cola products consumers. Although Coca Cola was very swift in denying its responsibility for the outbreaks, yet it remained unable to evidence to discount claims and questions against the safety of its beverage. After several bouts of resistance by Coca Cola, the company finally capitulated into making its own investigation. All the ethical issues discussed above are very serious.

Horror dark fiction essay Example | Topics and Well Written Essays - 750 words

Horror dark fiction - Essay Example But Stephen King as well as Lovecraft use many times the dangerous character that cannot be described it’s something that even author cannot tell, but this fact frighten a reader even stronger. All people have fear of something unknown and strange and this fear can be considered to be the main acting part of such type of fiction. Fear of something unknown is stronger than of people or animals. Desperate position with unknown creatures or things can produce more effect on the reader than the equal situation with people or animals. But some authors are used to use people like a characters and in the work of Lovecraft â€Å"The Colour out of space† we can see something indescribable. Some creature or even substance that came from the space. One cannot identify for what reason it came and what it will do, but the effect on the people was terrible, as well as on the land. â€Å"  It must, I thought as I viewed it, be the outcome of a fire; but why had nothing new ever grown over these five acres of grey desolation that sprawled open to the sky like a great spot eaten by acid in the woods and fields† (Lovecraft). People became mad of something that was like an as teroid and animals began to do some strange things. â€Å"It was a little before this that the horses had stampeded. Something had aroused them in the night, and their neighing and kicking in their stalls had been terrible. There seemed virtually nothing to do to calm them, and when Nahum opened the stable door they all bolted out like frightened woodland deer. (Lovecraft)† There was one description of something that landed and it was some object that was constantly warm and has the colour that one cannot describe. Some people called it â€Å"Color of the space† (Lovecraft) â€Å"They had uncovered what seemed to be the side of a large coloured globule embedded in the substance. The colour, which resembled some of the bands in the meteors strange spectrum, was almost impossible to describe; and it

Thursday, October 17, 2019

Philosophy Statement Essay Example | Topics and Well Written Essays - 1500 words

Philosophy Statement - Essay Example (Winter and Uleman, 1984) An ideal leader needs to have determination, influence, leadership, care and concern towards his team members, openness to understand and accept the opinions of members. Ideally situation needs to be such that the team feels that their leader match the characteristics of their leadership theories. The attitudes of different leaders are taken into account and the one showing most positive inclination towards fulfillments of the leadership theories is chosen as the leader. The leader’s passiveness may be reduced when there is a characetr of openness and reflection on the followers’ part. All these automatically impart the requried characteristics in the leader. Leadership refers to a certain property or a group of characteristics taken together such that they are inherent in a person defiend as a leader. Leadership is also a process of enacting these traits into action when required. According to me, the people working with (the leader) should be cooperative, submissive and obedient but at the same time do not hesitate to put forward their valuable suggestions politely. People working with me need to be united and have a progressive thought pattern. I would expect the people to follow my lead in unison and provide their suggestions only when asked instead of acting according to their own will. The people in my team may expect me to provide them with the true value of leadership where they would find me as the guide and a friend until the common goal is reached. People can expect that as a leader, I shall be able to logically explain them the common goal or set of objectives to be achieved and be with them in times of crisis. The people may also expect me to help them take the best possible decision. A very popularized theory I would like to follow is the situational theory. According to the situational leadership method formulated by Blanchard and Hersey,

Political Science Essay Example | Topics and Well Written Essays - 500 words - 5

Political Science - Essay Example When a particular state is composed of a single nation or people with common identity, we call it a nation-state† (Viotti 464). However, the dynamics of nationalism may be a little complex and tricky where more than one groups, may be on the basis of religion, race etc, exist and interacts to formulate the national interest of the state. This may result in sort of interest clashes if not dealt tactfully at state level. Ethnic and racial groups are conservative and traditionalist in their loyalty and allegiance towards their religion and race. These groups possess their own specific and rigid identities and like to maintain themselves as unit while sticking firm to these identities. The unity on the basis of religious or racial grouping gives birth to the problem of contentious autonomy within the state. The intricacies are purely the subject of politics and have to be address with political will while safeguarding the interest of state. The unity and identity on the basis of religion and race is a challenging issue for the state level unity and identity as a nation-state. People tend to retain their religious and racial identity while â€Å"Nationality involves a significant degree of self-definition and refers to a people with sense of common identity, if not destiny† (Viotti 464). Nationality demands subjugation of religious and ethnic interests by the sovereignty, integrity and solidarity of the state. If the group level identities and interests are dominated and governed by the state interests, the concept of nation-state persists and flourishes otherwise it spoils and destroys. Nationalism manifest itself in several different colors and shapes but one major attribute of the nationalism is its conformity to the history and myth. Every state despite existence of multicultural religious and racial groups and unities share some common exhibits of historical and mythical events which promote nationalism. Among these

Wednesday, October 16, 2019

Lloyds Banking Group Integration Essay Example | Topics and Well Written Essays - 2000 words

Lloyds Banking Group Integration - Essay Example Organisational Structures Special Issues for Banks Martin and Fellenz (2010, p.592) define organisation structure as â€Å"the formal arrangement of task, communication and authority relationships that influence and control how people co-ordinate and conduct their work†. It is assumed that organisations can choose their structures and change them through what Brunsson and Olsen (1993, p.211) refer to as â€Å"administrative reforms†, which they define as â€Å"expert attempts at changing organisational forms† (ibid). They claim the belief that formal organisations can be changed originates in â€Å"a rational, instrumental tradition† which assumes a hierarchical approach to leadership and power with an unequal distribution of work and working conditions, among other things (ibid, p.212). They question how much choice, in reality, organisational leaders have when they decide to change the organisational structure. For Lloyds Group, this is a particularly pe rtinent issue as consideration is being given to breaking up the larger banks to avoid the â€Å"too big to fail† belief following the global economic crisis of 2007-2008 (Treanor, 2011). The USA had, until 1999, regulations in place imposed by the Glass-Steagall Act 1934, which required different banking functions to be kept separate. Following the crisis, several commentators suggested the UK might consider such an approach (Goddard et al, 2009, p.374), although some believe it is unlikely to be implemented (Hindle, 2009, p.422). For Lloyds, such a break-up would be change imposed by the environment rather than a choice for senior management, something that Brunsson and Olsen see as a key issue for those who look to change organisational structures. They believe any organisational change is affected to a greater or lesser extent by the context within which that change takes place and organisational structure can simply be the result of a series of unconnected events that we re not originated by the organisation (1993, p.219). As the banking industry is currently subject to heavy scrutiny by both government and the public, any changes Lloyds Group decide to make will be affected by that scrutiny and the prevailing culture of risk avoidance. In addition to the possibility of an imposed break-up, Lloyds must also consider the current regulatory requirements that insist on divisions, whether real or virtual, between different functions within the Group (â€Å"Chinese walls†) to avoid issues such as insider trading and dealing with privileged information, something the USA have recently reconsidered within the Dodd-Frank Wall Street Reform and Consumer Protection Act (Hay and Goebel 2010). This analysis must therefore be considered in the light of the specific requirements of the banking industry currently in place and the likelihood that further changes will be required in the immediate short term. Possible Organisational Structures The structure of an organisation should be determined by the strategy the organisation pursues and the business undertaken to deliver products and services to customers (Mullins 2010). Lloyds Group needs to determine what business it is in and how it intends doing that business, before it can decide how to integrate the different parts of the Group. On the assumption that the purpose of the integration

Political Science Essay Example | Topics and Well Written Essays - 500 words - 5

Political Science - Essay Example When a particular state is composed of a single nation or people with common identity, we call it a nation-state† (Viotti 464). However, the dynamics of nationalism may be a little complex and tricky where more than one groups, may be on the basis of religion, race etc, exist and interacts to formulate the national interest of the state. This may result in sort of interest clashes if not dealt tactfully at state level. Ethnic and racial groups are conservative and traditionalist in their loyalty and allegiance towards their religion and race. These groups possess their own specific and rigid identities and like to maintain themselves as unit while sticking firm to these identities. The unity on the basis of religious or racial grouping gives birth to the problem of contentious autonomy within the state. The intricacies are purely the subject of politics and have to be address with political will while safeguarding the interest of state. The unity and identity on the basis of religion and race is a challenging issue for the state level unity and identity as a nation-state. People tend to retain their religious and racial identity while â€Å"Nationality involves a significant degree of self-definition and refers to a people with sense of common identity, if not destiny† (Viotti 464). Nationality demands subjugation of religious and ethnic interests by the sovereignty, integrity and solidarity of the state. If the group level identities and interests are dominated and governed by the state interests, the concept of nation-state persists and flourishes otherwise it spoils and destroys. Nationalism manifest itself in several different colors and shapes but one major attribute of the nationalism is its conformity to the history and myth. Every state despite existence of multicultural religious and racial groups and unities share some common exhibits of historical and mythical events which promote nationalism. Among these

Tuesday, October 15, 2019

How Life has been Good to me Essay Example for Free

How Life has been Good to me Essay I am a happy person. I have everything that I could ever want in my life. I am single, and yet I have the company and friendship of many. I have a good job, adequate money in the bank, and a nice house. Nevertheless, I am of the firm belief that whether or not I possess these material things, I will remain a happy person. A person’s happiness can be based on a variety of things, which could be of tangible or incorporeal nature. Happiness is a feeling that is based on an individual’s manner of thinking, philosophy in life, or religious belief. Happiness could consist in having nothing to worry about, or being in the company of loved ones. The source of happiness is as unique as every individual person. (Philosophy – Life – Happiness – Creativity). My happiness is based on my appreciation of every little thing that God has put in my way. I realize that I have been lucky because I do not live in poverty. I am fortunate enough to possess material things that make my life comfortable. I am also being prepared to be self-sufficient, as I am going through college. For all of these blessings, I have no other option but to be happy. I am optimistic about how the rest of my life will turn out. I am hoping it would still be as pleasant as the present, although I would not be sad if I encounter some rough road ahead. I believe trials make people strong. Finally, I believe I owe my happiness to God, who is the reason why I am enjoying everything that I have in the present, or will have in the future. I also believe that God is the reason why there is no second in my life that I feel empty. I know that I shall feel happy, for as long as I have God watching over me. Reference Philosophy Life Happiness Creativity. Retrieved February 18, 2007, from http://huizen. daxis. nl/~henkt/happiness. htm

Monday, October 14, 2019

Effects of Traumatic Experience on Child Behaviour

Effects of Traumatic Experience on Child Behaviour How can a traumatic experience influence childrens behaviour? A literature review Introduction The issues surrounding childrens behaviour after a traumatic experience are complex, multifactorial and often hugely controversial. Having considered the literature on the subject, one could be forgiven for believing that there are as many opinions on the issues as there are people considering the issues. In this review we have attempted to cover as many of the major areas as possible in order to present a reasonably comprehensive overview of the subject. The definition of a traumatic experience is subjective from both the point of view of the child concerned and also form the observer. Some commentators have suggested that the only workable definition of a traumatic experience is one that, by definition, produces demonstrable psychological sequelae. (Abikoff 1987) This may be the case, but as other commentators observe, some psychological sequelae may not surface for years, if at all. This does not mean that the original triggering episode was not traumatic. There is also the view that that the worst kind, or most extreme type of trauma may be the most likely to be actively suppressed at either a conscious or subconscious level. (Haddad Garralda. 1992) Literature Review With an area of literature as vast as the one that we are considering here, it is often difficult to find a place to start. In this instance we will consider the paper by Prof. Harry Zetlin (1995) who starts with a short monograph on the screening of a television programme which dealt with arguably the most catastrophic of stresses to befall a child, that of the loss of a parent through murder or violence. He makes several thought provoking comments which are worthy of consideration as they are germinal to the thrust of this article. The first is a plea that the diagnostic label of post-traumatic stress should not be a â€Å"catch-all basket† for all emotional and behavioural problems that can occur after a traumatic experience. (Gorcey et al.1986) The second is the realisation that in the particular circumstances portrayed on the television where a parent is murdered have two consequences. The first is the obvious catastrophic trauma that the child experiences with the violent loss of a parent, but the second is the much less obvious fact that the child has, at a stroke, also lost a valuable, and normally available resource, of the protective family environment, which is often one of the most useful therapeutic tools available to the therapist. He adds to this two further insights. The first is that the surviving parent has their own trauma to deal with and that is invariably transmitted to the child and that, because such events are mercifully comparatively rare, only a comparatively few professionals are ever able to build up any significant expertise and experience on the subject. The main issue of the piece is, however, the very relevant point that considering the apparent obsession of the media with intrusive â€Å"fly-on-the-wall† documentaries and the almost equally insatiable public hunger for sensation, the very fact that such a programme is made at all, almost inevitably adds to the trauma felt by the victims. (Koss et al 1989) One could argue that actually confronting and talking about such issues is part of the healing process. Such considerations may be of value in the adult who is more able to rationalise the concepts involved, but to the child this may be very much more difficult and being forced to relive the episodes in a very public and unfamiliar arena, may do little more than add to the psychological stresses and damage already caused. (Mayall Gold 1995) This paper offers a wise and considered plea for sense and moderation, not to mention reservation and decency. It is written in calm and considered moderate tones which makes the impact of its message all the more powerful. The next few papers that we would like to analyse deal with the thorny issue of Attention deficit hyperactivity disorder (ADHD) in children. It has to be commented that there is a considerable body of literature which argues on both sides of the debate about whether ADHD is the result of childhood trauma. One side is presented, quite forcibly, by Bramble (et al. 1998). The authors cite Kewley (1998) as stating that the prime aetiology of ADHD is a genetic neuro-developmental one. They challenge the expressed views that it is a manifestation of early childhood abuse or trauma which can have occurred at some time previously with the words: â€Å"†¦..early abuse and trauma later manifest as symptoms and that the detection of these symptoms in children clearly illustrates early trauma is a prime example of the logical fallacy that underpins all psychoanalytical theory and practice.† The authors argue that to state â€Å"because psychotherapy is often effective it must reflect the fact that a traumatic episode must have been responsible because it addresses directly the original emotional trauma† (Follette et al.1996), is completely unsound. The natural progression of this argument, they assert, is the reason why many parents of children with ADHD have such difficulty in finding child psychiatrists who can actually help them rather than the many who would seek to blame them for the child’s behaviour in the first place. (Breire 1992) The authors take the view that the reason that psychoanalytical practitioners have held so much influence on the profession over the years is that it is only recently that the glare of evidence based medicine has fallen on their discipline. The authors argue that far from using psychotherapeutic tools to try to achieve resolution, the evidence suggests that psycho-stimulant treatment is far more effective (Abikoff 1987) if only because it enhances the therapeutic effect of other forms of treatment such as family therapy and special educational provision. The converse argument, or perhaps an extension of the argument, is presented by Thambirajah (1998) who takes the view that many papers on ADHD (and by inference he is referring to the one reviewed above), regard the syndrome as being a diagnosis made simply by â€Å"checking an appropriate number of boxes on a check-list†. He asserts that factors such as biopsychological circumstances should be weighed equally strongly as the symptom cluster of impulsivity, inattention or hyperactivity. (Tannock 1998) In direct contrast to the preceding paper he states that early traumatic experiences, current abuse or even depression of the mother may all be contributory factors in the aetiology of the condition. He argues that taking no account of these factors is to ignore much of the accumulated evidence and wisdom on the subject. He also makes a very valid point that to ignore these factors and only to use the check-list approach means that here is an over-reliance on the significance of these symptoms and, as a direct result, this leads to an overestimation of prevalence. He points to the obviously erroneous estimate of a study that was based exclusively on check list symptomatology, of 15% (although the study is not quoted). The author makes the very valid point that most psychiatrists would agree that the hyperkinetic disorder is a small sub-group within the ADHD syndrome and that these children may need treatment with stimulants but only after other aetiologies have been excluded. He makes the rather apt comparison of treating all children with ADHD the same way as calling all four legged animals with a tail donkeys. There are a great many more papers on this issue which we could usefully review but we must explore other areas of trauma in a child’s life in order to try to give a representative overview. With the possible exception of the situation outlined in the first paper reviewed, there can be few experiences more traumatising to a child than to me made homeless as a refugee in a time of war. The paper by Hodes (et al. 2001) is both heart rending and informative as it explores the health needs of refugees arriving in the UK. Although the paper catalogues all of the health needs (that need not concern us in this article) of the refugees, it does not overlook the psychosocial trauma aspects of the children’s plight. They point to the fact that one way that a child’s psychological trauma can be minimised is by being accepted into a peer group such as a school. While this may indeed be true, the problem is that refugee children are seldom seen by their peers as â€Å"belonging† and are therefore seldom completely accepted. (Lewis 1998) This is either aggravated or caused by the fact that they already have twice the rate of psychiatric disorder as found in control groups of children. (Tousignant et al. 1999). It is therefore important to be aware of these problems as they are often very amenable to psychiatric intervention (O’Shea et al. 2000). The authors quote a paper by Burnett and Peel (2001) who appear to be particularly pessimistic about making a diagnosis of post-traumatic stress disorder in children from a fundamentally different culture, as their recovery is thought to be secondary to the reconstruction of their support networks, which may prove particularly difficult in a different or even alien, cultural environment. They point to studies of the children who fled to the USA to escape the Pol Pot regime, who had post-traumatic stress in childhood, and even when followed up 12 years later they quote 35% as still having post traumatic stress and 14% had active depression. (Sack et al. 1999). This may be a reflection of the difficulty in getting appropriate treatment for a condition in a different culture. But, in distinct relevance to our considerations here, the authors comment that even exposure to a single stressor may result in a surprisingly persistent post traumatic stress reaction. (Richards Lovell 1999) The last article that we are going to consider here is a paper by Papineni (2003). This paper has been selected partly because of it’s direct relevance to our consideration, but also because on a human level, it is a riveting piece of writing. It is entitled â€Å"Children of bad memories† and opens with the quote â€Å"Every time there is a war there is a rape† (Stiglmayer 1994). The whole article is a collection of war-related rape stories and the resultant psychopathology that ensued. The author specifically explores the issues relating to childhood rape and its aftermath. She also considers a related issue and that is how the effect of maternal shame shapes a child’s perception of themselves (with heartrending consequences), how the shame felt by the mother is often externalised to affect the child who is the visible symbol of the physical act. (Carpenter 2000) The catalogue of emotion and reaction described in this article by some of the subjects, would almost make an authoritative text book on the consequences of a traumatic experience in childhood. It would be almost impossible to quantify a single negative emotion that was neither articulated nor experienced by the victims, not only of the act of rape, but also of the stigma and aftermath of the act which was often described as the worst aspect of the whole thing. A constant theme that runs trough the paper is the realisation that the presence of a child conceived by a rape is a potent reminder of the trauma and therefore is, in itself a bar to psychological healing. The author also points to the fact that another, almost inevitable consequence of forcible rape, is difficulty with relationships and intimacy which can devastate a child’s social development. (Human Rights Watch.1996). Such a child may not only have this burden to bear for its life, but the stigma forced upon it by society may also have untold consequences. The author quotes a child born from the Rwandan conflict, describing itself by different names which bear witness to society’s perception, and more accurately and inevitably, the child’s perception of itself: â€Å"children of hate, enfants non-desirà ©s (unwanted children), or enfants mauvais souvenir (children of bad memories)† The author describes how such psychological trauma may never be successfully treated and ends with the very perceptive comment â€Å"There cannot be peace without justice, and unless the international community recognises all rape in conflict situations as crimes against humanity, there will be no peace for the victims of such atrocities.† Conclusion It is clearly a forlorn hope to cover all of the aspects of trauma and its potential impact on a child’s life in one short article. We hope that, by being selective, we have been able to provide the reader with an authoritative insight into some on the problems associated with the subject. References Abikoff H. 1987 An evaluation of cognitive behavior therapy for hyperactive children. Adv Clin Child Psychol 1987; 10: 171-216. Bramble, Anne Klassen, Parminder Raina, Anton Miller, Shoo Lee, M S Thambirajah, Andrew Weaver, and Geoffrey D Kewley 1998 Attention deficit hyperactivity disorder in children BMJ, Oct 1998; 317: 1250. Briere J. 1992 Methodological issues in the study of sexual abuse effects. J Consult Clin Psychol 1992; 60: 196-203. Burnett A, 2001 Peel M. Health needs of asylum seekers and refugees. BMJ 2001; 322: 544-547 Carpenter RC. 2000 Surfacing children: limitations of genocidal rape discourse. Human Rights Quarterly 2000; 22: 428-477 Follette VM, Polusny MA, Bechtle AE, Naugle AE. 1996 Cumulative trauma: the impact of child sexual abuse, adult sexual assault, and spouse abuse. J Trauma Stress 1996; 9: 25-35. Gorcey M, Santiago JM, McCall-Perez F. 1986 Psychological consequences for women sexually abused in childhood. Soc Psychiatry 1986; 21: 129-133. Haddad P, Garralda ME. 1992 Hyperkinetic syndrome and disruptive early experiences. Br J Psychiatry 1992; 161: 700-703 Hodes, B K MacDonald, C J Mummery, and D Heaney 2001 Health needs of asylum seekers and refugees BMJ, Jul 2001; 323: 229 Human Rights Watch. 1996 Shattered lives: sexual violence during the Rwandan genocide and its aftermath. USA: Human Rights Watch. 1996 Kewley GD. 1998 Attention deficit hyperactivity disorder is under-diagnosed and under-treated in Britain. [With commentary by E Orford.] BMJ 1998; 716: 1594-1595. Koss MP, Dinero TE. 1989 Discriminant analysis of risk factors for sexual victimisation among a national sample of college women. J Consult Clin Psychol 1989; 57: 242-250. Lewis M. Shame and stigma. In: Gilbert P and Andrews B, Editors, Shame: interpersonal behaviour, psychopathology, and culture, Oxford University Press, Oxford (1998). In: Gilbert P and Andrews B, Editors, Shame: interpersonal behaviour, psychopathology, and culture, Oxford University Press, Oxford (1998). Mayall A, Gold SR. 1995 Definitional issues and mediating variables in the sexual revictimisation of women sexually abused as children. J Interpersonal Violence 1995; 10: 26-42 OShea B, Hodes M, Down G, Bramley J. 2000 A school based mental health service for distressed refugee children. Clin Child Psychol Psychiatry 2000; 5: 189-201 Papineni 2003 Children of bad memories The Lancet 2003; 362:825-826 Richards D, Lovell K. 1999 Behavioural and cognitive behavioural interventions in the treatment of PTSD. In: Yule W, ed. Post-traumatic stress disorders. Concepts and therapy. Chichester: John Wiley, 1999:239-266. Sack WH, Him C, Dickason D. 1999 Twelve-year follow-up study of Khmer youths who suffered massive war trauma as children. J Am Acad Child Adolesc Psychiatry 1999; 38: 1173-1179 Stiglmayer A, Editor, 1994 Mass rape: the war against women in Bosnia-Herzegovina, University of Nebraska Press, Lincoln (1994). Tannock R. 1998 Attention deficit hyperactivity disorder: advances in cognitive, neurobiological and genetic research. J Child Psychol Psychiatry 1998; 39: 65-69 Thambirajah, 1998 Consultant child and adolescent psychiatrist. Child and Family Consultation Centre, Foundation NHS Trust, Stafford ST16 1PD BMJ 1998;317:1250 ( 31 October ) Tousignant M, Habimana E, Biron C, Malo C, Sidoli-LeBlanc E, Bendris N. 1999 The Quebec adolescent refugee project: psychopathology and family variables in a sample from 35 nations. Am Acad Child Adolesc Psychiatry 1999; 38: 1426-1432 Zeitlin. H 1995 Traumatised children BMJ, Sep 1995; 311: 883. ************************************************************************************************14.5.05 PDG Word count 2,746

Sunday, October 13, 2019

The Red Badge of Courage :: essays research papers

The Red Badge of Courage Henry Fleming, also called the youth, is the main character in The Red Badge of Courage. He decided to enlist in the army in hopes of gaining experience and being a part of the war. Although his mother was against him joining the army, Henry wanted the adventure and glory of being part of the war. Henry had many battles to fight within himself. He put off the facade that he was a very confident and strong soldier. But in actuality he was very unsure of himself. He always would question his own masculinity and whether or not he would run or fight in battle when the time came. Henry meets two men in is regiment that he calls the tall soldier and the loud soldier. They all go through the new experience of being in war together.   Ã‚  Ã‚  Ã‚  Ã‚  Later on when they get into battle Henry still has fears of fleeing the battle field. When the time comes to face the enemy Henry ended up running into the woods like many others. After he finds his way back to the regiment he sees what the battle has done to the soldiers. Many of his friends, including the tall soldier, died. Others were wounded. He in a way felt jealous because he didn’t have that wound, â€Å"red badge of courage† that they had to show. Henry continued on in the woods and came across a soldier. He tried to help him but the soldiers wouldn’t let him. In the disagreement the other soldier struck Henry with his gun. Henry went back to his camp and all of the men thought he had been wounded in the battle. He went along with this and many thought of him as brave.   Ã‚  Ã‚  Ã‚  Ã‚  The next day Henry had new insight and was not afraid of the battles.

Saturday, October 12, 2019

The Women Of Jane Austen :: Jane Austen Females Essays

The Women of Jane Austen Jane Austen has attracted a great deal of critical attention in recent years. Many have spoken out about the strengths and weaknesses of her characters, particularly her heroines. Austen has been cast as both a friend and foe to the rights of women. According to Morrison, 'most feminist studies have represented Austen as a conscious or unconscious subversive voicing a woman's frustration at the rigid and sexist social order which enforces subservience and dependence'; (337). Others feel that her marriage plots are representative of her allegiance to the social quid pro quo of her time: 'Marriage, almost inevitably the narrative event that constitutes a happy ending, represents in their view a submission to a masculine narrative imperative that has traditionally allotted women love and men the world'; (Newman 693).   Ã‚  Ã‚  Ã‚  Ã‚  In reality, Austen cannot accurately be evaluated as an author (or feminist subversive) without first examining the eighteenth century English society in which she lived and placed her heroines. Watt says that Austen's characters cannot be seen 'clearly until we make allowances for the social order in which they were rooted'; (41). Austen lived in a society where women were expected to be 'accomplished,'; as Darcy states in Pride and Prejudice, but not well educated ('Notes';). Women of the late eighteenth-century could not attend educational institutions like Oxford or Cambridge. It was not considered necessary for a woman to have knowledge of either Greek or Latin. If a woman received training, it was usually religious or domestically practical. The expected accomplishments of a woman at the time included the ability to draw, singing, speaking modern languages (such as Italian or French), and playing a musical instrument, usually the piano. These accomplishments were required to attract the right (rich) kind of husband. A woman's financial status was very important, and yet there was little she could do to improve it. Women of some social standing could not just go out and get a job. The only opportunities for support outside one's family was work as a governess, or live-in teacher. Money for a woman usually only came through marriage or the death of her father, and then only if she had no brothers or other male relatives. Marriage, then, was looked upon by both men and women as a necessity for security, regardless of a lack of attraction or love. Long-range financial stability had to be procured at an early age.

Friday, October 11, 2019

Baked soil versus regular soil when planting

Television knows the power of the image, and critics of television are aware that the image can be a negative force or positive one. Television violence has a huge impact on our children’s mind. Every child loves watching television, each child gathers plenty of information on TV. The TV causes children not to able to communicate or express their feelings and causes them to have low critical thinking when it comes to educational progress. Children learn aggressive behavior by watching television. Children tend to imitate what they have learned on TV ads and they easily learn profane words.Even though TV brings many positive impacts and influences from which people can benefit, its negative impacts are most likely extensive. Many surveys have been conducted to see how many hours’ children watch TV. The result shows that children spent plenty of hours watching TV every day. Is TV too bad for the children to watch? The answer is no, because it can also educate children. At tentive parents must step in to guide their children as they watch TV. I remember growing up; my parents did not allow me to watch anything on TV.I have to be monitored by my parents, elders, and family friends. There were periods of time to do home-works, playing with friends, go out with family, and watch TV. My parents used to tell me that education was the first priority, and then the rest would flow with it. Nowadays, the children just sit in from of TV and they do not care about their homework. One year ago, I heard a friend of my family friends that a boy of 8 years old took his father’s gun to practice on his sister what he saw on TV, but luckily their mother intervened and took the gun from the boy.If the mother had not been around, bad things could have happened. But how did the boy have get access to the gun to imitate what he saw on the TV? This is why parents should pay attention to what their children watch on the TV to prevent them from becoming violent or deve loping aggressive behavior that will lead them to juvenile delinquency. The television has a lot of advantages and disadvantages, but there is a dark side to it when children sit every day watching TV and the problem starts with our children.When the children are more exposed to watching TV, they do not have the urge to do their home work because children learn from what they see on TV. TV causes children to have distractions and children can have the knowledge of what is happening by mimicking cartoons or ads on TV. Children nowadays like to spend hours in front of a television, and this can cause children to suffer from eye problems and obesity. Watching TV for long period of time adds to the sedentary nature of their lifestyles. This can create or lead to aggressive behavior, violence, restlessness, and poor academic performance (Simmons &Wentzel, 1999).The children could have nightmares during sleeping hours due to violence they had watched on the TV aside from physical conseque nces; children imitate what they see on the TV and have a negative reaction. TV ads send messages telling children what is considered attractive. For example, smoking, murder, sex, and violent movie ads on the TV can create a big impact on them like immoral behavior, provocative clothing, and inappropriate ads such as alcohol and tobacco. Children, who should spend their time in studying, reading good books, playing outside homes, and engaging in social activities, today, spend their evenings glued to the television.Through watching the TV, a child or a teenager could learn how to kill someone or even kill himself or herself (Simmons &Wentzel, 1999). Watching people dying will not do the child any good. The child might try to imitate all the actions seen on TV, and watching violence or crimes can lead to aggressive behavior and as a result to juvenile delinquency. The physical activities on TV programs can influence the children in a negative way. Also TV can easily influence childr en who are curious and act on what they see, but if children watch educational programs, they can be influenced in positive ways.According to Squidoo (2010), â€Å"some studies indicate TV can shorten attention span, distort body image, and work in conjunction with other factors to escalate obesity, create fear, and increase aggressive and anti-social behaviors if exposure is unmonitored and unlimited, â€Å"The same report also states that many families in the US have their TV on an average of 6 -7. 5 hours per day. † (Squidoo, 2010, p. 4). This is true because when the children are glued to the TV for that long period of time, it can cause distraction and low performance in their education.Students watching more TV in elementary school had increased chances of dropping out of school and decreased chances of getting a college degree (Karachi, 2010). For instance, according to The Sourcebook for Teaching Science, the average child views 1500 hours of TV per year compared to spending only 900 hours per year in school year in 2010. (Karachi, 2010). Can you imagine when you do the calculation that the children only have 600 hours per year to spend on other things like going out with the parents or visiting family or friends and doing home-work?Clearly, TV gets in the way of the children’s educational progress and performance. Clearly, TV is a very powerful tool that influences our children. The influence of television depends on the parenting skills and how parents train their kids. Children who watch TV violence or cartoon films may become less sensitive and less emotional to others around them and they may be more fearful, have antisocial behaviors, and behave in aggressive or harmful ways towards others. TV violence has an impact on expressed levels of aggression in children (Simmons &Wentzel, 1999).Children learn to be aggressive by watching actors and actresses or cartoon characters on TV and practicing their aggressive behaviors. Seeing the a ctresses or actors get away with violence on the TV causes children to believe that performing violent acts is a normal thing. Children who watch a lot of TV violence when they are elementary school age tend to gain more aggression once they become teenagers. Parents should pay attention to the programs their children are watching and explain to their children what is going on what is right, and what is wrong. (Blumenthal, 1999)According to Belson (1978), violence can be wrapped in a way that the violent content becomes transparent. He writes, â€Å"In 1992, the American Psychology Associate’s Task Force on TV and society published a report that confirms the TV violence in children. † (Kurniawan, 2008, p. 243). We should not allow children to watch TV alone; this will prevent them from watching violence on the TV. When children see the colorful picture on the TV, it catches their attention to watch the TV because of the bright colors attract them and entertain them. Pr oblem arises, when children become addicted to the TV and parents unable to control them.There are several effects of watching TV, especially cartoons, which can be dangerous if parents do not monitor them. According to the American Psychological Association (APA), the average child will watch 8,000 murders and 100,000 acts of violence on television before finishing elementary school (Leonard & Mirrors, 1997). From June 1994 to April 1998 the ABC, CBS, NBC and Fox study to monitor violence on television and found that overall 61% of television programs during the 1996-1997 season contained some violence, compared with 57% of shows during the 1994-1995 season.The amount of violence showed increased 14% from the previous year, with 67% of those shows depicting violence (Leonard & Mirrors, 1997). According to Bandura study was conducted in which children watched a video of a woman hitting and kicking a plastic doll. Afterwards, the children were allowed to play with a doll. The childre n imitated what they watched on the TV, kicking, hitting, and using verbal expressions to attack the doll as they saw on the video (Leonard & Mirrors, 1997). Another study has shown that TV characters who committed violent acts were not punished right way is about 75%.(Leonard & Mirrors, 1997) Conclusion Study has shown that children who watch TV are destined to develop problems with their educational progress, poor classroom behavior, lower math scores, and unhealthier habits in life (Karachi, 2010). References Belson, William A. (1978), Television and the adolescent boy, Saxon House, Teakfield Ltd. , Hampshire. Blumenthal, Richard. (1999), What Parents Can Do About TV Violence. June14, 2010 retrieved from http://www. cslnet. ctstateu. edu/attygenl/tvtips. htm Karachi, P. (2010).Child watching much TV gets negative effect on education, 81(1), 368-375. Kurniawan, Y. (2008). Children should be protected from the media influence. June 14, 2010 retrieved from http://www. slideshare. ne t/yusuf_k/children-should-be-protected-from-the-media-influence Leonard, J. , and Mirrors, S. (1997). Violence, television, and other American cultures. New York: New Press. Simmons, B. , and Heather, W. (1999), Television violence and its effects on young children. Early childhood education journal. 26. 3 (1999): 149-153. Squidoo, LLC.(2010). Influence of Media on Children Retrieved June 14, 2010 from http://www. squidoo. com/influence-of-media-on-children There are various ways to make a garden and undeniably, the success of gardening not to mention the necessity of having a silver hand for planting which is in reality the gardener’s skill and how plants are taken cared for is a must but also much depends on the type of soil used for the planting. With reference to the above, this research paper will try to find out which is better, the baked soil or the regular soil?First, let us take a look on the regular soil by reviewing some of the classification of soils that are used for planting. These are â€Å"clay, sand, chalk or calcareous, loam and peat and even subsoil (Data). † Clayish soil looks like putty when it gets wet and for this reason it is hard to cultivate plants on this soil during rainy days or wet seasons. Sandy soils only amounts to ten percent of clay and cactus and other succulents thrived on it. Loam is an ideal blend of sand and clay and it is what gardener commonly looks for because it is â€Å"considered as the best soil for almost any plants (Data).† Chalky soil is very deficient because it lacks humus and other organic matter for the plant to feed on. This type of soil is a bad choice anytime whether it is dry or wet season. Peat soil contains more than 20% humus which can be very valuable for growing acid loving plants (Data) for examples to certain crop like celery. Peat soil comes in two varieties, the brown peat and the black however, the brown colored one is easier to work with. Last but not the least is the sub soil which can be found a foot deep which are often times impedes drainage of the top soil (Data).For all soil types, it is always good to consider the subsoil in order to grow plants that will have a healthy root structures. Some experts says that sand holds little water and nourishment or nutrients (Tapla) and for that reason growers replace sand with silica or crushed granite found in masonry stores. What to keep in mind are plants need aeration as well as drainage while we try to maintain the porosity of the soil. Soil by the way also contains different PH which have various requirements to so many different species of plants.And for this reason, before embarking on gardening, because of very limited time and space, the gardener should decide which type of plants should be grown in the garden. As noted above, a regular garden soil comes in variety or in simple term we can call them the raw soil. The baked soil may come from those varieties however the only thing that makes a dif ference is that it is baked, may be sun baked or baked in the laboratory or nurseries. Baked soil is clean and with no impurities, however some of those soils are hard depending where it came from.For example it is hard if it came from clay type of soil. However, this can be splashed with water and then raked to make it a good bed for seedlings. Some makers of organic soils used to bake soils in the sun or applying heat to make a smoother texture of the soil and kill the unhealthy bacteria that could be damaging for plants. Baked soil is the best choice when we do not like fungi to thrive on our plants, for instance the yellowing of the leaf or the overstressing of the root system due to poor soil.However, this type of soil can not be available anytime and may not be a very practical choice for many uses. Baked soil may also be very expensive to make. Moreover, the choice of soil really depends on the type of plants that will be grown and the time somebody is willing to spend in tak ing care of the garden. Since many type of garden soil are not ideal to grow plants, the combination may be a kind acceptable to grow healthy plants provided that gardeners add some nutrients in the soil. Gardeners at the same time should manage the plant environment by conditioning the soil.To condition a garden soil, the following soil management in the yards and gardens may prove helpful; first, is to manage the environment and that is to know very well whether plants are sun or shade loving and providing adequate supply of air, water, and mineral in the soil. For this task, soil management becomes the major gardening task because soil can easily be controlled unlike the climate. Second, gardeners should realize the need to improve soil management constantly and that includes erosion, chemical leaching, and weeds problems.Soil management also helps to conserve the natural resource like water. It is not truly a fight whether which type of soil is a lot better because even poor soi l can be improved by adding organic matter into it. These are biosolids or matters from sewage sludge, sawdust, rice hull, and even manure. There are many types of conditioning which can be used in treating soil deficiencies at no cost because most of these organic things come from outside and inside our homes.Adding a little bit of organic matter in the raw soil each year can help add up to the nitrogen requirements or obtain balance fertility in garden soils. Aside from these available organic matters, composting can hasten the provision for fertilizing the soil however; the need for commercial nitrogen chemicals is still a practical way of doing things easily since these chemicals are cheaper in terms of the amount of time that will be spent in the preparation.Both baked and regular soil can grow plants, even poor soils can be conditioned. What is important is whether the gardener is knowledgeable in managing the soil including the plants and water requirements of plants. Work Ci ted Data, Gardening. â€Å"Different Types of Garden Soil. † (2008). 01 May 2008 . Tapla. â€Å"A Soil Discussion. † (2007). 01 May 2008 .

Thursday, October 10, 2019

Grammatical aspect Essay

Use the Simple Past to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind. Examples: †¢ I saw a movie yesterday. †¢ I didn’t see a play yesterday. †¢ Last year, I traveled to Japan. †¢ Last year, I didn’t travel to Korea. †¢ Did you have dinner last night? †¢ She washed her car. †¢ He didn’t wash his car. USE 2 A Series of Completed Actions [pic] We use the Simple Past to list a series of completed actions in the past. These actions happen 1st, 2nd, 3rd, 4th, and so on. Examples: †¢ I finished work, walked to the beach, and found a nice place to swim. †¢ He arrived from the airport at 8:00, checked into the hotel at 9:00, and met the others at 10:00. †¢ Did you add flour, pour in the milk, and then add the eggs? USE 3 Duration in Past [pic] The Simple Past can be used with a duration which starts and stops in the past. A duration is a longer action often indicated by expressions such as: for two years, for five minutes, all day, all year, etc. Examples: †¢ I lived in Brazil for two years. †¢ Shauna studied Japanese for five years. †¢ They sat at the beach all day. †¢ They did not stay at the party the entire time. †¢ We talked on the phone for thirty minutes. †¢ A: How long did you wait for them? B: We waited for one hour. USE 4 Habits in the Past [pic] The Simple Past can also be used to describe a habit which stopped in the past. It can have the same meaning as â€Å"used to. † To make it clear that we are talking about a habit, we often add expressions such as: always, often, usually, never, when I was a child, when I was younger, etc. Examples: †¢ I studied French when I was a child. †¢ He played the violin. †¢ He didn’t play the piano. †¢ Did you play a musical instrument when you were a kid? †¢ She worked at the movie theater after school. †¢ They never went to school, they always skipped class. USE 5 Past Facts or Generalizations [pic] The Simple Past can also be used to describe past facts or generalizations which are no longer true. As in USE 4 above, this use of the Simple Past is quite similar to the expression â€Å"used to. † Examples: †¢ She was shy as a child, but now she is very outgoing. †¢ He didn’t like tomatoes before. †¢ Did you live in Texas when you were a kid? †¢ People paid much more to make cell phone calls in the past. IMPORTANT When-Clauses Happen First. Clauses are groups of words which have meaning but are often not complete sentences. Some clauses begin with the word â€Å"when† such as â€Å"when I dropped my pen†¦ † or â€Å"when class began†¦ † These clauses are called when-clauses, and they are very important. The examples below contain when-clauses. Examples: †¢ When I paid her one dollar, she answered my question. †¢ She answered my question when I paid her one dollar. When-clauses are important because they always happen first when both clauses are in the Simple Past. Both of the examples above mean the same thing: first, I paid her one dollar, and then, she answered my question. It is not important whether â€Å"when I paid her one dollar† is at the beginning of the sentence or at the end of the sentence. However, the example below has a different meaning. First, she answered my question, and then, I paid her one dollar. Example: †¢ I paid her one dollar when she answered my question. ADVERB PLACEMENT The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc. Examples: †¢ You just called Debbie. †¢ Did you just call Debbie? Past Continuous FORM [was/were + present participle] Examples: †¢ You were studying when she called. †¢ Were you studying when she called? †¢ You were not studying when she called. Complete List of Past Continuous Forms USE 1 Interrupted Action in the Past [pic] Use the Past Continuous to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in the Simple Past. Remember this can be a real interruption or just an interruption in time. Examples: †¢ I was watching TV when she called. †¢ When the phone rang, she was writing a letter. †¢ While we were having the picnic, it started to rain. †¢ What were you doing when the earthquake started? †¢ I was listening to my iPod, so I didn’t hear the fire alarm. †¢ You were not listening to me when I told you to turn the oven off. †¢ While John was sleeping last night, someone stole his car. †¢ Sammy was waiting for us when we got off the plane. †¢ While I was writing the email, the computer suddenly went off. †¢ A: What were you doing when you broke your leg? B: I was snowboarding. USE 2 Specific Time as an Interruption [pic] In USE 1, described above, the Past Continuous is interrupted by a shorter action in the Simple Past. However, you can also use a specific time as an interruption. Examples: †¢ Last night at 6 PM, I was eating dinner. †¢ At midnight, we were still driving through the desert. †¢ Yesterday at this time, I was sitting at my desk at work. IMPORTANT In the Simple Past, a specific time is used to show when an action began or finished. In the Past Continuous, a specific time only interrupts the action. Examples: †¢ Last night at 6 PM, I ate dinner. I started eating at 6 PM. †¢ Last night at 6 PM, I was eating dinner. I started earlier; and at 6 PM, I was in the process of eating dinner. USE 3 Parallel Actions [pic] When you use the Past Continuous with two actions in the same sentence, it expresses the idea that both actions were happening at the same time. The actions are parallel. Examples: †¢ I was studying while he was making dinner. †¢ While Ellen was reading, Tim was watching television. †¢ Were you listening while he was talking? †¢ I wasn’t paying attention while I was writing the letter, so I made several mistakes. †¢ What were you doing while you were waiting? †¢ Thomas wasn’t working, and I wasn’t working either. †¢ They were eating dinner, discussing their plans, and having a good time. USE 4 Atmosphere In English, we often use a series of parallel actions to describe the atmosphere at a particular time in the past. Example: †¢ When I walked into the office, several people were busily typing, some were talking on the phones, the boss was yelling directions, and customers were waiting to be helped. One customer was yelling at a secretary and waving his hands. Others were complaining to each other about the bad service. USE 5 Repetition and Irritation with â€Å"Always† [pic] The Past Continuous with words such as â€Å"always† or â€Å"constantly† expresses the idea that something irritating or shocking often happened in the past. The concept is very similar to the expression â€Å"used to† but with negative emotion. Remember to put the words â€Å"always† or â€Å"constantly† between â€Å"be† and â€Å"verb+ing. † Examples: †¢ She was always coming to class late. †¢ He was constantly talking. He annoyed everyone. †¢ I didn’t like them because they were always complaining. While vs. When Clauses are groups of words which have meaning, but are often not complete sentences. Some clauses begin with the word â€Å"when† such as â€Å"when she called† or â€Å"when it bit me. † Other clauses begin with â€Å"while† such as â€Å"while she was sleeping† and â€Å"while he was surfing. † When you talk about things in the past, â€Å"when† is most often followed by the verb tense Simple Past, whereas â€Å"while† is usually followed by Past Continuous. â€Å"While† expresses the idea of â€Å"during that time. † Study the examples below. They have similar meanings, but they emphasize different parts of the sentence. Examples: †¢ I was studying when she called. †¢ While I was studying, she called. REMEMBER Non-Continuous Verbs / Mixed Verbs It is important to remember that Non-Continuous Verbs cannot be used in any continuous tenses. Also, certain non-continuous meanings for Mixed Verbs cannot be used in continuous tenses. Instead of using Past Continuous with these verbs, you must use Simple Past. Examples: †¢ Jane was being at my house when you arrived. Not Correct †¢ Jane was at my house when you arrived. Correct ADVERB PLACEMENT The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc. Examples: †¢ You were just studying when she called. †¢ Were you just studying when she called? ACTIVE / PASSIVE Examples: †¢ The salesman was helping the customer when the thief came into the store. Active †¢ The customer was being helped by the salesman when the thief came into the store. Passive Past Perfect FORM [had + past participle] Examples: †¢ You had studied English before you moved to New York. †¢ Had you studied English before you moved to New York? †¢ You had not studied English before you moved to New York. Complete List of Past Perfect Forms USE 1 Completed Action Before Something in the Past [pic] The Past Perfect expresses the idea that something occurred before another action in the past. It can also show that something happened before a specific time in the past. Examples: †¢ I had never seen such a beautiful beach before I went to Kauai. †¢ I did not have any money because I had lost my wallet. †¢ Tony knew Istanbul so well because he had visited the city several times. †¢ Had Susan ever studied Thai before she moved to Thailand? †¢ She only understood the movie because she had read the book. †¢ Kristine had never been to an opera before last night. †¢ We were not able to get a hotel room because we had not booked in advance. †¢ A: Had you ever visited the U. S. before your trip in 2006? B: Yes, I had been to the U. S. once before. USE 2 Duration Before Something in the Past (Non-Continuous Verbs) [pic] With Non-Continuous Verbs and some non-continuous uses of Mixed Verbs, we use the Past Perfect to show that something started in the past and continued up until another action in the past. Examples: †¢ We had had that car for ten years before it broke down. †¢ By the time Alex finished his studies, he had been in London for over eight years. †¢ They felt bad about selling the house because they had owned it for more than forty years. Although the above use of Past Perfect is normally limited to Non-Continuous Verbs and non-continuous uses of Mixed Verbs, the words â€Å"live,† â€Å"work,† â€Å"teach,† and â€Å"study† are sometimes used in this way even though they are NOT Non-Continuous Verbs. IMPORTANT Specific Times with the Past Perfect [pic]. Unlike with the Present Perfect, it is possible to use specific time words or phrases with the Past Perfect. Although this is possible, it is usually not necessary. Example: †¢ She had visited her Japanese relatives once in 1993 before she moved in with them in 1996. MOREOVER If the Past Perfect action did occur at a specific time, the Simple Past can be used instead of the Past Perfect when â€Å"before† or â€Å"after† is used in the sentence. The words â€Å"before† and â€Å"after† actually tell you what happens first, so the Past Perfect is optional. For this reason, both sentences below are correct. Examples: †¢ She had visited her Japanese relatives once in 1993 before she moved in with them in 1996. †¢ She visited her Japanese relatives once in 1993 before she moved in with them in 1996. HOWEVER [pic] If the Past Perfect is not referring to an action at a specific time, Past Perfect is not optional. Compare the examples below. Here Past Perfect is referring to a lack of experience rather than an action at a specific time. For this reason, Simple Past cannot be used. Examples: †¢ She never saw a bear before she moved to Alaska. Not Correct †¢ She had never seen a bear before she moved to Alaska. Correct ADVERB PLACEMENT The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc. Examples: †¢ You had previously studied English before you moved to New York. †¢ Had you previously studied English before you moved to New York? ACTIVE / PASSIVE Examples: †¢ George had repaired many cars before he received his mechanic’s license. Active †¢ Many cars had been repaired by George before he received his mechanic’s license. Passive Past Perfect Continuous FORM [had been + present participle] Examples: †¢ You had been waiting there for more than two hours when she finally arrived. †¢ Had you been waiting there for more than two hours when she finally arrived? †¢ You had not been waiting there for more than two hours when she finally arrived. Complete List of Past Perfect Continuous Forms USE 1 Duration Before Something in the Past [pic] We use the Past Perfect Continuous to show that something started in the past and continued up until another time in the past. â€Å"For five minutes† and â€Å"for two weeks† are both durations which can be used with the Past Perfect Continuous. Notice that this is related to the Present Perfect Continuous; however, the duration does not continue until now, it stops before something else in the past. Examples: †¢ They had been talking for over an hour before Tony arrived. †¢ She had been working at that company for three years when it went out of business. †¢ How long had you been waiting to get on the bus? †¢ Mike wanted to sit down because he had been standing all day at work. †¢ James had been teaching at the university for more than a year before he left for Asia. †¢ A: How long had you been studying Turkish before you moved to Ankara? B: I had not been studying Turkish very long. USE 2 Cause of Something in the Past [pic] Using the Past Perfect Continuous before another action in the past is a good way to show cause and effect. Examples: †¢ Jason was tired because he had been jogging. †¢ Sam gained weight because he had been overeating. †¢ Betty failed the final test because she had not been attending class. Past Continuous vs. Past Perfect Continuous If you do not include a duration such as â€Å"for five minutes,† â€Å"for two weeks† or â€Å"since Friday,† many English speakers choose to use the Past Continuous rather than the Past Perfect Continuous. Be careful because this can change the meaning of the sentence. Past Continuous emphasizes interrupted actions, whereas Past Perfect Continuous emphasizes a duration of time before something in the past. Study the examples below to understand the difference. Examples: †¢ He was tired because he was exercising so hard. This sentence emphasizes that he was tired because he was exercising at that exact moment. †¢ He was tired because he had been exercising so hard. This sentence emphasizes that he was tired because he had been exercising over a period of time. It is possible that he was still exercising at that moment OR that he had just finished. REMEMBER Non-Continuous Verbs / Mixed Verbs It is important to remember that Non-Continuous Verbs cannot be used in any continuous tenses. Also, certain non-continuous meanings for Mixed Verbs cannot be used in continuous tenses. Instead of using Past Perfect Continuous with these verbs, you must use Past Perfect. Examples: †¢ The motorcycle had been belonging to George for years before Tina bought it. Not Correct †¢ The motorcycle had belonged to George for years before Tina bought it. Correct ADVERB PLACEMENT. The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc. Examples: †¢ You had only been waiting there for a few minutes when she arrived. †¢ Had you only been waiting there for a few minutes when she arrived? ACTIVE / PASSIVE Examples: †¢ Chef Jones had been preparing the restaurant’s fantastic dinners for two years before he moved to Paris. Active †¢ The restaurant’s fantastic dinners had been being prepared by Chef Jones for two years before he moved to Paris. Passive NOTE: Passive forms of the Past Perfect Continuous are not common.