An Example Synopsis for Book-Length Fiction

An Example Synopsis for Book-Length Fiction Authors going through the manuscript querying process or entering writing contests must provide a synopsis of their work, along with a portion of the manuscript. After writing a 65,000+ page work, it can be hard to narrow that down to a 1-page synopsis, especially if youve invested a lot of time and emotion into the plot. You might be asking yourself: Whats important to note? What should be left out? And most of all, how can I compress a complicated plotline into 1 page of writing?To help authors through this process, weve provided example synopsis of a popular thriller, Girl With The Dragon Tattoo. In this example, youll see what needs to be included, as well as how to match the style and feel of the manuscript with the synopsis of it.Dos and dontsDO write in active voice and show the entire narrative arc.DO write clearly but show your voice.DO show how major conflicts are resolved in the last paragraph.DO begin with a strong paragraph identifying your protagonist, conflict, and set ting.DONT include too much detail about plot turns and twists.DONT write a back-cover blurb instead of a synopsis.DONT mention too many characters or events.DONT go over 1 page, single-spaced.The synopsis formatBegin with a strong paragraph identifying your protagonist, problem or conflict, and setting.The next paragraph should convey any major plot turns or conflicts necessary and any characters that should be mentioned in order for your book summary to make sense to whoever is reading it.Indicate how major conflicts are resolved in the last paragraph. This ensures a clear presentation of your book or novel and doesnt leave the reader confused.Example synopsisInvestigative reporter Mikael Blomkvist, from Stockholm, Sweden, wants to clear his name from a libel conviction over a story he wrote about a powerful man named Hans-Erik Wennerstrom. Following his trial, Blomkvist is focused on clearing his name when he receives a mysterious phone call from a lawyer representing Henrik Vange r, the retired CEO of Vanger Corporation, requesting Blomkvists presence. In that meeting, Vanger reveals details of the mysterious disappearance of his 16-year-old grand-niece, Harriet Vanger. Vanger then requests that Blomkvist solve the puzzle, with generous financial compensation along with the necessary documentation Blomkvist needs to prove that Wennerstrom is indeed a criminal.Meanwhile, Lisbeth Salander, a 24-year-old hacker, is tasked with investigating Blomkvist as a private investigator for Milton Securities- a job she was able to secure through the help of her guardian, Holger Palmgren. It is revealed that she came from a troubled childhood and her lack of cooperation caused her to be declared mentally incompetent as a young girl. Her life is further threatened when her guardian has a stroke and she is placed under the guardianship of Nils Bjurman, a sadistic man who rapes her repeatedly. Salandar blackmails her guardian to get control over her own finances and is offere d a chance to join Blomkvist in his investigation of Harriets disappearance.Salandar and Blomkvist discover that Harriet was not killed, but she had connected murders of women across Sweden in the 1940s, 50s, and 60s to Bible verses from Leviticus. They eventually learn that Harriet suspected her father, Gottfried Vanger, and her brother, Martin Vanger (the CEO of Vanger Corporation) were the murderers and fled to escape her brother who (like his father) violently raped her. Salandar and Blomkvist confront Martin, resulting in his suicide, and then find Harriet in Australia to tell her he is dead and reunite her with her uncle (Henrik).Blomkvist is then given the information on Wennerstrom but is disappointed to learn that it is too old to be used in court. Salandar then informs Blomkvist that she has copied Wennerstroms computer onto her servers and he can access it all to write the article. Blomkvist then writes the article, as well as an extensive report on Wennerstroms corruptio n, as Salander siphons millions of dollars from Wennerstroms accounts into accounts of her own.Realizing her attraction and love for Blomkvist, Salandar decides to tell him but backs out as she sees him enter his apartment with another woman.

30 Baseball Idioms

30 Baseball Idioms 30 Baseball Idioms 30 Baseball Idioms By Mark Nichol The sport nostalgically known as â€Å"America’s Pastime† (though football now reigns supreme) is the source of many evocative idioms whose meanings now extend beyond the baseball diamond. Here are thirty of those phrases and their meanings when used past the warning track. 1. ballpark figure: a rough estimate 2. bat a thousand: a reference to a continuing series of successes, alluding to a baseball player who gets on base every time at bat 3. box score: a count or summary (from the chart on which a games statistical details are recorded; applicable to various sports but originating in reference to baseball) 4. bush league: a sports organization subordinate to the major leagues (referring to the usually rural locations of such teams; can apply to any sport but originated in reference to baseball) 5. curve ball: something unexpected (from the unpredictable trajectory of that type of baseball pitch) 6. go to bat for: support (from the notion of a batter contributing to his team) 7–8. hit a home run/hit one out of the park: be successful 9. in the ballpark: close; said of an estimate (compared to being within the confines of a stadium) 10–11. it’s a whole new ball game/different ball game: a reference to a changed situation 12. keep (one’s) eyes on the ball: maintain focus (compared to a batter concentrating on a pitch) 13. major league: significant, as in a reference to a company that is one of the leaders in its industry or line of business (from the fact that the major leagues are the pinnacle of achievement in sports) 14. off base: wrong, or on the wrong track (from the notion of a player not being in contact with one of the bases) 15. on deck: next in line (from the location designated for the next batter to await his turn) 16. out in left field: said of a person with an eccentric or unusual idea (from the idea of left field being a distant location) 17. out of (one’s) league: said of one who is trying to succeed in an area in which he or she faces superior competition or is striving to achieve too much (originally from baseball but applicable to many sports) 18. (hit it) out of the park: succeed (comparing a success to a home run) 19. pinch hitter: substitute (from the designation of a player taking another’s place at bat) 20. play ball: cooperate 21. play hardball: act aggressively (from the density of a baseball as compared to a softball) 22. rain check: a promise to make good on an offer (from tickets offered for rescheduled sporting events postponed by rain; originated in baseball but applicable to any outdoor sport or event) 23. softball: an easy, noncontroversial question 24. step up to the plate: take responsibility (compared to a player taking his turn at bat) 25. strike out: fail, especially repeatedly 26. strikes against (one): said of more than one disadvantage or mistake a person has against him or her 27. swing for the fences: perform with great effort or intensity (as compared to a baseball player trying to hit a home run) 28. three strikes and you’re out: a reference to someone being given three chances to succeed (analogous to the three strikes a hitter is allowed before being called out) 29. throw (one) a curve: surprise someone with something unexpected or not expected as presented (as compared to a curveball) 30. touch base: contact (compared to a player landing a foot on a base) Video Version 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 Expressions category, check our popular posts, or choose a related post below:50 Incorrect Pronunciations That You Should AvoidExpanded and Extended20 Ways to Cry

Does understanding the political, economic and cultural relations Research Paper

Does understanding the political, economic and cultural relations among states help us determine the international business environment - Research Paper Example However, the reason why global interactions and their study has attracted so much attention is because a person in one country cannot say that he is immune from the affects of the global interaction, since the interaction is affecting people elsewhere. The interactions that take place on the international arena, therefore, encompass an array of fields such as the media, IGOs, trade agreements and business transactions (Salmon 289). Over the time, the field of business relations has undergone much change. Moreover, due to its diverse nature, it has been studied in great detail. The research conducted on the international business relations carried out between the states has found out that there is greater stress on the development of more accommodative and cooperative relationships between the involved parties. Governments share an interest in the development of healthy international relations in order to promote the business carried out and to achieve sustainable economic development . On the other hand, organizations of the partnering states are interested in the promotion of their trade and favor the development of mutual cooperative relations between the states (Grosse 3). The question arises that do factors that are determining the foreign relations of the states and the interaction that occurs between them influence business carried out between them. This paper explores the how political, economic and cultural relations between states impact the international business environment. International relations are defined in a number of ways. It is regarded and studied from a number of perspectives in order to gain more orientation of the global interactions that occur between states. The study came into existence in the early 1900s, and since then, it has been subject to a lot of scrutiny and has been the hotbed of debates relating to matters from international

Meego operating system Research Paper Example | Topics and Well Written Essays - 2500 words

Meego operating system - Research Paper Example The report evaluates various features in MeeGo operating system. The aim of developing MeeGo OS was to offer users a simple OS and enable them utilize the existing software on devices once considered unsuited to run some applications. MeeGo powered devices enable users go online as well as being entertained at home and when travelling. MeeGo OS provides users and developers a new platform useful in communicating, using office applications, and playing multimedia files. The OS incorporates rich features integral in mobile devices like graphic based applications and computation technology among others. MeeGo OS offers users an easy to use interface and also allows them to customize the OS fully. MeeGo OS was developed after the merger of Intel’s Moblin project and Nokia’s Maemo. MeeGo OS provides a vibrant environment for cross-platform creation of applications capable of functioning in various platforms, which promises to unite developers resulting in valuable services and applications. The operating system can run on various hardwar e like mobile phones, in-vehicle, net books and smart TV as well as tablets and devices sharing the same OS internals but different user interfaces. Mobile distribution for the OS supports isolated executions and implements a trusted framework, which is OS-protected although third party developers are unable to access it (Guruprasad TV, n.d). This evaluation illustrates the separation of OS into various layers useful to developers as well as user experience. Layer view is made up of 3 layers: Application API, User experience and Core operating system layers. User experience layer supports multiple platform segments. This layer offers application framework for every device profile. On the other hand, application layer contains MeeGo API, which incorporates the interface useful in developing applications. The latest application layer in MeeGo OS incorporates Qt mobility 1.0, Qt 4.7,

Emotions and the Brain Essay Example for Free

Emotions and the Brain Essay The organization of perceptual systems is identical to that of motility. Perception does not occur through a constructive phase of in-processing that begins in koniocortex. Rather, it develops in the reverse direction over a series of levels to a koniocortical end phase. In other words, the process of object formation unfolds in a cognitive sequence leading from a brainstem preobject through a limbic and generalized neocortical phase, to a final modeling achieved through primary visual cortex. The presumed role of frontal cortex in the elaboration of action structures, that is, the rhythmic or oscillatory components of an action, can explain other seemingly non-motor phenomena which occur with frontal lobe damage. For example, perceptual disorders may arise, not from a primary deficit of perception, but from impairments in the visual exploration of space, including changes in visual search, orientation, and ocular displacement. Two aspects of dynamic systems theory deserve specific mention here; the first is the emergent quality of Jungs methods. Amplification is an intentionally non-linear circumambulation of an image or psychic content; it operates by allowing contextually meaningful associations to be gathered up and enter consciousness. The concept of the limbic system as the focal brain division that must be investigated in order to understand emotionality. The medial surfaces of the telencephalic hemispheres (including cingulate, frontal, and temporal lobe areas especially the amygdala) and interconnections with septal, hypothalamic, and central-medial brain stem areas as part of the neural landscape that constituted the emotional brain. Cortical control of primitive behaviors and basic emotions has been achieved in several ways. One way was for the cortex to extend emotions in time by allowing organisms to dwell on past and future events. The organizational principle that has been most commonly used to summarize the neural infrastructure of emotional processes has been Paul MacLeans concept of the triune brain. According to the classic version which offers a conceptual cartoon of the major layers of neural development, the functional landscape of the brain is organized in three strata of evolutionary progression. Although humans have the largest frontal lobes of any species, dolphins have a massive new brain area, the paralimbic lobe, that we do not possess. The paralimbic lobe is an outgrowth of the cingulate gyrus, which is known to elaborate social communication and social emotions (such as feelings of separation distress and maternal intent) in all other mammals. We should always keep in mind a key conceptual distinction when we consider brain operating systems, namely, how open or closed are these systems in relation to environmental influences FLA loop The neural substrate of language consists of a complex hierarchical system of levels corresponding to stages in neocortical evolution. The system has an anterior (frontal) and posterior (temporo-parieto-occipital) component. The two main classes of aphasia, the non fluent and the fluent aphasias, refer to these components, while the various aphasic syndromes within each class point to different levels within the anterior or posterior sector. The structure as a whole develops out of medial and paraventricular formations through several growth planes of limbic and paralimbic (transitional) cortex to a stage of generalized (association, integration) cortex. The organization of perceptual systems is identical to that of motility. Perception does not occur through a constructive phase of in-processing that begins in koniocortex. Rather, it develops in the reverse direction over a series of levels to a koniocortical end phase. In other words, the process of object formation unfolds in a cognitive sequence leading from a brainstem preobject through a limbic and generalized neocortical phase, to a final modeling achieved through primary visual cortex. In a fashion similar to that of the frontal sector, the perception leads from a global pre-object in a unitary field at a preliminary level to the final more or less contralateral hemifield representation at a koniocortical end stage. (Christianson, 1992) Impaired initiation with lesions of mesial or orbito-frontal cortex may involve the action as a whole, or partially. The patient may be unable to initiate any action (akinetic mutism) or show hypoactivity, inertia and lack of spontaneity. These latter symptoms may represent attenuated forms of akinetic mutism. Perhaps, the degree of encroachment on, or distance from, core regions of frontal limbic cortex (e. g. , anterior cingulate gyrus) determines the extent of hypoactivity. In the partial disorders there is difficulty initiating a vocal act (mutism, transcortical motor aphasia) or limb action (alien hand, SMA syndrome and related disorders). Perseveration also occurs with damage to frontal limbic areas and is related to disturbed initiation. The persistence of a performance is the other side of an inability to go on to the next. Impaired initiation may occur without perseveration, but it is questionable whether the reverse is true. In fact, in perseveration, the initiation deficit often seems primary, for perseveration is greater for tasks which are more difficult, and it tends to involve previously successful performances. (Christianson, 1992) With convexity lesions the action is disrupted at a stage subsequent to its activation. Derailments occur at serial points in the unfolding of the action toward a goal. Apraxia, a substitution or defective selection of partial movements with lesions of left premotor cortex, is due to an alteration of motor timing, or a change in the kinetic pattern for a particular motor sequence. Other frontal disorders may have a similar basis. Agrammatism, dysprosody and expressive amusia probably represent the disruption of an oscillator which elaborates the rhythmic or prosodic contour of an utterance or vocal action. The presumed role of frontal cortex in the elaboration of action structures, that is, the rhythmic or oscillatory components of an action, can explain other seemingly non-motor phenomena which occur with frontal lobe damage. For example, perceptual disorders may arise, not from a primary deficit of perception, but from impairments in the visual exploration of space, including changes in visual search, orientation, and ocular displacement. The lack of drive or motivation in frontal patients can also be approached from a motor standpoint. I have suggested that base levels in the action elaborate the experience, or feeling, of drive and that this experience, like the Innervationsguhl of Wundt, arises as an accompaniment of the action development rather than as an energy or a force which is only an underpinning. In other words, drive undergoes a development together with action. Some actions appear to be motivated by drives or instincts, others are purposeful or goal-oriented, and still others are volitional, in the sense that decisions are made, actions can be delayed and even witheld in pursuit of a goal. My guess is that these feeling states drive, purposefulness, volition correspond with evolutionary levels in the action development, and that this is why damage to the action structure impacts on the feeling state specified by the damaged processing stage. (Lazarus, 1991) Actions also elaborate intentions, the feeling that one it an agent who acts on an environment. This is part of the temporal unfolding of the action and its continual surge toward a future state. It is the basis for our distinction of passive and active movements. This feeling, and the other affects which the action generates, are bound up with the sense of anticipation and forward growth. The loss of, or a change in, this direction toward the future has the consequence of a greater responsiveness to ongoing stimuli and an apparent tendency to live for the immediate present. The loss of this active or volitional relation to the world is, ultimately, the most profound effect of damage to the frontal lobes. The action unfolds into the volumetric space of limbic cognition, a space of dream and hallucination. The action moves outward beyond the body itself to an extrapersonal field of body movement that is still part of and continuous with subjective mental space. This is not a grasping or manipulation space, for objects have not yet exteriorized. The emerging action is read off into keyboards innervating the proximal musculature. Actions leave the body axis and are distributed through the proximal muscles into the space around the body or onto the body itslef. At this stage, the first separation appears between perceiver and object, actor and object acted upon, agent and action. The motor envelope differentiates into partial actions, objects begin to clarify, and space begins to expand, fractionate, and draw away from the perceiver. (Lazarus, 1991) The role of limbic mechanisms in action is brought home even more clearly by conditions in which there is damage to limbic-derived neocortex on the mesial aspect of the frontal lobe. Bilateral damage to the anterior cingulate gyrus gives rise to a state of akinetic mutism resembling that which can occur with damage to the upper brainstem. The patient appears to be in a catatonic stupor and, as in catatonia, there are periodic bouts of excitement that give way to a persistent vegetative state. Stimulation of this region in man produces motor and affective responses suggestive of a primitive or archaic level in behavior. Stimulation adjacent to the anterior cingulate gyrus in the supplementary motor area (SMA) causes iteration or arrest of vocalization and proximal movement, especially of the upper limbs. With damage there may be a release of automatisms and primitive synergies of the arm and hand (alien hand) or difficulty initiating action with the arm though strength and coordination are intact. There may also be difficulty initiating speech. This can lead to selective mutism or selective akinesia, that is, ambulatory mutism or good speech with imparied initiation of limb movement. Selective difficulty initiating movements with the lower extremities occurs in the so-called gait apraxia, or magnetic gait, often associated with hydrocephalus. (Wilson, 1983) In the microgenetic theory the SMA mediates preparatory stages in action generation prior to conscious awareness. Lesions of this area disrupt speech, limb, and body action in a common manner early in the processing of the action, prior to the specification of constituent movement patterns. The disturbance of speech was viewed as motoric, not linguistic or propositional. In the microgenetic view, each response represents a bundle of action structures, consisting of the series of stages through which the action develops. Pathology disrupts the action at different points in this process. The site of the lesion determines the point in the sequence that is disrupted, and this point or processing stage constitutes the symptom or abnormal behavior. Microgeny maps onto patterns of phyletic growth. The structure of an action and the symptoms that correspond to levels in this structure are distributed over stages in forebrain evolution. Damage to older orbital and mesial frontal limbic formations leads to impaired activation (response bias or perseveration and lack of initiation), damage along the convexity leads to derailment of the action after adequate initiation (distractibility, apraxia, and confabulation), and damage to premotor and motor cortices leads to a defect in implementation of distal targets (misarticulation, clumsiness, and weakness). Specifically, the evolutionary progression from limbic to motor cortices retraces the sequence of processing stages in the microtemporal elaboration of an action. Seizures involving mesial frontal limbic cortex can lead to stereotypical actions of a purposeful type, such as scratching ones head, manipulating imaginary objects, or pacing. The alien hand syndrome also represents a type of released automatism. Here a more complex integrated behavior of a purposeful but not volitional type is associated with damage or stimulation to zones intermediate in the action microgeny. The inner relationship between (impaired) initiation and (released) automatism recurs but now in the context of a more differentiated action pattern, involving segmental or vocal movements. Non-Linear Dynamic Systems. Two aspects of dynamic systems theory deserve specific mention here; the first is the emergent quality of Jungs methods. Amplification is an intentionally non-linear circumambulation of an image or psychic content; it operates by allowing contextually meaningful associations to be gathered up and enter consciousness. As the limit of personal associations is reached, if further analysis is required, the net is widened to include cultural and archetypal elements. For this expansion to remain clinically relevant it must offer an experiential dimension as well as being an intellectual event; affective involvement is crucial, as will be discussed with dream work. A precondition for entering a state of (analytic) consciousness that can facilitate a mutative employment of transpersonal material was noted by Jung and more fully discussed by Bion, the suspension of ordinary knowing this link between Jung and Bion was delineated by Fordham along with a number of other areas of overlap between them. All psychoanalysts looking at the applications of infant research to adult analysis, subscribe to variants of an emergentist paradigm grounded in non-linear dynamic systems. Sanders ideas about paradox and polarity are resonant with Jungs core perception of the dissociability of the psyche that leads to his theory of complexes with the consequent aim in analysis to foster synthesis and integration via the transcendent function. Every living system must cope with uncertainty that places it in a state somewhere between continuity and change, core polarities for Sander. In the therapeutic setting, fluctuations in relational certitude and doubt provide an emergent edge through which the co-constructed third of the relationship becomes the locus of the transcendent function. The system radically expands our understanding of transference and points to the creative possibilities inherent in a â€Å"new† experience. Which complexes are constellated in the analyst, in the patient and between them at such moments should likely be considered.

Abortion - Slaughtering the Young :: abortion argumentative persuasive argument

Abortion - Slaughtering the Young Abortion, the easiest way to fix one's mistakes. I mean, if one is going to screw around and accidentally get knocked up, why should they have to be responsible for the outcome of messing around. Why not just murder the unborn child. That is what goes on daily, slaughtering of young, innocent children, that if born, would easily find a home. What did they [the unborn child] do wrong? Oh nothing, it's just that the mother and/or father are just so lazy and irresponsible that they would rather see their child be butchered than have to change it's diaper or feed it. Society today does not respect life and therefore accepts the murdering of unborn children. A major factor that is missing is society in today's world are moral values. If people actually had morals, then abortion might not occur. No matter what anyone argues, abortion is murder, plain and simple. How could one deny that when a doctor grabs his forceps and crushes a child's skull and sucks out what was once a brain, how could they say that is not murder, how could someone get away with doing this. Then again people ask that same question about OJ. There are many abortion-slaughter techniques that are used today. Examples are the Dilatation and Curettage (D&C) where a loop shaped steel knife is inserted and the child is cut into pieces, also there is the Dilatation and Evacuation (D&E) where the doctor uses forceps with sharp metal jaws and tears the child apart, piece by piece. Usually the head is hardened to bone and must be compressed or crushed in order to get it out. Another highly controversial technique that is getting a lot of publicity nowadays is the partial birth method. This procedure in performed in the second and third trimesters of pregnancy or between 20 to 32 weeks, sometimes later. Now according to Abortion: Some medical facts, a book printed by the National Right to Life, the partial birth technique is performed like this: "Guided by ultrasound, the abortionist reaches into the uterus, grabs the unborn baby's leg with forceps, and pulls the baby into the birth canal, except for the head, which is

How to Overcome a Challenging Obstacle

How to Overcome a Challenging Obstacle in Your Everyday Living. Amethyst K. Oliver Baker College of Clinton Township Composition I Andrea Nienstedt How to Overcome a Challenging Obstacle in Your Everyday Living. Overcoming a struggle is normal for everyone. People should not be ashamed of what they are not good at; we have to look at the fact that each individual is not going to become good at anything so easily like we want it to be. It is always good for a person that wants to really learn something they believe they will be become stronger at.It takes take time and patience. I personally believe for the individuals that are the ones that can’t accept the fact when someone makes a mistake they are not understandable. Dealing with difficult people is very common in life, sometimes we have to figure out and understand the ones who tries to criticize others-what makes them behave the way they do. I think being assertive is always the right thing to do. I’m going to discu ss what Sedaris’s obstacles in this essay were and also discuss more about my few obstacles that was related to Sedaris, personally.Reading what David Sedaris was going through in the essay he wrote, called â€Å"Me Talk Pretty One Day,† the one thing I can relate to that is that I know how it definitely feels to think that you are so alone in a new environment redundant. Personally, I went to two different high schools and I was afraid of meeting new people at first; I was never used to switching schools. I had always stayed at the same school, but I had realized in the near future I would had to face up my fears and socialize with different individuals, different ethnicities.At my last high school, I felt so alone. Everyone at the school had their own â€Å"cliques;† I was always to myself, from the time I started there until the time I was finished. I would try to socialize with some of the people, but I would have this thought that they probably werenâ€℠¢t going to like me. Honestly, there were some people that I kind of wanted to hang around with but they were too stuck-up. I told myself I would never try to please other people if they don’t want to become my â€Å"friend. † Sedaris went to a school in France just to learn and experience a new language: French.When he arrived, he was sadly stuck with a teacher who was abusive and said nasty things to him and other individuals. All of the things that she was saying were frustrating him; he tried to not let her vicious words get to him. He thought he was all alone, in this crazy teacher’s world, when one day he came in to see everyone huddled together talking a language to each other. In addition to that, close to the end of the essay he was finally able about to speak their language just because of the contention that happened in the classroom between his teacher and one of his classmates.I’ve learned from the Golden Rule: â€Å"Treat others the way you want to be treated, respect is earned not given. † Basically what this verse in my own personal experience that I’ve dealt with in my life as I am going to explain about is if there was something that I did not know how to do but another individual doesn’t respect nor understand you are learning something for the first time and they judge you so bad just because my learning skills were different than theirs, they don’t understand the true meaning of fairness.The importance of everyone is not always going to be talented at every single thing, which that does not make them a bad person. Whenever I start learning something that is new to me I always ask someone to help me get through it most will always give back and help me with what they need to do, and majority may not. For the people that would criticize I will not be able to succeed and make it out here in this life. I’ve learned that sometimes it can be hard not letting things get into you, but in order to become stronger you have to believe in yourself and think about the outcomes into figuring out, â€Å"What If? Most importantly, collaboration is very important. The more you and that individual collaborate the better you will be as far as reaching for success. Generally speaking, learning a whole new different language is not easy; there are so many concepts to learning a new language for many individuals to understand. Although, learning how to speak a foreign language that interests you is extremely important. You do not have to pay money or travel just to learn a foreign language, where if you go to school and they have a teacher who teaches one of the many foreign languages for free.When practicing on becoming better at learning a foreign language, there are different aspects into learning a whole new language, which includes with the grammar and pronunciation (the two important ones in composition. ) The pronunciation can become the bigger problem; it can be so ha rd to pronounce something that is new to you. â€Å"You exhaust with your foolishness and reward my efforts with nothing but pain; do you understand me (Sedaris, 2000)? † What Sedaris meant by that is he was tired of what this rude teacher had said to him, it was time for him defend what was right and let it continue. I know the thing that you speak exact now. Talk me more, you, plus, please, plus (Sedaris, 2000). † Two of the quotes in Sedaris’s essay, he meant was that he finally understood the language from after all the chaos and commotion that was going in the classroom and he told that teacher if she has something to say to him say it again. He wasn’t afraid to speak what was on his mind. Those were the two major quotes in Sedaris essay that really moved me and it made me realized with he was emotionally suffering with his deceiving teacher.He was proving his fact toward the teacher and he wasn’t going have her believe that he couldn’t speak out his â€Å"true feelings. † In this essay I’ve read, I believed that Sedaris is a hard worker that is trying his best to accomplish what he was trying to do. I believe that this teacher wanted everyone to get better at the language she was teaching but in my opinion she has to understand that everyone’s person learning skills are way different than others.Similarly, Sedaris and I had one issue in common and that was feeling like you are all alone in this world but really it does feel that way whenever you are at a new environment. Differences are not good or bad, but it is good to accept the fact that people do things differently is the first step to understanding what how they learn differently and with whom they truly are. Be willing to try new things and avoid criticizing others and not let him or her underestimate your abilities. Reference: Sedaris, D (2000) Me Talk Pretty One Day. Me Talk Pretty One Day (pp. 166-173) New York: Little, Brown.

How the Bill of Rights Affects My Life

In 1791, the first ten amendments to the Constitution of the United States, also known as the Bill of Rights, become ratified. The Bill of Rights contained freedoms that Americans held to be their inalienable rights, and were so important that before ratifying the Constitution many states insisted on a promise of amendments guaranteeing individual rights. It was created to set limitations on the power of the United States government, protecting the natural rights of liberty and property. The Bill of Rights affects every Americans life, in many different ways: it sets standards for people to live by, it gives us the right to be citizens, and it also gives us freedom of speech. The Bill of Rights gives citizens freedom, but it also crosses the line between right and wrong. It punishes those that have done wrong, and rewards those that deserve it. It basically sets boundaries, not just for the lower or middle class, but for everyone. It reminds me of the Ten Commandments; rules are set for the people of the land, and when those rules are broken, justice is served. The Bill of Rights also gives us the right to be citizens of the United States. Not just anyone can become an actual citizens, most aliens in the U. S. are illegal. Why? Because the Bill of Rights put a stop to them becoming legal; and while that has its positives and negatives, I believe that it’s a good thing that not everyone can become a citizen of our great nation. The culture, the history, the population, all of it would be different if just anyone was allowed in. I wouldn’t be the person that I am today. Lastly, the Bill of Rights grants us the freedom of speech. The liberty to speak our minds and say what we need to say. In so many countries freedom of speech is banned, and here, sometimes even I take it for granted. Freedom of Speech is saying what you believe needs to be said, whether good or bad, without being punished for it. So, as one can see the Bill of Rights not only affects my life, but it also affects the lives of others around me. We the people are so blessed to be citizens of this nation, and to think that our ancestors (somewhere way down the line) were the great minds that created the Bill of Rights. The Bill of Rights sets standards for people to abide by, it grants select people to become citizens, and it gives us the freedom of speech; but, those are just the highlights and there’s more to that book than just its cover.

Policy of Appeasement essays

Policy of Appeasement essays Was the Policy of Appeasement the right one to follow? Twenty-one years after the end of the Great War the Second World War broke out. The peace was not kept due to the impact of the Great Depression and due to the arrival on the World stage of aggressive foreign dictators who were determined to adopt aggressive foreign policies. Perhaps the turning point was in 1933 when Adolf Hitler became a chancellor of Germany, he intended to challenge the Treaty of Versailles. In order to placate Hitler, Britain and France adopted a policy of appeasement. There were many arguments for appeasement; one of these was that at first, many people felt there was some justice in Hitlers claims. The British accepted that the T of V was too harsh and felt that Germany should be treated with more fairness and be allowed to go back to a country accepted as a great power as it used to be. The T of V was basically abandoned in some aspects, from 1935 onwards they made the Anglo-German Naval Agreement, remilitarised the Rhineland-which was just seen by most people as Germany marching onto its own backyard and then allowed the Anschluss to occur in Austria uniting Austria and Germany which was simply the Germans achieving self-determination that was denied to them at the T of V. Everything Germany did was justified in one way or another and it was always believed that with just one more request or concession he would be satisfied and its demanding would stop. Britain and France wanted to keep the peace and avoid the chance of another war so they wanted to find peaceful solutions to Germanys problems, most Europeans placed their trust in the League of Nations and its idea of collective security. To keep the peace the idea of appeasement seemed like a good one to go ahead with but to make matters worse Italy and Japan were still coping with the impact of the Great Depression and would make it necessary to pr ...

Demagoguery and How to Pronounce It

Demagoguery and How to Pronounce It Demagoguery and How to Pronounce It Demagoguery and How to Pronounce It By Maeve Maddox As the 2016 US presidential election campaign slouches toward November, the words demagogue, demagogic, and demagoguery make frequent appearances in the media. For example, in a Sunday morning interview with Rachel Martin, NPR stalwart Mara Liasson remarked on the reaction of other Republican candidates to Donald Trump: â€Å"They’re talking about the demagoguery and the authoritarian, violent rhetoric.† What drew my attention to the radio interview was Liaison’s pronunciation of the word demagoguery. She pronounced the second g with a soft sound: /dem-uh-GAHJ-er-ee/. Both g’s in demagoguery are â€Å"hard.† The spelling gue is always pronounced /g/, as in tongue, league, and prologue. Demagoguery is defined as â€Å"the principles or practices of a demagogue.† In modern usage, a demagogue is â€Å"a political leader who appeals to the passions and prejudices of the mob in order to obtain power and further his own interests.† An unlimited Google search for demagoguery and demagogue gives the following results: â€Å"demagoguery† about 508,000 results â€Å"demagogue† about 484,000 results A search for demagogue limited to the year 2000 brings about 2,260 results. Of the ten summaries that come up on the first page of results, nine refer to definitions and discussions of the word. Only one refers to a politician as a demagogue: â€Å"He’s a Demagogue, That’s What He Is: Hodding Carter on Huey Long.† The Ngram Viewer goes only to 2000. On the graph, the word demagogue peaks in 1862 and then drops precipitately. Note: The noun demagogue is verbed by some speakers: Hes merely made use of an existing, flawed system to demagogue his way into the hearts and minds of angry low-information voters, of whom there are a lot. The OED and the Howjsay pronunciation site give /dem-uh-GAH-gik/ (both g’s â€Å"hard†) as the first pronunciation and /dem-uh-GAH-jik/ (second g â€Å"soft†) as an alternative pronunciation. Merriam-Webster gives only the hard g pronunciation: /dem-uh-GAH-gik/. Note: When I began this post, I did not think it necessary to remark on the pronunciation of the o in demagogue. However, a friend told me that she heard NBC’s Brian Williams pronounce demagogic with a long o as well as with a soft g: /dem-uh-GO-jik/. Broadcasting networks do have pronunciation guides. Perhaps their announcers don’t always remember to consult them. American pronunciation for the three words- demagogue, demagogic and demagoguery- is with short o (as in hot) and hard g (as in got): /dem-uh-GAHG/, /dem-uh-GAH-gik/ and /dem-uh-GAHG-er-ee/. 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 Spelling category, check our popular posts, or choose a related post below:Spelling Test 1How to Punctuate with â€Å"However†Is "Number" Singular or Plural?

Fair and Equitable Compensation Essay Example | Topics and Well Written Essays - 1000 words

Fair and Equitable Compensation - Essay Example â€Å"Fair and Equitable Treatment† is a standard originated from the 1948 Havana Charter for an International Trade Organization. It provided that foreign investments should be given just and equitable treatment through the promotion of bilateral or multilateral agreements on certain measures and in the treatment for an enterprise, skill, capital, arts and technology coming from a member country to another (Yannaca-Small, C., n.d). Today, the definition of the treatment is not as far from its instigation when applied to the standard in the workplace. Simply put, it is a standard that makes sure every establishment should facilitate an equal distribution of skills, arts, technology with regard to the need of an employee to be able to do a job well. Also, it determines the right of each company to determine just terms of admission and ownership of investment or compensation for every employee. A personal consideration of fair and equitable compensation could be seen in two pers pectives- the employer’s and the employee’s. A part of its provisions for employees would be to grant them at least a minimum wage which is set by a state’s government. This depends on the type and level of job one is hired to do. Also, it entitles an employee to have a chance to advance in their chosen position through job evaluation done by one’s direct boss, to know whether they are performing under or over the expectations of a certain job description. The Fair Labor Standards Act (FLSA) also sets the criteria for an employee’s benefit of getting an overtime pay. The only exemption to this would be a modified employee’s salary level based on the nature of work done that should be stated in the contract signed by the employee (Compensation and Benefits Policy, n.d.). This holds that full-time employees should receive extra payment for work done outside office hours while non-regular employees do not receive an overtime pay. Salary apprais al is another thing that is included in the fair and equitable compensation for employees. This should be done through annual performance review to regulate whether a certain employee should be considered an asset that lawfully deserves to be rewarded. Benefits, aside from salary appraisal should be granted for regular employees such as life insurance, accident insurance, flexible spending accounts, dependent care assistance, sick leaves, vacation leaves, bereavement leaves and etc, depending on the company (Compensation and Benefits Policy, n.d.). On the other hand, as fair and equitable compensation protects the rights of employees, it also provides guidelines of employers’ rights to be compensated justly, though not monetarily but through a measure of service and integrity. Some of which would be the right to demand for the agreed services expected from an employee at a certain time range per day, to call employee’s attention and push them to perform under their aut hority. Another would be to demand and at the same time punish an employee through expulsion or dismissal for disobedience to carry out work instructions and company rules, inability to display good behavior in the workplace, inconsistency, lack of loyalty and integrity, disclosure of confidential documents, theft of company property and etc (Employee & Employer Rights | Most Recent Publications, n.d.). Indeed, both parties deserve to have rights that are

Discussion prompt Essay Example | Topics and Well Written Essays - 500 words

Discussion prompt - Essay Example In effect, Henry is saying that going to college is a mere excuse to party where students do not learn anything except to have fun. College is reduce to a mere rite of passage and not a way where can be enlightened or educated. When Henry mentioned that college is a mere rite of passage, it was in fact a statement of condescension if not derision because college is no longer a source of education where one can learn and get better but something that a person has to go through just like a ritual. And one does not necessarily learn anything when he passed through a ritual. When it is reduced to a mere rite of passage, it is like comparing college to male circumcision which is a rite of passage among males in certain societies to become â€Å"certified adult†. I do not necessarily agree with Henry that college is a mere rite of passage because people who go there have actual cognitive intelligence to overcome the academic rigors of college. There mere act of going there and going through the entrance tests are already enough justification that people who go to college are educated and has the right attitude to succeed in life because of their effort to be better through academic institution. Even assuming for the sake of argument, people who go to college are generally educated even without the formal credentialing compared to those who did not go to college. This attests that college is not a mere rite of passage but rather an actual learning process where students study to be